Hamlet Soliloquy Analysis Essay - 626 Words

Hamlet, the main character of William Shakespeare’s play Hamlet, is one of the most complex characters ever created. His intricacy can be seen in the amount of soliloquies he speaks throughout the play. Each one of Hamlet’s soliloquies reveals his innermost thoughts and gives the reader or audience insight as to what he is feeling at that time. Hamlet’s quartet of soliloquies illustrates how Hamlet is initially indecisive, but eventually makes a decision to take revenge against his uncle. In Hamlet’s first soliloquy he shows that he is angry with his mother and upset over his father’s death. Hamlet, however, does not think about taking revenge against his uncle for marrying his mother, instead he is just furious at his mother for being†¦show more content†¦In this soliloquy he is mad at himself for waiting so long to take action to avenge his father’s death. Throughout this speech Hamlet is expressing self-hatred and scorn. In his self rage he says, â€Å"I am pigeon livered and lack gall†. Hamlet also compares himself to the actor who was able to become so emotional about something insignificant and wonders why he does not have that kind of passion about something as important as his father’s death. By the end of the soliloquy Hamlet has developed a plan to begin taking action against his uncle, Claudius. By Hamlet’s third soliloquy he still has not taken action to avenge his father’s death and hates everyone around him, including himself. He begins his soliloquy with the famous line â€Å"To be, or not to be?† With this line Hamlet is asking whether is it better to be alive or to be dead. In this soliloquy Hamlet contemplates suicide and discusses the trials of life. He wishes not to have to deal with the hardships of life, but realizes that he is not brave enough to take his own life. Not only is he, like most humans, afraid of the unknown, but he is also afraid of committing a sin and damning his soul. At the end of his third soliloquy Hamlet has yet to do as his father’s ghost told him and Hamlet is still angry with himself for being such a coward. Hamlet’s final soliloquy is invoked by a conversation he has with the captain of Fortinbras’ army. Hamlet realizes that other people are willing to fightShow MoreRelatedHamlet Soliloquies and Their Analysis1527 Words   |  7 PagesHAMLET’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) theRead MoreHamlet Soliloquy Analysis1404 Words   |  6 PagesSoliloquies in Hamlet Soliloquies are used by writers because they offer the reader or audience the opportunity to know more about the character, his true self and inner thoughts, as well as pieces of information that cannot be revealed through a normal conversation between characters. Shakespeare uses this method with his characters very often to provide a deeper understanding of his characters, and Hamlet speak seven of this, being each one necessary and important for the plot development. EachRead MoreHamlet Soliloquy Analysis968 Words   |  4 Pagesfamous work undoubtedly goes to Hamlet’s â€Å"To be or not to be.† The soliloquy is a speech of despair, anger, and suffering. Hamlet deals with profound concepts and philosophical ideas. Questioning the righteousness of life over death, making death desirable and powerful. The speech covers an idea we all refuse to acknowledge, humans bear the burden and labor of life only to avoid the unknown mysteries of death. For such a powerful sol iloquy, converting it to films needs a brilliant directing; with outstandingRead MoreHamlet Soliloquy Analysis Essay524 Words   |  3 PagesHamlet Soliloquy Analysis As Act I of Shakespeares Hamlet concludes, a conversation between the protagonist Hamlet and the ghost of his deceased father, King Hamlet occurs. In response to the ghosts request for Hamlet to take revenge, Hamlet shares his thoughts with the audience in a soliloquy. Through vows and promises, Hamlets oral reaction to the Kings request exposes his full will for revenge. In addition, Hamlets word-choice begins to exhibit the blind passionRead MoreHamlet Soliloquy Analysis1089 Words   |  5 Pages In Hamlet, the Prince of Denmark, Shakespeare portraits the transition from a young mindset to a more mature one in Hamlets My thoughts be bloody soliloquy. (iv.iv 34-69) Shakespeare uses Hamlet to show us the role maturity plays in the human decision making process. The soliloquy can be seen as a call to action, Hamlet shifts from inaction to action and stops making excuses. He was always intelligent but didn’t have the ability to make decisions in proper time. He over thought and frustratedRead MoreHamlet Soliloquy Analysis899 Words   |  4 PagesHamlet’s Soliloquy There are various ways in which an author can target their audience, though in the Elizabethan Era one might do so differently than in present day. In William Shakespeare’s Hamlet, Hamlet delivers a speech in which all those who watched could