The Revenge Of Hamlet By William Shakespeare - 1111 Words

The Revenge of Hamlet The Tragedy of Hamlet, Prince of Denmark, regularly just called Hamlet, is a catastrophe composed by William Shakespeare somewhere around 1599 and 1602. Village is Shakespeare s longest play and conveys a standout amongst the most acclaimed lines ever, regarding life, what to think about it. The story is set in the Kingdom of Denmark and recounts the vengeance Prince Hamlet has on his uncle Claudius. Claudius killed his own sibling, Hamlet s dad and assumed control over the throne. Claudius likewise weds Hamlet s mom, Gertrude. Retribution, being the main impetus in the play is additionally one motivation behind why it is a catastrophe. This disaster has numerous subjects, including: murder, defilement, double dealing and madness. Be that as it may, requital is the main thrust of the play. The need to correct retaliation on one s adversary is the main thrust behind numerous crucial occasions in mankind s history. The object of each war is to get revenge on the other side and turn into the fruitful pioneer. Reprisal is additionally a typical rationale in theft and homicide. There is no denying that vengeance is one of the principle purposes behind horrible deeds in this world, yet in the meantime it is a fundamental human yearning that everybody has. Before all else of the play, the phantom of Hamlet s dead father appears to Barnardo, Horatio and Marcellus. The three ask the apparition to talk, however he can t. Horatio informs HamletShow MoreRelatedRevenge Of Hamlet By William Shakespeare892 Words   |  4 PagesThe theme of Revenge has been utilized in numerous works of art throughout history, including books, plays, movies, etc. Revenge is the result of one’s desire for vengeance, however, revenge is known to be implied under high emotions of anger thus not with reason concluding with a horrible outcome. Shakespeare’s play ‘Hamlet’ is no doubt a play about a tragedy caused by revenge; Prince Hamlet’s retribution for his father, King Hamlet’s murder and Laertes vengeance for his father, Polonius’ murderRead MoreRevenge in Hamlet by William Shakespeare1695 Words   |  7 Pagesprince is seeking revenge of his father’s murder and ultimately succeeds. Now, imagine a play wi th the same plot, but with young love, dramatic scenes denying this love, and true madness that leads to suicide. Which sounds better? Which would hold your attention longer? Odds are that the second play described is the choice you have chosen or unknowingly chosen in your thoughts. If it is not, then you would be missing out on one of the most famous plays written by William Shakespeare. Both playsRead MoreRevenge Is An Act Of Hamlet By William Shakespeare1066 Words   |  5 PagesRevenge Does Not Prevail Revenge is an act that is taken when others believe that there has been a wrongdoing to someone or something they have a relationship with. Countless people seek revenge everyday throughout the world, but Confucius once said that â€Å"before you embark on a journey of renege, dig two graves.† This quote relates to the plot of a well-known play by Shakespeare, Hamlet. This play revolves around a monarchy in Denmark in the early 17th century where there is much chaos. In the playRead MoreRevenge By William Shakespeare s Hamlet1625 Words   |  7 PagesRevenge can be defined as â€Å"the act of retaliating for wrongs received†. William Shakespeare s â€Å"Hamlet† is considered one of his greatest plays and the plot is centered on revenge. Euripides Medea also shares a theme of revenge. While both central characters have been betrayed, resulting in their impending revenge, there is more than one theme of revenge in Hamlet, and there are differences in the ways a ll decide to handle their betrayals and the outcomes of their actions. In â€Å"Hamlet,† he isRead MoreRevenge Of Hamlet By William Shakespeare1265 Words   |  6 PagesHamlet is a play with lots of themes one theme is revenge. There is lots of death and disease, both emotional and physical throughout the play. There is also fate throughout the play. Hamlet as well has madness, also its morals and corruptions. No one forgets of course the ‘To be or not to be’ saying where Hamlet questions his life and whether he should consider death, but many of life’s other uncertainties as well such as the death of his father and when his mother remarried to his Uncle ClaudiusRead MoreWilliam Shakespeare s Hamlet - Longing For Revenge1304 Words   |  6 PagesLonging for Revenge William Shakespeare was born in England in April of 1564 and was an English poet and playwright . Shakespeare is universally known as the greatest writer in the English language. Shakespeare frequently produced tragedies that are continuously acted out today, along with many plays and sonnets.. Although Shakespeare is seen today as a great writer who changed the world, his reputation did not rise to these heights until around the 19th century. In all of Shakespeare’s astoundingRead MoreWilliam Shakespeare s Hamlet s Revenge1725 Words   |  7 Pages Thesis: Shakespeare s portrayal of Hamlet s revenge is not a worthy journey because he never finds his self worth, distracted between what will exemplify his purpose, and what will make him a failure in the memory of Denmark. Three quotes with analysis explaining thesis: Act 1 Scene 5 Ghost: â€Å" But know, thou noble youth, Hamlet: â€Å"Oh My Prophetic Soul! My uncle?