Hamlet Duplicity Essays - Characters In Hamlet, Prince Hamlet

Hamlet: Duplicity In William Shakespeare's Hamlet, the protagonist exhibits a puzzling, duplicitous nature. Hamlet contradicts himself throughout the play. He endorses both the virtues of acting a role and that of being true to one's self. He further supports both of these conflicting endorsements with his actions. This ambiguity is demonstrated by his alleged madness, for he does behave madly,only to become perfectly calm and rational an instant later. These inconsistencies are related with the internal dilemmas he faces. He struggles with the issue of revenging his father's death_vowing to kill Claudius and then backing out, several times. Upon this point Hamlet stammers through the play. The reason for this teetering is directly related to his inability to form a solid opinion about role playing. This difficulty is not present, however, at the start of the play. In the first act, Hamlet appears to be very straightforward in his actions and inner state. When questioned by Gertrude about his melancholy appearance, Hamlet says, "Seems, madam? Nay it is. I know not `seems.' (1.2.76). This is to say "I am what I appear to be." Later In Act I, Hamlet makes a clear statement about his state when he commits himself to revenge. In this statement the play makes an easy to follow shift. This shift consists of Hamlet giving up the role of a student and mourning son. Hamlet says, "I'll wipe away all trivial fond records, All saws of books, all forms, all pressures past, That youth and observation copied there, And thy commandment all alone shall live Within the book and volume of my brain" (1.5.99-103). Hamlet is declaring that he will be committed to nothing else but the revenge of his father's death. There is no confusion about Hamlet's character. He has said earlier that he is what he appears to be, and there is no reason to doubt it. In the next act,however, Hamlet's status and intentions suddenly, and with out demonstrated reason, become mired in confusion. When Hamlet appears again in act two, it seems that he has lost the conviction that was present earlier. He has yet to take up the part assigned to him by the ghost. He spends the act walking around, reading, talking with Polonius, Rosencrantz, Guildenstern, and the players. It is not until the very end of the act that he even mentions vengeance. If he had any of the conviction shown earlier he would have been working on his vengeance. So, instead of playing the part of vengeful son, or dropping the issue entirely, he hangs out in the middle, pretending to be mad. This is shown when he says to Rosencrantz and Guildenstern "I know not- lost all my mirth, forgone all custom of exercise" (2.2.298-299). Later he tells them that he is just feigning madness when he says, "I am but mad north-north-west, when the wind is southerly, I know a hawk from a handsaw"(2.2.380-381). Admitting so blatantly that he is only feigning madness would imply that he is comfortable with it. He also seems to be generally comfortable with acting This is evidenct when he says, "there is nothing either good or bad but thinking makes it so" (2.2.251-252). Hamlet is saying that behavior shapes reality. It is puzzling that, at this point, Hamlet is comfortable with acting, but not with the role that he said he would play earlier. If he is to play a role, why not the one that his father gave him? When the players come in a short wile later his attitude changes. Hamlet is prompted to vengeance, again, by the moving speech that is given by one of the players. About this speech he says, "Whatis Hecuba to him, or he to Hecuba, That he should weep for her? What would he do Had he motive and cue for passion That I have? "(2.2.561-564) In this praise of this players ability to act, Hamlet is saying that, if he were such an actor, he would have killed Claudius by now. This link between vengeance and acting that is present here is what Hamlet struggles with until very near the end. He is then moved to swear that he should kill Claudius when he says, " I should have fatted all the region kites With this slave is off. Bloody, bawdy villain! O, vengeance! Why, what an ass am I?' (2.2.581-585) He makes this big buildup of what he should have done and how he will be revenged and he shoots it down in the next line. This passage is the model of Hamlet's cognitive dissonance. After all of this swearing and support of

