Hamlet Soliloquies and Their Analysis

HAMLET’S SOLILOQUIES & THEIR ANALYSIS In the course of the play, Hamlet has seven long soliloquies. The first of these occurs before he has seen the Ghost. In this soliloquy, Hamlet reveals the grief that has been gnawing at his mind. He wishes that religion did not forbid suicide so that he could kill himself and be rid of this grief. He feels disillusioned with the world. â€Å"How weary, stale, flat and unprofitable, Seem to me all the uses of this world†. He deplores (condemns) the fact that his mother should have remarried barely two months after the death of her first husband. This soliloquy shows Hamlet’s meditative nature. It also reveals his filial attachment to his dead father whom he speaks highly, and his scorn of his uncle to whom he refers in disparaging terms. His references to Hyperion, Niobe and Hercules show him to be well versed in classical literature. We also note his generalizing tendency when says: â€Å"Frailty thy name is woman;† Resolution to avenge his father’s murder. Hamlet’s second soliloquy comes just after the Ghost leaves him, after charging him with the duty of taking revenge upon the murderer of his father. Hamlet resolves to wipe out everything else from his memory and to remember only Ghost’s command. The manner in which Hamlet here speaks of never forgetting into action and carry out the behest (request) of the Ghost. The Ghost’s revelation has stunned him and he refers to his mother as â€Å"a most pernicious woman† and to his uncle as a â€Å"smiling damned villain†. We again note his generalizing tendency when he says that â€Å"one may smile, and smile, and be a villain†. Self reproach: In his third soliloquy, Hamlet bitterly scolds himself for having failed to execute his revenge so far, he calls himself â€Å"a dull and muddy mettled rascal† for his failure, accusing himself of being â€Å"pigeon livered†, an ass who â€Å" like a whore† can only unpack his heart with words and â€Å"And fall a-cursing, like a very drab†. He refers to his uncle as a â€Å"bloody bawdy villain; remorseless, treacherous, lecherous, kindles illain†. He then dwells upon his plan to stage a play (The Mouse Trap), saying: â€Å"the the play ‘s the thing Wherein I'll catch the conscience of the king† In other words, Hamlet now seeks a confirmation of the Ghost’s charge against Claudius. This is rather strange, because it has taken him long to doubt the authenticity of the Ghost’s version. It is obv ious that Hamlet is more a philosopher and less a man of action. On the Horns of Dilemma. Hamlet fourth soliloquy, his most famous and most celebrated, is the most philosophical of all. To be, or not to be: that is the question†. Hamlet asks himself whether it is noble to suffer the cruelties of fate silently or to put up a fight against the misfortunes of life. It would be better perhaps â€Å"to commit suicide† if death were to mean a total extinction of consciousness. But the fear of what may happen to us after death, make us endure the ills and injustices of life. This soliloquy, more than any other reveals the speculative temperament of Hamlet, his irresolute and wavering mind, and his incapacity for any premeditated action of a momentous nature. His catalogue of the misfortunes of life once again shows his generalizing habit of thought. This soliloquy partly explains Hamlet’s delay in carrying out his purpose, and shows at the same time the mental torture that he has been undergoing because of that delay. We here see a sensitive, reflective person compelled to face situation with which he unable to cope. Decision to â€Å"speak daggers† to his motherIn his fifth soliloquy, Hamlet describes his mood as one in which he could â€Å"drink hot blood, an do such bitter business as the day would quake to look on†. In this mood he can even kill his mother, but he would not follow Nero’s example: â€Å"Let me be cruel, not unnatural†. He therefore decides to â€Å"speak daggers† to his mother but use none. We can well realize Hamlet’s story resentment against his mother but we also know that the man who has not been able to kill his uncle will be incapable of killing his mother because, apart the fact of her marriage, she has done nothing to deserve that punishment. Evading the responsibility. Hamlet’s sixth soliloquy shows him shrinking from an act for which he has long been preparing and for which he now gets an excellent opportunity. Hamlet’s reason for not killing