† The serpent that did sting thy father’s life Now wears his crown.† The beginning of the â€Å"call to adventure -JRead MoreWilliam Shakespeare s Hamlet - Hamlet s Revenge1742 Words   |  7 PagesHamlet’s Vengeance Hamlet is one of the greatest literary works that has the innate ability to transcend time with the study of the human condition. William Shakespeare investigates themes of revenge, morality, sex, and familial complexities that entangle us all at one point and time. Shakespeare story of Hamlet gives us one of our first tragic heroes in modern literary history. In his quest for revenge for his father’s death we also see the systematic decline and lapses into madness that willRead MoreAbstract: Hamlet of William Shakespeare Tragedy Revenge2100 Words   |  9 PagesThesis: In the play, Hamlet, written by William Shakespeare is described as a tragedy of revenge, through psychological origins of revenge, the styles of revenge during that period and the structure of Elizabethan revenge tragedies. This article, Shakespeare and Psychoanalysis: Tragic Alternatives: Eros and Superego Revenge in Hamlet., written by Joanna Montgomery Byes focuses on the psychological origins of revenge and in what part does the socialized and/or individual superego play in creatingRead MoreWilliam Shakespeare s Hamlet As A Revenge Tragedy1777 Words   |  8 PagesWilliam Shakespeare’s play Hamlet was written as a revenge tragedy. This play was written by Shakespeare between 1599 and 1602; no one is exactly certain about the date Hamlet was written (Hunt 2). The protagonist of this play is a prince named Hamlet; he is a prince of Denmark. Hamlet’s father was killed by his uncle Claudius, who became king afterwards. Not only did Claudius become king of Denmark, he took Hamlet’s mother, Gertrude, as his wife. This play is the longest of all Shakespeare’s plays

Justice and Righteousness - 602 Words

The story begins with two couples. Both couples are in a situation where they have to decide to keep their baby or give it up for adoption. The first couple are young, still in their teens, and have experienced an unexpected pregnancy before marriage. The other couple are older, married, with blooming careers and have gotten pregnant at the wrong time. Both of these couples see their babies as interruptions, or as set backs to their lives. They do not have the time, the funds nor the want for these babies and have decided to give them to an adoption agency. The couples do not show much concern for the babies and where they will end up but would rather them have the chance for a better family that actually wants them. The two children have grown up some, they are now 5 years old. These two girls grew up in the orphanage with no explanation of how they got there. They grew up in a building with many other children without parents. These girls have watched others boys and girls get adop ted and wondered what made them so special. They wanted to experience that love. The love it took some couple to adopt one of them and take them home. Growing up in the orphanage was not the experience the children should have. Children are meant to be with their parents that made them. The children need the love and nourishment from their mother. But instead, the children were rejected at birth from their parents and forced to find new ones but not in their control. One day, a couple cameShow MoreRelatedThe Role Of Justice And The Pursuit Of Righteousness971 Words   |  4 PagesSir Arthur Conan Doyle’s Sherlock Holmes series stands out the most. Sir Arthur Conan Doyle’s famous literary works, A Study in Scarlet, The Hound of the Baskervilles, and A Scandal in Bohemia share a common theme: the importance of justice and the pursuit of righteousness. Sir Conan Arthur Doyle was born on May 22nd, 1859 in Edinburgh, Scotland. The Doyles were originally from London, but Arthur’s father Charles Altamont Doyle and mother Mary Foley Doyle moved to Scotland to pursue Charles’ careerRead MoreThe Belief Of Righteousness And Justice2175 Words   |  9 Pagespredominant topics run through the Bible involving justice; one being God s compassion for all people and the second is our obligation to love and to care for all people. The notions of righteousness