relate to. Before Hamlet was exiled to England he encountered the captain of Norway’s army and learned of their plan to attack a small patch of Poland’s land. The land was worth nothing to neither Norway or Poland yet both took up arms toRead MoreHamlet Soliloquy Analysis769 Words   |  4 PagesIn Act 1 Scene 2 of Hamlet, Prince Hamlet delivers his first soliloquy after formally obeying his mother and uncle’s request to stay in Elsinore. The purpose of this soliloquy is to express Hamlet’s frustration and antipathy towards his mother’s marriage with his uncle, as well as other aspects of torment, ultimately admitting to the distress and upset this marriage has inflicted upon him. The author utilises to ne by word choice to emphasise Hamlet’s anguish, frustration, and anger. In addition,Read MoreHamlet Soliloquy Analysis Essay2074 Words   |  9 PagesThis soliloquy by Hamlet is where he first devises the plan of the â€Å"Mouse Trap† (Act III, scene 2). It begins with Hamlet describing how he has heard that people can be overcome with guilt and remorse of their â€Å"malefactions† that they openly proclaim them, when viewing a scene of a play similar to that of their crime. As a result of this Hamlet resolves to set a trap for Claudius, in which he will watch a play that has a scene closely resembling the murder of Old King Hamlet. Hamlet reasons thatRead MoreHamlet to Be or Not to Be Soliloquy Analysis Essay887 Words   |  4 PagesThe To Be or Not To Be speech in the play, Hamlet, portrays Hamlet as a very confused man. He is very unsure of himself and his thoughts often waver between two extremes due to his relatively strange personality. In the monologu e, he contemplates whether or not he should continue or end his own life. He also considers seeking revenge for his father’s death. Evidence of his uncertainty and over thinking is not only shown in this speech, but it also can be referenced in other important parts ofRead MoreEssay on The Use of Soliloquy in Shakespeares Hamlet1175 Words   |  5 Pages A Soliloquy is a dramatic convention, in which the character stands alone on stage, speaking. Originally it was a plot device, to enable a character to tell the audience what he planned to do next, for example, in the course of revenge. But the device is heightened in Shakespeare as it enables a character to reveal the amp;#8216;inner soulamp;#8217; to the audience without telling the other characters. It is usual that one discovers more of a character from a soliloquy than from the action of

Comparing Brave New World and Blade Runner - 1324 Words

Human relationships, and humanitys understanding of the wild, are shaped and reflected in Blade Runner, by Ridley Scott, and in Brave New World (Aldous Huxley) through their composers use of the contrast between true nature and the wild. The human relationship with the wild is tenuous, and this is shown within both texts. More often than not, nature is understood simply as a force to be dominated, controlled or exploited for the benefit of humanity. The new wild is one created by human society however, although developed and sustained by the characters, the wild seems to control and manipulate humanity, rather than the reverse. In Blade Runner and in Brave New World, the nature of happiness and freedom is one of the most recurrent†¦show more content†¦In contrast to this, the discovery by Rachael of her true identity, a replicant, destroys the illusion of happiness her place in society had given her; Rachael: Im not in the business. ...I am the business. But this allowed her to discover a semblance of freedom. The failure of the replicants to truly become a part of human society is that they are too much a part of the new wild, perfect in the face of humanitys flaws, and so are separate from true nature and humanity... In Brave New World, true nature is constrained and separate from society; the new wild is humanitys creation; here, Savage has been rejected from the natural in the reserves, but Savage cannot cope with the demands of the new wild - London society - and so withdraws from it into what he perceives as the natural world. ...Loathsome civilised stuff! ... To sing and enjoy himself was not why he had come here; it was to escape further contamination by civilised life... However, Savage is continually confronted by the new wild beyond his attempts to escape it; so hangs himself in a final rejection of it. Characterisation is the main technique used in conveying the theme of societys overturningShow MoreRelatedA Comparison of the Themes of Blade Runner and Brave New World1480 Words   |  6 PagesA Comparison of the Themes of Blade Runner and Brave New World ‘Humanity likes to think of itself as more sophisticated than the wild yet it cannot really escape its need for the natural world’ Despite different contexts both Aldous Huxley within his book Brave New World and Ridley Scott in the film Blade Runner explore the idea that humans