his uncle at this moment is that the uncle is at prayers and that by killing him at such a time Hamlet would be sending him straight to heaven. Hamlet decides to wait for an opportunity when his uncle is â€Å"drink asleep, or in his rage, or in the incestuous pleasure of his bed, at gaming, swearing, or about some act that has no relish of salvation in it†. Obviously, Hamlet is evading a responsibility which he has fully accepted. His reasoning here is nothing but a piece of casuistry (misleadingly subtle reasoning). Thus Hamlet’s tendency to procrastination is further emphasized in this soliloquy Self Reproach Again. Hamlet’s last soliloquy is again full of self reproach: â€Å"How all occasions do inform against me, And spur my dull revenge! † Three part of his failure, he says are due to cowardice, and only one part due to wisdom. It is to be deplored (condemned) that he only lives yet to say: â€Å"This thing’s to do (meaning his purpose is yet to be accomplished). A man is no better than a beast, if he is content with feeding and sleeping. Hamlet’s dilatoriness is due to â€Å"bestial oblivions†, or to â€Å"some craven (cowardly) scruple (hesitation) of thinking too precisely on the event†. Having rebuke himself in strong terms, Hamlet forms the following resolve: â€Å"O, from this time forth, My thoughts be bloody, or be nothing worth! † This soliloquy, once again emphasizes Hamlet’s irresolution and his meditative temperament. His conscience keeps pricking him and urging him to revenge, but a natural deficiency always obstructs him. His generalizing and universalizing tendency too is seen here once again † What is a man, If his chief good and market of his time Be but to sleep and feed? a beast, no more. † The idea of delay emphasized by the soliloquies. Hamlet’s soliloquies are foremost in bringing the idea of his delay to our notice. The stress on delay shows also Hamlet’s preoccupation with his role. His life is one to be lived under the imposition (burden) of a great task which he seems unable to fulfill. Excessively speculative, irresolute, scholarly poetic. The soliloquies of Hamlet undoubtedly throw a flood of light on his character and personality. A soliloquy is a device by which Shakespeare reveals to us the inner working of a character’s mind, the secret thoughts and cogitations (meditations) of a character’s mind, the deepest recess of a character’s soul. Hamlet’s soliloquies surely serve that purpose. These soliloquies not only reveal that Hamlet is given to excessive speculations and that he is therefore unfit to carry out the task assigned to him, but also unable to understand his reasons for delaying his revenge. Furthermore, these soliloquies show Hamlet's poetic eloquence. Each soliloquy by him is a masterpiece, not only as regards its philosophic content but also as regards its style and expression. They show Hamlet to be a scholar, a philosopher, and a poet. . Nothing about his relations with Ophelia in these soliloquies. Introspective as he is, Hamlet is constantly analyzing himself inwardly. He is for even looking into himself, delving into his own nature, to seek an explanation' for this or for that, and giving vent to his dissatisfaction, discontent, or frustration. In one important respect, however, these soliloquies do not express Hamlet's mind. In none of these soliloquies does he speak of his feelings or thoughts about Ophelia. While he speaks a good deal about his uncle and, his mother, he says nothing about Ophelia. The result is that so far as his relations with Ophelia arc concerned, we have to depend only on external evidence. Three powers of the soul dramatized. According to one critic, the first six soliloquies of Hamlet' dramatize the three powers of the soul – namely , memory; understanding, and will – and show how his memory and understanding are opposed to his will, while the seventh soliloquy is concerned with all three powers of the soul though-â€Å"the battle in Hamlet's mind is never decided at a conscious level. Over-analysis of motives. The soliloquies of Hamlet deepen Hamlet's tragic character by portraying him as a â€Å"thinking† man. His excessive introspection checks action by too curious a consideration of the need and justice of . the action contemplated. The soliloquies contain an over-analysis  ·of the motives of the action that is required of him. His mind weighs all that may conceivably be said for and against the course proposed.