Comparing Two Personal Experiences essays

Comparing Two Personal Experiences essays The different motivations of two authors to become professionals and have great careers in their lives. Many people have changed their lives because of something that made them sad or very depressed. The author of "Another Writer's Beginnings" which was R. A. Sasaki compare to the author of "Through the Tunnel" which was Doris Lessing. The comparison of what they have been through altered their lives. They have been successful through these things and experiences. From "Another Writer's Beginning," R. A. Sasaki was an ugly child when she was little. She had a long face with a little bit of nose, and two teeth that got in front of her mouth which make she looks bad. Her hair lopped straight around the earlobes and straight across above the eyebrows, which make she looked like a lumberjack. She also had glasses that made she feel uglier. Sasaki wanted to be a Japanese Mouseketeer, and the reality of her ugliness had never stopped her from hoping. When she brought home her fifth-grade school picture, she knew she looks ugly. She was in a pink dress which bangs cut straight across her face. And her two front teeth made it looked like she had a mouth full of marbles. She gave the picture to her mother, and there was a long silence and followed by a sign of her mother. At that particular moment, she considered that she might not make it as a Mouseketeer after all of these things. So she would have to develop other talents such as an actor. From "Through the Tunnel" the author was Doris Lessing which also known as Jerry. Jerry was an English boy, eleven years old and an only child of a widow. He and his mother having a vacation on where there was a wild beach. The people over there speak a different language, and he started to become lonely. He has no friends or relatives. All the boys and guys did not play with him. Since Jerry like to swim, then he has no choice other than that. One day. He saw the boys swim in the sea, and soon they...

Summary and evaluation writing Essay Example | Topics and Well Written Essays - 1000 words

Summary and evaluation writing - Essay Example Although, he admits that one may unintentionally omit some drawing aspects, he emphasizes on the essence of the incorporation of standard symbols and features when representing a source or a specific target. Goldschmidt ecucidates on how creative sketching can moderate the problem space by showing the representation behavior depicted in the sketches. While drawing has undergone evolution over the years with improvement of paper, Goldschmidt argues that it is recemmended for skilled sketchers to integrate orthogonal projections in their skecthes for complete representaion. Though a number of researcher suggest the benefits of imagery over sketches, Goldschmidt strongly disapproves this allegation. Concerning the beneficial aspect of skething on sharpening one’s creative imagination and reflective skills, I wholly support Goldschmidt. Though not every person or child may possess good skething skills or simply the passion as every individual has their innate capabilities. His ack nowlededgement of the fact that skething in a child improves over time to a detailed level is largely accurate as regular practice in sketching advances over time. However, I do not subscibe to the idea that emphasizes on the necessity of incorporating orthogonal projection as I strongly believe that each artist has their own way of enhancing their sketches. This takes me to the point that sketching is a liberated field and so every sketcher should do their own style. Lastly, I concur with Goldschmidt in emphasizing that sketches speak volumes as compared to imagery and they are easier to interpret. Although th use of imagery is crucial in creative writing, it is best suited for longer works besides involving some element of reading skills. Schon, D. 1983, ‘Design as a reflective conversation with the situation’, The reflective practitioner: How professionals think in action, Basic Books, New York, pp. 76-104. Schon complains about the little attention that architecture has received over the years especially considering the fact that most design professions derive their foundation from architecture as field. He goes ahead to affirm how design can manifest as a reflective conversation more so in difficult and complex circumstances and situations. Schon categorically mentions in his article the close relationship between verbal and non-verbal communication, clearly depicting the essence of design as an architectural tool in eliminating language barrier. In reflecting the design aspects, Schon agrees that the shape plays an important role in architectural design as it forms silent reflective conversations with the subjects. Besides, he states the role of different shapes in as far as enhancing space is concerned. Schon claims that there are three dimensions attached to architectural design namely the consequences of the design sphere, the implications of the discovery, and the ability to respond to the situation. Schon argues that architectural desig n is crucial in solving problems of geometrical nature through critical and analytical reflection of the elements of design domain. I agree with Schon’s claim that architecture as the mother of all designs does not get the deserved acknowledgement in as far as