and justice are greatly associated in the Bible (Wallis, 2014). Both are suitably applied to many things from legal proceedings to personal conduct, to integrity and honesty, and from a judges’ verdict to government accountability with the distinct meaning of justice being what is right or what is normal andRead MoreEssay on Christian Justice and Righteousness685 Words   |  3 Pagesworld of the Church. Would you say that his opposition to the existing religious au thority of his day could be justified from a scriptural standpoint? How might it not? Which biblical principles affect your own responsibility to promote justice and righteousness when such actions come into conflict with an established order? nbsp; The actions of Martin Luther in the 1500s have reached almost mythical stature among Christians. Luthers deeds had much more radical consequences than he couldRead MoreApplication Of Modern Ministry Settings925 Words   |  4 PagesApplication to Modern Ministry Settings Many of the laws concerning justice and righteousness do not seem to be directly relatable to our culture today. For this reason, it is necessary to extract from the text of the Mosaic Law principles that can be employed in modern Christian ministry settings. The primary motivation for doing acts of justice and righteousness is the same today as it was for the nation of Israel. God has shown his grace to us and rescued us from our oppressors; he has workedRead MoreRighteousness Vs. The Covenant Promises1488 Words   |  6 PagesNovember 2014 Righteousness vs. the Covenant Promises The Book of Romans has set the main foundation of Christianity among the Jewish people and Roman. This book has covered many different laws of the land that God has given his people. Paul tries to address the many questions that the Jewish people have about faith, laws and righteousness. In this essay I will address the current question that many people have concerning the right way to interpret the meaning of righteousness. Since there isn’tRead MoreTo Speak Of Justice Is To Speak Of A Concept That Is As976 Words   |  4 PagesTo speak of justice is to speak of a concept that is as old as human history itself. The belief that humanity is a created being necessitates the acceptance of a moral Creator. That this Creator is moral in nature implies that all that is good and moral originates in this Creator. The affirmation that humanity’s creation is in the imago Dei correlates human beings and human existence to be a reflection of the Creator. To affirm human existen ce as an evolutionary by-product, on the other hand, nullifiesRead MoreThe Doctrine Of The Bible925 Words   |  4 Pagessin. Can see, the crime is a deviation from righteousness. That what, what is it justice? Bible distinguish two kinds of meaning, that is, people of justice and righteousness of God. Deuteronomy 6:25 Festival, said: If we all the commandments the LORD our God commanded careful to do, this is our righteousness. Visible, human righteousness is the law of righteousness. What is the righteousness of God do? Romans 3:21 - 22 says: But now the righteousness of God without the law is manifested, theRead MoreI Had A Dream Speech Analysis817 Words   |  4 Pagesis â€Å"No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.† In this sentence he is comparing justice to water and righteousness to a stream. This sentence makes it easier to understand that they want copious amounts of justice and righteousness. They want a lot of justice, just like there is a lot of water in the world, and they want the righteousness to flow out of people. Within his speech he uses repetition on a coupleRead MoreMartin Luther King’S Vision For Beloved Community Stands1252 Words   |  6 Pagesdisplay of justice at, both, the local and global landscapes. The call for justice i.e., social justice, dominates conversational points throughout the media, town-hall meetings, demonstrations, and Sunday sermons. There remains, however, an affiliated point of justice rarely considered. Throughout the contents of this essay, I look at the grounding of justice as it relates to God and human relations. I submit that justice – according to a biblical understanding of the God of justice – and its corollariesRead MoreThe Many Variations and Common Themes of Constitutions1499 Words   |  6 PagesConfederacy, and others. Constitutions imply different themes, such as rights and justice, but imply one major theme. The constitutions of France, Iraq, the United States of America, Vietnam, ancient Greece and Rome, Babylon, and the Iro quois Confederacy all imply achieving righteousness through eliminating malevolence, just government, recovery from struggles, and justice. Hammurabi’s Code implies the message of achieving righteousness through the elimination of wickedness for the sake of the Babylonians.