Alternatives on Making Better Homes

Turbular Skylight Skylight is a solution for buildings that may be exposed to sunlight, with no openings on the sides and back. However, the skylights used at home are slightly different than usual. The skylight is in the center of the building and extends from the front to the back. Under the skylight there is a blank area to separate the left and right of the building mass. As you enter the house, skylights will draw attention sooner especially during the day. Did you know that there are other ways to deic or ice off lanes and sidewalks that you find or create at home? It is more convenient and economical than buying rock salt at a shop. Some are environmentally friendly. Please look at your cabinet this winter and use your own homemade cryoprotectant to slide the ice. You can sprinkle a thin layer of cold salt, not cold salt. The chemical reaction between salt and water generates heat, which lowers the freezing point of water in the snow. Since it may harm grass and plants in the spring, be careful when using large amounts of salt. A safer alternative is Epsom salt, but it is time consuming and more expensive If you can manage it, leaving your car at home will bring a lot of financial and environmental awareness. There are nine ways to move a short distance here - shops, friends, beaches, others etc. (Alternatives to commuting are themselves topics and we will promote it on a different day.) Walking speed is surprisingly fast. If you are walking: You will never be trapped behind a parking city bus, you do not need to worry about stopping your car at stop-and-go traffic. A dorm There are two basic principles to keep in mind when creating alternatives. First of all, the choice you make will never be better than the best choice you have to choose Secondly, you can not choose an alternative that you are not thinking about. When you consider deciding, you want to say that you have created an innovative list of alternatives. Think outside the box and repeat severa l original alternatives to better choices. There are too many bad alternatives in your list that are far better than not having enough substitutes. At the end of the day, it is much easier to make a good decision if you want to make a decision between several good choices.

Define hate crime and the personal and social impact Essay

Define hate crime and the personal and social impact - Essay Example opinion with respect to whether or not current â€Å"hate crime† law is either beneficial or detrimental to the system of criminal justice that exists within the United Kingdom. It is further hope of this author that such a level of discussion will be beneficial in shedding of understanding with respect to crimes, is the further intention of this author to engage the reader with an appreciation of the fact for how crime and its interpretation/punishment has more and the ball with changes to society. In terms of definition and understanding, it is essential to appreciate the fact that hate crimes have both a personal and societal impact. The personal impact is with respect to the way in which hate crimes impact upon the perpetrator as well as the victim (Gillis, 2013). The impact upon the perpetrator oftentimes congeals to make them even more prejudiced than they might have been before; sometimes regardless of whether or not punishment was ever provided for the crime. Furthermore, hate crimes can have the impact of altering the world-view of the victim, causing panic attacks, and fundamentally changing the way that they engage with individuals in the future. Because of these effects, legislators and policymakers attempted to increase the overall penalties that are involved with respect to the crimes. The goal of this particular approach is to create a situation in which the crimes are strong enough to dissuade individuals are ever perpetrated Pfc. However, the fundamental shortcoming with respect to this particular approach has to do with the fact that many individuals do not respond to the threat of increased criminal penalties prior to engaging in whatever form of criminal behavior that they might be about to perpetrate (Spieldenner & Glenn, 2014). As such, the increased level of penalties for the crimes has become somewhat disproportionate with regard to other severe crimes that are oftentimes underage to a lesser degree; this is especially true in places