Historical Vacation Essay Example | Topics and Well Written Essays - 750 words

Historical Vacation - Essay Example The first Historical event that I would visit on my Vacation would be to Witness the Events Surrounding the Purchase of Louisiana One of the first stops we made on our historical vacation was to stop by the year 1803. On arriving in 1803, we found that General Napoleon had just managed to conquer France and subsequently confiscate Louisiana. General napoleon came to pay President Jefferson a visit at which he informed Jefferson that as his military forces and machines were in urgent need for cash, he wanted to sell Louisiana to America. President Jefferson thought that this was a very good opportunity for the country as it would serve to help in providing more land for the country’s fast expanding population. The Louisiana territory was relatively large and Jefferson managed to negotiate a deal in which he managed to purchase the entire territory for a total amounting to $15 million, this essentially worked out to about 3 cents an acre (Goldberg 26-31). The Ending of Slave Tra de in the United After our brief vocational tour of the United Sates in 1803, my teacher suggested that the next important time for us to visit would be 1807 so as to be able to witness all the first hand events that would eventually lead to the complete abolition of slave trade in the United States. On arriving in this particular time period, my teacher informed me that in this year, the United States Constitution had a key element that required that slave trade be ended by the year 1808. In the year 1807 the country’s congress was seen to comply with the Act Prohibiting any importation of slaves into the country in the 1807 (Goldwin and Kaufman 10). This act essentially went into effect the next year and was posed to greatly revolutionize the lives of the African American slaves in the country who had been greatly suffering from a myriad effects of slavery. Most of the country’s main founding fathers were seen to hope that by passing the act, they would be able to ef fectively abolish all form of slavery in the country and hence manage to usher the entire country into the long awaited freedom whereby it would not experience any form of slavery. However, the nation’s founding fathers were not to see their objective fully achieved as although there was a legal cessation in the general importation of new slaves into the country, the number of African American in the country was seen to not decline as the United States’ native born African American population were seen to be quite self sustaining and continued to greatly multiply. The institution of slavery was also seen to be greatly prompted by the expansion of the cotton gin, an aspect that was seen to provide numerous incentives that saw the development of a situation where although slavery was legally abolished in the entire country, numerous African Americans were seen to continue working in slave like conditions just so as to be able to make a sufficient living. The California G old Rush My third historical vacation would be to travel through to the year 1848 to the day that gold was found by Marshall James in the county as he managed a work crew that was working on building him a mill. While the project was ongoing, Marshall was able to find a few gold nuggets an event that essentially heralded the start of the of the California gold rush. This event was to quickly become one of the largest ever cases of

Discuss the positive and negative aspects of an ageing population,with Essay

Discuss the positive and negative aspects of an ageing population,with particular reference to your country - Essay Example Saudi Arabia is undoubtedly the largest oil producer in the world and the biggest company in the Middle East. It performs fairly well in other economic areas; for instance, its tourism sector flourishes with millions of tourists flocking some of its resorts for vacation and water sports especially due to the clear waters of the red sea. Their real Estate and construction sector is attractive as renting is becoming fairly rampant; the country owns gold mines in the South along the red sea and Bauxite and Phosphate in the North (Oxford Business Group 170). All the same its government’s major priority is to diversify its economy as it is currently heavily dependent on oil and gas. An ageing population consists of those 60 years and above.The huge gap between supply and demand initially in Saudi Arabia could be explained by the high population growth that took place in the country; in fact, it was at the time ranked to have a 46% higher birth rate than the world’s usual average population growth. This high population in Saudi Arabia was represented by an extremely young population; it is estimated that 70 % of its population were less than 30 years with 45% of this given bracket being under 15 years (Oxford Business Group 138). This translated into around 30% of the older population quite a small number; Initially between 2000 and 2005 the ageing population of 60 years and above declined in most Arab countries, Saudi Arabia Included; due to the high birth rate. However, recently there was a huge shift in events when in Saudi Arabia and other oil exporting countries such as United Arab Emirates such that the fertility and birth rate greatly declined resulting in an increase in the number of the ageing population (Gopal and Tikhvinsky 104).it is now estimated that by 2045, 15 % of the population will be aged as from 60 years and above due to the decline