feel themselves more sophisticated than the natural world, yet are able to completely sever relations between humanityRead MoreMuch Ado About Nothing Key Scenes4885 Words   |  20 Pagesmarriage. Quotes from this passage: â€Å"He is of a very melancholy disposition† *Means: about Don John, always miserable â€Å"The one is too like a image and says nothing and the other is too like my lady’s eldest son, evermore tattling† *Means: Beatrice comparing Don John and Benedick â€Å"By my troth, neice, thou wilt never get thee a husband, if thou be so shrewd if thy tongue† *Means: Leonato said that if Beatrice doesn’t stop making such cutting comments she wont get a husband. â€Å"Lord, I could not endureRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesDESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The cover was printed by Courier/Westford. This book is printed on acid-free paper. Copyright  © 2009, 2006, 2004, 2001, 1998, 1995, 1992, 1989, 1986, 1981, 1976 John Wiley Sons

Life Context of Pharmacological Academic †MyAssignmenthelp.com

Question: Discuss about the Life Context of Pharmacological Academic Management. Answer: Introduction Students are expected to perform well in schools after training for a certain period of time. The end results are the ones that determines students movement to the next level of academic ladder. It is a fact that so much money and other resources are invested in the education and so the end results have to be impressive to avoid wastage of the money used in the same. This have been a driving factor for students to use all means possible to achieve their academic goals. According to Hildt et al., (2014), substance abuse by students who perform poorly in schools started in high schools and the trend has since moved to colleges and universities. Learners have the pressure to perform well and look impressive. This pressure might come from their family members, academic staff, lecturers or friends. This is why nonmedical use of substances to boost academic performance or intellectual ability is on the rise. Students who are struggling academically tend to believe that their mental capacit y to perform well in schools can be adjusted by taking brain stimulants. The drugs are readily available in many colleges since students have their own external providers who come to schools to bring them the drugs. However, research reveals that this is a myth and that the students who o this always end up not getting the help intended. They, however, end up with disorders as a result of the use of the same stimulants. Tutors and all other academicians always reiterate that the only and sure way of achieving academic dreams is through doing academic duties the best way possible. Doing consultations from the tutors, researching from credible sources through the internet and many more, are the only sure ways of hitting the academic target. The authors of the two articles involve Hildt and Munro are drawn from the department of psychiatry and psychotherapy respectively. As research indicates, they work in university medical centres. Franke on the other hand, is a trainee while Hildt belongs to psychology department. Additionally, he is an expert in neuroethics at the same university. We are told that Bailey Munro together with Lisa Weyandt is the head of interdisciplinary neuroscience program manager. On the other hand, Marraccini E. M is based at Alpert Medical school, which is a research centre in the United States of America. To explore how the use brain booster stimulants among learners influence positively their academic performance. To identify the main reasons why the students use brain stimulants more often despite being taught or guided by their lecturers. This includes any other reason that makes students use drugs and their motives as well. To investigate the effects, either positive or negative, of the stimulants to the users. To explore the impact of pressure directed to the learners mostly by their family members, some of who invest all their money in school to make sure their child attend university (Hildt et al., 2014). Justification for the need of study The study need is justified in several dimensions throughout both articles. First, there was a need to know the main reason as to why there is a rise in the number of students who are taking drugs in schools (Munro, et al, 2017). It is true to mention that people have their own specific reasons for doing what they do, or behaving in a particular manner. The authors had the need to know other reasons behind abuse of brain stimulants by learners, apart from boosting academic performance management. According to Munro, et al, (2017) article, we are informed that most students use the drugs to give them energy and pleasure they need to perform their other activities. This clearly shows that the stimulants are not only used to boost brain activity so that the end results in academics can be