Violence, the American Creed and the Rulling Class Essay

Violence, the American Creed and the Rulling Class - Essay Example The following essay forwards the thesis that the American Creed, either wholly or in parts, has historically been used by the elite ruling class of whites for their own gain, primarily as an ideology used to explain and excuse the use of violence to oppress other racial minorities in the process of consolidating power for their own gain. Evidence for the use of the American Creed in this manner is easily seen in several instances in American history, most notably from the end of the Civil War to the time of World War I, a period of time from the 1860s to the 1920s. The essay will take a chronological approach in the discussion while pointing out the specific use of violence with regards to preserving the power of the ruling class. The essay will use three particular instances in American history when the American Creed was used as a justification for racial violence against three separate races: the post-Civil War Reconstruction and violence against the former black slaves, the perio d of the Western frontier and violence against the Native Americans, and finally the excessive violence and torture used on Filipinos by American soldiers during the Filipino-American War. The essay’s first example of the misuse of the American Creed occurs after the Civil War. America entered into a period termed as the Reconstruction, during which white Southerners secured amnesty from then President Andrew Johnson and after taking an oath of allegiance were restored their political and property rights (sans slave ownership) prior to the Civil War. Many blacks who were formerly slaves had found themselves freed as a consequence of the war, and legislation headed by politicians such as Massachusetts senator Charles Sumner and Pennsylvania representative Thaddeus Stevens were making it so the blacks were granted political rights equal to whites.1 However, racial hatreds and the belief that black people were inferior to whites led to those legislations eventually being disrega rded in all but name and the prevalence of discrimination, racially-motivated violence, and segregation. In a bid to seemingly uphold these laws of equality, the concept of â€Å"separate but equal† was devised, with the facilities and services for blacks being highly inferior to non-existent. To enforce this â€Å"separate but equal† rule, an oppressive system based on violent reprisals for breaking social hierarchy was informally established. It became common for blacks who had violated the established hierarchy by speaking or acting out against the whites to end up dead either through beatings or at the hands of a lynching mob.2 Indeed, lynching became a common occurrence which continued well into the middle of the 20th century. In the first example, the portion in the Creed pertaining to equality is put into play. The â€Å"separate but equal† ruling allowed the ruling whites to keep their distance from people they viewed as being lesser than them while upho lding the equality referred to in the Creed. Anyone trying to bridge the separation was seen trying to break the equality, disrupting the Creed and therefore deserving of punishment and violent reprisals. Following the Reconstructio

Explain the Federal Government's success in the Civil War Essay

Explain the Federal Government's success in the Civil War - Essay Example A great deal of the South’s population was black and the number of men to call up for military service was far less than what the North possessed which was aided by a draft that was imposed by the federal government or the United States government at the beginning of the war. This did a great deal to ensure the success of the North as well, though there was strong opposition in many places against the act of war upon the southern part of the United States. People in New York knew that if the North won the war that there would be thousands of freed blacks that could possibly move north and take over the jobs of regular layman for fewer wages. â€Å"Such rhetoric inflamed smoldering tensions. Draft dodgers and mobs killed several enrollment officers during the spring and summer. AntiNegro violence erupted in a number of cities. Nowhere was the tinder more flammable than in New York City, with its large Irish population and powerful Democratic machine. Crowded into noisome tenements in a city with the worst disease mortality and highest crime rate in the Western world, working in low-skill jobs for marginal wages, fearful of competition from black workers, hostile toward the Protestant middle and upper classes who often disdained or exploited them, the Irish were ripe for revolt against this war waged by Yankee Protestants for black freedom. (McPherson 609)† This, however, did not stop the North’s cause to bring about black freedom and they enacted some financial matters to insure that their Union soldiers would be paid and have proper supplies as in the following quote. â€Å"Unlike the Confederacy, which relied on loans for less than two-fifths of its war finances, the Union raised two-thirds of its revenues by this means. And while the South ultimately obtained only 5 or 6 percent of its funds by actual taxation, the northern government raised 21 percent in this manner.