The Effect of Enzyme Concentration on Reaction Rate

The Effect of Enzyme Concentration on Reaction Rate Determination of the effect of enzyme concentration on catalysis using starch an amylase. INTRODUCTION Enzymes are said to be catalytic proteins which increases the rate of a chemical reaction without being altered in the process of that reaction. [1] A substrate is a substance which an enzyme acts upon. No bond is formed between the enzyme and the substrate in the reaction thus the enzyme goes back to its original shape and can be used again.[2]An enzyme binds to a substrate via the active site thus forming an enzyme substrate complex They are very specific in their reaction and also to the substrate they are binding with. Enzymes function correctly when the shape of the substrate matches the enzymes active site and their functioning is dependent upon its three dimensional structure. They undergo catalysis by lowering the activation energy so that more molecules will be activated thus having the reaction occurring more easily [1] [2] In this experiment amylase is use to break down the starch molecules. Starch is the substrate used and amylase is the enzyme. There is a change when amylase reacts with starch. There is a release of a disaccharide maltose. As time increases there will less abundance of starch and more of the sugar present. So when this is added to iodine the blue/black colour will decrease to a light yellow shade.[4] The concentration of the enzyme is important in chemical reaction as it is needed to react with the substrate. Often a small amount of enzyme can consume a large amount of substrate. But as enzyme concentration increases so is the availability of active sites thus these will convert substrate molecules into products. What this is basically saying is that if the enzyme concentration is to be increased there needs to be an excess of substrate present which in other words means that the reaction must be independent of the concentration of substrate.[3] Apart from the concentration of substrate and enzyme there are other factors which can also influence the enzyme to function to its optimum capacity. These include temperature, pH, and inhibitors. Higher temperature would allow for more collisions to occur therefore allow substrate to bind to the enzymes active site more frequent. Since enzymes work at a certain temperature range activity would decline once this range would have been exceeded and the enzyme is denatured. Each enzyme has its own optimum where it functions best. Pepsin, an enzyme found in our stomach, works best in acidic conditions. Some enzymes becomes denatured thus deactivated when pH goes up down. I predict that the rate of the reaction will increase as the concentration increases and vice versa. The reaction will occur fast once the enzyme is added but it will slow down upon descending to the last test. I also believed that only a few of the test tube will produce a blue/black colour since the starch present in the solution will be hydrolyzed. Apparatus/Materials Water Buffer solution ( pH 6.8) 1% starch solution 1% amylase solution (Saliva) Dropper 3 beakers 3 10 ml measuring cylinders 12 test tubes Test tube rack Timer Method: Four test tubes were labeled A D 2 ml of water was measured and placed in test tube A. 2 ml of amylase (saliva) was measured and placed in the same test tube. Again 2 ml of water was measured and placed in a second test tube, test tube B, and to this 2 ml of the solution in test tube A was added. Another 2ml of water was added to a third test tube, test tube C , and to this , 2ml of the solution from test tube B was added. A further 2ml of water was added to test tube D, and to this 2 ml of solution from test tube C was added. Two milliliters of solution from test tube D was discarded so that all will have equal amounts of solution. Forty drops of buffer solution was added to test tube A . Eight (8) test tubes were collected and placed in a test tube rack. Two drops of iodine solution was placed into each using a dropper. To tube A 0.5 ml 1% starch solution was added. One drop of solution from tube A was immediately transferred to test tube #1 containing iodine solution. The dropper was properly rinsed. After 1 minute, one drop of solution from tube A was added using the dropper to the second tube containing iodine. The dropper was rinsed thoroughly. This was done for all the other test tubes that remained. The contents in all eight iodine test tubes were discarded. The tubes were thoroughly rinsed and dried for use in the next round of tests. Steps 6 11 was repeated for test tubes B,C,and D. RESULTS Test