influenced, but also it helps the learners in managing their schedules so that they do not miss class activities as well as their own planned activities outside class time. There is also the need to bo ost the attentiveness of the minds (Hildt, et al, 2014). Students need to be more active than they are naturally. This is why they sort other sources of being more attentive during the long lecture hours at the universities. Hildt et al., (2014) article also justifies his research study by wanting to known the side effects that come as a result of brain stimulant abuse. Medical research shows that any human being abusing any type of drug will at some point experience the negative side effects of the same (Munro et al., 2017). Authors utilized one main methodology in the study which involves qualitative research with a focus on interviewing as the main data collection method. From the reader perspective, we see several interviews conducted to different people. These includes students and the lecturers as well. However, the two groups are interviewed separately at different times. This is because there is a need to keep information from different people secret from public opinion but only revealed to the interviewers (Munro et al., 2017). The interviewees used placards. These were meant attract the attention of learners and compel them to respond to the same (Hildt, et al, 2014). However, the majority of those who responded were not drug users (Hildt, et al, 2014), but still the authors were able to receive recommended number who were later subjected to the interview panel. Questions Used During the Interview What was the reason behind you taking the stimulant while at the campus? After taking the stimulant drugs, were there any increase in overall mental performance or situation remained the way it was? Apart from increase or decrease in metal performance, were there improvement in the academics that can be said to be a direct influence of the drugs? During usage of the stimulants, were there side effects that have affected you either positively or negatively that you can mentioned or talk about? The interviewers employed some tactics to ensure that the information received from the interviewees is not lost or tampered with. For instance, the voice of the interviewees was recorded using a voice recorder (Munro et al., 2017). Besides recording, one of the interviewers noted down the answers given so that they can have a quick reference point is need be (Hildt et al, 2014). Participants and Reasons why methodology used was appropriate The method used in data collection was appropriate and a good volume of results came out. Interview was the best option since there was a need to get first hand data and information that has not been interfered with before. Again, talking to people face to face compels them to give true information due to the direct eye contact between the two. Since direct face to face interview was used to get the needed data, it was the most effective appropriate method that could be used to collect such sensitive and useful information (Munro et al., 2017). The participant in the study included the students (both those who use the brain stimulants medicines and those who do not use them), the lecturers, medical practitioners, and the researchers who conducted the study (Hildt et al., 2014). According to the study, the total turnout was small but still good to keep the exercise and research work going. As per the requirements on the placards, email addresses were used to by the students to contact the research centre. A total of twenty two were carried out in general. Out of the number, four participants tested positive of the ADHD as per Hildt statements. Results showed that fourteen of the remaining candidates had attempted to use ADHD drugs at some point in school. Reports points out clearly that the reaming four students used both the two, that is, the prescribed drugs and the illicit drugs to boost their academic outcome (Hildt et al., 2014). Intake of AMPH drugs makes one become active at some point, thus he or she is able to do so many things at the same time without feeling exhausted (Hildt et al., 2014). It also improves ones level of concentration. however, most students appreciated its effects to reduce the need to sleep, as this would make them have enough time to study thus improving their end academic results. It improves their ability to focus on details and the level of receptiveness. Students also feel good when they are re-energized. This allows them to be more and more active to do all the work that need to be done on time. The report points out several disadvantages that affect students who take the drugs. Students stay awake and do not feel like sleeping for ling hour. This affects their normal brain operation since it is a requirement that everyone should sleep at least eight hours a day. The drugs also make them feel restlessness thus