CV personal statement with 2 page to answer Assignment

CV personal statement with 2 page to answer - Assignment Example 3-phosphoglycerate 3-phosphoglycerate ? 2-phosphoglycerate 2-phosphoglycerate ? phosphoenolpyruvate Phosphoenolpyruvate ? pyruvate pyruvate ? acetaldehyde acetaldehyde ? ethanol B) The result that would be obtained if muscle tissue were used instead of yeast 2 marks Since in muscles NAD is exhausted, pyruvate is converted to lactic acid to be able to produce NADH. PRACTICAL 4 1. Based on the approximate free energy changes for their hydrolysis, ADP, ATP and creatinine phosphate are expected to be better phosphate donors than glucose 6-phosphate and AMP, because the former three undergo hydrolysis that have more negative free energy changes than that of the latter two. This means that their hydrolysis is more spontaneous. 6. The solutions containing ATP, ADP, AMP, and glucose 6-phosphate ranked first, second, third, and fourth, respectively, in the amount of 680 nm absorbed, and subsequently the amount of inorganic phosphates produced. This ranking also indicates the willingness of th ese compounds to donate phosphate. PERSONAL STATEMENT I have the passion to teach different subjects, biochemistry in particular, due to a variety of reasons. First, biochemistry is an interesting and exciting subject to be involved in, because of the number of experiments that could be conducted and the potential to formulate new experiments. There is always something new to spark the interest of students. In addition, these experiments can have tangible and measurable products, usually with visible changes, usually colorimetric in character. This can encourage and motivate the students to do the experiments, despite probably experiencing setbacks and not seeing results. Moreover, the topics of biochemistry are easily applicable to their lives, and so they will find the sense and reason behind studying these lessons and conducting the experiments. For example, knowing how our food, through its production of ATP, powers our daily activities can be easily applicable and understandabl e since eating is a common human process that, when not undertaken, results in weakness. However, I know that teaching is a difficult job to do. Although biochemistry is an enjoyable topic to discuss, I know that I should be hardworking, patient, passionate and creative in teaching my students. It is my belief that the potential of biochemistry being enjoyed by the students can only be realized if the teacher is able to tap its strengths and blunt its weaknesses. I should be able to formulate enjoyable and exciting experiments by using reactions that produce color changes. If the students do not perform the experiments well the first time, I should be patient in guiding my students to the eventual achievement of desired result. If my students see these characteristics in my personality, I hope they can imbibe these good qualities so that they can bring it as they grow older. Hopefully, I will be given the chance of not only giving my students knowledge, but teaching them qualities t hat can help them in the future. SUMMARY Chemical processes are vital in providing energy for all the functions of living things. Their extensive characterization entails the conduct of experiments that looked into the reactions’ different aspects. In part 1, intermediates of metabolic pathways such as glycolysis can be studied despite their low steady state concentrations by inhibiting the processing enzymes, in this case by exposing pyruvate decarboxylase to alkaline conditions. Aside from looking at the intermediates, other compounds, such as enzymes and

Social Stories Article Example | Topics and Well Written Essays - 750 words

Social Stories - Article Example In this case, five students were selected to help carry out the research. Two participants were dropped from the study due to various reasons. The first was dropped from the study as he was unresponsive to the social stories. The second was dropped due to unreliability during data collection. The criterion for selection of the participants included; First, they should be either male or female with ages ranging from 12 to 15 with an autistic disorder, Secondly their social, language and academic records of the past two years should be available, Thirdly, the students should not have Asperger’s syndrome, and lastly the participants had to be verified whether they have autism using the Gilliam rating scale. The social stories created were based on consultations with special education teachers, professionals, parents, and speech clinicians. To stories were each designed to prompt the targeted behavior. In the case of one participant (Ronnie), he would read about how to stand and play with the aid of pictures and photographs. Another participant (Bobby) learned about the inappropriate high vocal pitch. Bobby would learn how to use a young man’s voice. The third participant (Cathy) learned how to put her hands down. Each of the stories utilized pictures of the participants to analyze whether their behavior would be impacted by own pictures. The staff used to carry out the test involved special education personnel and students trained in the procedures for the tests. Their aim was to provide some guidance for the participants, which involved pointing at pictures, which would serve to prompt the participants into a reaction, which would relate to the image displayed.