Tube Test Tube with Iodine Observations A B 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Dark brown solution with small amounts of blue/black grains. These were apparent 17 seconds after adding solution A Dark brown grainy solution. Orange brown solution with particles which were also orange -brown Light orange brown solution. No grainy particles present Lighter orange brown solution Yellow brown solution Yellow brown solution. This was lighter than tube No. 6 Light yellow brown solution. This was exceptionally lighter than the others. Blue- black with coarse particles. Small traces ( 320 seconds) Orange brown solution Light orange brown solution with grains present Orange brown solution with tiny grains present Orange brown solution Orange brown solution Light orange brown solution Light orange brown solution C D 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Dark brown with small traces of black particles (fewer than with tube B) (455 seconds) Orange brown solution Orange brown solution Orange brown Dark orange brown Dark orange brown Very dark brown solution with a few grainy particles Very dark brown with lots of grainy particles Dark brown solution with very small traces of black grains ( 560 seconds) Dark orange brown, no grainy particles present Dark orange brown solution Orange brown solution Orange brown solution Yellow/ orange- brown solution Yellow brown solution Light yellow brown solution The graph shows how the concentration of the enzyme affects the overall rate of the reaction. A higher concentration of the enzyme will produce a faster occurring reaction than a lower concentration. From the graph as time proceeds the reaction rate drops significantly. DISCUSSION: This lab exercise demonstrated the ability of an enzyme to hydrolyze the substrate molecule. The enzyme used was amylase and the substrate was starch. The starch is what the amylase actually acts upon to give the end products i.e amylase breaks down starch. Substrate ENZYME Products Enzyme concentration and substrate concentration play a vital role in enzymatic activity. The more enzymes available, the quicker the reaction will occur until the substrate is all used up More substrates will also mean quicker activity, until the enzyme is fully saturated so that it cannot continue increasing its activity.[1] Based on the results obtained from tube A, a blue/black colouration was noted. This indicated that there was significant amount of starch present. Iodine is an indicator for the presence of starch. This same colour was noted for tubes B- D but the traces of blue /black colour decreased from tube A -D. As the tests proceeded to the last tube, the colour of the solution for each set changed from a dark brown solution to light yellow and in some cases to a light orange brown solution. A reasonable explanation for this is that there are fewer enzymes present as you move from tube A-D thus the starch will not be broken down. When there is an insufficient amount of enzyme present the reaction will not progress as quick as it would because the active sites present are occupied. If the concentration or amount of enzymes is increased then this would make provision for an increase in reaction rate. Reaction rate would increase due to the fact that there will be more active sites that are unoccupied. However, if there is an excess of enzyme molecule, the rate would not increase if more is added but it would reach at a point where it would level off.[2] Another reasoning behind the colour change in that after the amylase reacted with the starch there will be a discharge of maltose which is a disaccharide. Less starch will be present as time proceeds and more maltose will be present. In addition less starch will be available to react with iodine thus the blue/black colour will decrease. The predictions made were moderately correct since a lower concentration of enzyme produced a reaction which was slow and one that had less products being formed. Various factors could have affected the results of the lab which may have given some amount of inaccuracy. These include temperature and pH. The enzyme perhaps would have functioned better in a certain temperature range instead of normal room temperature. CONCLUSION Based on the results obtained from the experiment it can be concluded that the concentration of enzymes influences the rate of a chemical reaction. If enzyme concentration is decreased then the reaction rate will also decrease. If there is sufficient enzyme to bind with substrate then the reaction will proceed fast and if there are insufficient enzymes present then the reaction will slow down