affecting their normal day operations. According to Hildt et al., (2014), the side effects increases or decreases depending on the duration of the drug abuse. For instance, one of the students mentioned that a day after taking the drugs everything seems fines but its negative effects projects in after two to three days, making the user to feel shattered. Students also reiterated that they become tired due to consumptive nature of the drugs. This makes them not be in a position to take the drugs more than one within a single month. According to Munro et al., (2017), the students experiences, those who take the drugs on a daily basis are always weak and very exhausted. S o for the drugs to work properly as intended, the user needs to take small amount at a specified interval. The drugs also make students feel depressed and be in unhappy moods most of the time. This is due to the effects of MPH. As mentioned, the drug is a stimulus, and can trigger hormones that makes one have a change of moods and so on. Reports point out barriers that hinder the use of the finding in the report to bring changes in higher learning institutions. If the findings are used to prevent students from accessing brain booster drugs such as ADHD, then the affected people will barely find time to do their outside school work. We are also informed that mostly students use the illicit drugs during specific times like during the examination periods (Munro et al, 2017). Publishing the findings and attempting to stop the use of the same in institutions will make students attempt examinations without reading for them (Munro et al., 2017). This will reduce the performance of the learners plus the institutional grade. There is alignment of the questions in the study with the PICO requirements since the main issue which is drug usage is fully addressed and concluded. Conclusion It is evident that students are given too much work in schools. Among others, this is the reason behind usage of brain booster drugs by the learners. Students need extra time to attend to their own activities. Most of them have businesses to nurture while others do partying and socializing. Due to the pressure to perform in academics, they are forced to use other means to get more time. They also do this so that their brains can be boosted with more energy to enhance concentration in classes. However, research indicates that usage of the brain boosters is characterised with some negative effects. Most of the students feel dizzy and tiredness after consumption of these illicit drugs. Reports also shows that some of them contemplate suicide due to the side effects of the drugs. This is because the drugs affect the brain of the students or any other user. References Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university studentsa qualitative approach.BMC medical ethics,15(1), 23. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes.Addictive behaviors,65, 250-257.

Notes on Madonna and Child Essay Example

Notes on Madonna and Child Essay Madonna and Child, a tempera on panel piece from about 1215, utilizes rich, deep tones and smooth brush strokes to convey the reflective nature of this piece. Mother and child are shown both looking down, which leads one to believe that they are in deep reflection. The overall tone of the painting is rather somber, as expressed by the deep colors and shadowed effect on the subject of the piece. The composition is traditional portrait style, with a naturalistic approach to the subjects in a plain, centered orientation. This allows for the focus to lie on subject and child, which can be inferred to be Madonna and Child. The background of the painting shows a supposed view of a country road through the window, which adds a simplistic and calming feel to the painting. It can be inferred that the painter wished to portray the deep reflection Madonna and Child are enduring. This is done through the composition as a whole, but specifically, the physical positioning of mother and child, the deep tones and color palette chosen, and the stance and direction of the subjects glance. The focal point of this piece lies in the mothers grip of the child. By the manner in which she embraces the child, it is apparent that she is in deep reflection. The fact that they are looking downward is also significant, as that provides a saddened connotation for their thoughts. This also permits the piece to maintain its sentimental feel, which is empathized by the viewer. It is profoundly remarkable that the described sentimental, reflective disposition of the piece could be empathized by the viewer, and that positions the artist as doing his job successfully. Inherently, the viewer feels that there is some source of conflict to the right hand side of the subject and her child, as neither subject is engaged at the painter painting their portrait, but something off to the side of the portraits frame. The deep tones and