Moral Implications of the Battered Woman Syndrome Essay -- Domestic Vi

Moral Implications of the Battered Woman Syndrome The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the person victimized by domestic violence. However, it may also contribute to the violence of the battering situation. In this paper, I explore some of the implications of the Battered Woman Syndrome for domestic violence cases wherein an abused woman kills her abuser. I begin by delineating some of the circumstances of a domestic violence situation. I then discuss the particular moral issue of subjectivity or moral personhood involved in instances wherein a woman victimized by domestic violence responds by killing her batterer. Finally, I argue that the Battered Woman Syndrome and similar alternatives to or qualifications of self-defense are problematic because they strip a woman of her moral subjectivity. I conclude with a brief articulation of a proposal for reform of the criminal justice system specifically aimed at cases wherein there has been a long history of abuse or violence . This reform is unique because it does not rely on a separate standard of reasonableness particular to battered women, but arises out of consideration of the moral implications of legal proceedings involving domestic violence. Introduction The case of battered women who kill raises some interesting questions regarding the criminal justice system's ability to respond to domestic violence. The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the battered woman, why she does not just leave the relationship, and why some domestic violence relationships end in the death of the batterer. However, it may also contribute to the violence of domestic viol... ...77), pp. 113-118. (10) See Charles Ewing, esp. Chapter 4. (11) Walker, p. 143. (12) See Cynthia Gillespie, Justifiable Homicide (Columbus, OH: Ohio State University Press, 1989). (13) This applies to cases where immediate threat of danger is not present. For instance, if a woman kills her batterer while he is asleep then there is said to be no immediate threat of lethal harm. If, however, the batterer is killed in the battering incident, then immediate threat of lethal harm is present and the standard understanding of self-defense should apply. However, there are numerous cases of the latter and the woman was nonetheless found guilty of some form of murder or manslaughter. See Ewing, Chapter 4. (14) Ewing, p. 79. (15) Ann Jones, "A Little Knowledge" in Take Back the Night edited by Laura Lederer (New York: William Morrow and Co., 1980), p. 182-183. Moral Implications of the Battered Woman Syndrome Essay -- Domestic Vi Moral Implications of the Battered Woman Syndrome The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the person victimized by domestic violence. However, it may also contribute to the violence of the battering situation. In this paper, I explore some of the implications of the Battered Woman Syndrome for domestic violence cases wherein an abused woman kills her abuser. I begin by delineating some of the circumstances of a domestic violence situation. I then discuss the particular moral issue of subjectivity or moral personhood involved in instances wherein a woman victimized by domestic violence responds by killing her batterer. Finally, I argue that the Battered Woman Syndrome and similar alternatives to or qualifications of self-defense are problematic because they strip a woman of her moral subjectivity. I conclude with a brief articulation of a proposal for reform of the criminal justice system specifically aimed at cases wherein there has been a long history of abuse or violence . This reform is unique because it does not rely on a separate standard of reasonableness particular to battered women, but arises out of consideration of the moral implications of legal proceedings involving domestic violence. Introduction The case of battered women who kill raises some interesting questions regarding the criminal justice system's ability to respond to domestic violence. The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the battered woman, why she does not just leave the relationship, and why some domestic violence relationships end in the death of the batterer. However, it may also contribute to the violence of domestic viol... ...77), pp. 113-118. (10) See Charles Ewing, esp. Chapter 4. (11) Walker, p. 143. (12) See Cynthia Gillespie, Justifiable Homicide (Columbus, OH: Ohio State University Press, 1989). (13) This applies to cases where immediate threat of danger is not present. For instance, if a woman kills her batterer while he is asleep then there is said to be no immediate threat of lethal harm. If, however, the batterer is killed in the battering incident, then immediate threat of lethal harm is present and the standard understanding of self-defense should apply. However, there are numerous cases of the latter and the woman was nonetheless found guilty of some form of murder or manslaughter. See Ewing, Chapter 4. (14) Ewing, p. 79. (15) Ann Jones, "A Little Knowledge" in Take Back the Night edited by Laura Lederer (New York: William Morrow and Co., 1980), p. 182-183.