Understanding Weather Free Essays

What you will study Entry Regulations If you have a disability Study materials Teaching and assessment Future availability Students also studied How to register Student reviews Distance learning This course provides an introduction to weather patterns and events around the world, explaining the main drivers that determine the weather on a seasonal and daily basis. You’ll explore how the professional weather forecasts for your area have been made and how reliable they are likely to be. Understanding the weather is one of a series of short, five month 10-credit courses introducing fascinating topics in science. We will write a custom essay sample on Understanding Weather or any similar topic only for you Order Now You can try out an area of study before you commit yourself to a longer course, or top up your knowledge and skills between longer courses. Register for the course Choose country to update fee: StartEndFeeRegister 06 Apr 2013 See description Choose country above April 2013 is the final start date for this course. For more information, see Future availability. What you will study The weather arises from physical processes within the atmosphere as it responds to the rotation of the Earth and the heating effect of the Sun. In this course you will discover how these processes determine the weather, how they vary depending on location and time of the year and the extent to which they can be forecast. You will also consider some of the ways in which typical variations in the weather and extreme weather events affect a wide range of human activities. Scientific concepts relating to temperature, humidity, air pressure, air density, clouds, precipitation and wind will be explained and you will see how many factors operate together in the atmosphere to produce various types of weather system. This in turn will give you a better understanding of the information conveyed by weather maps. You will also learn about the ways in which meteorological data, including surface and upper-air measurements as well as satellite information, are collected and fed into the computer models that underlie weather forecasting. This will enable you to understand how the professional weather forecasts for your area have been made and how reliable they are likely to be. You will be able to apply this knowledge in making your own short-term predictions of your local weather. There will be plenty of opportunity to consolidate your understanding of the scientific concepts by investigating different weather systems in a variety of climatic zones across the world. By the end of the course you will have developed a range of study skills associated with retrieving and interpreting information in the form of tables, charts, maps and graphs. You will be required to undertake some small projects in which you will develop your ability to observe your local weather in a systematic way and to interpret forecasts. The course is based on a specially written Open University (OU) study book, together with a website with online activities using images, videos and other material and links to particular weather stations. The study book will provide questions and activities to help you to test your understanding, and that you can use for self-assessment as you progress through the course. The course is produced in partnership with the Royal Meteorological Society. Entry The course is designed for people who are coming new to science and to meteorology, and all you really need is an interest in how the weather works and the motivation to find out more about the science underlying meteorological phenomena and forecasting. You must be prepared to study some physical science and to learn how to interpret satellite images, maps, weather charts and graphs. You will need to access various types of forecast through the internet. You must also be willing to make some observations of the weather in your own locality and to keep a record of what you see. Mathematically, you need to be able to add, subtract, multiply and divide, and although it would be useful to have a little basic knowledge of general science this is not essential. The structured teaching will take you to a level at which you will be able to understand important aspects of the science of the atmosphere which give rise to our weather. You should be able to read and understand written English of a style and complexity characteristic of a professional magazine or quality newspaper, and you should be able to communicate your thoughts clearly and comprehensibly in a written format. If you have any doubt about the suitability of the course, please contact our Student Registration Enquiry Service. Regulations As a student of The Open University, you should be aware of the content of the Module Regulations and the Student Regulations which are available on our Essential documents website. If you have a disability A proportion of the course is delivered online via the website, so you will have to spend a considerable amount of time using a personal computer and the internet. You must be able to download material from a website and download information from local weather stations via the internet. Written transcripts of the audio-visual material are available. You must also be able to undertake simple observations of the weather in your locality of a period of several consecutive days. The course relies heavily on coloured images, complicated maps and charts, and direct observations of the sky. One of the aims of the course is that students should develop an ability to interpret cloudscapes, weather maps, satellite images and their own observations. No textual descriptions of diagrams will be available and the use of a sighted assistant to interpret the images or describe the sky would conflict with the course learning outcomes. The assessment will only require students to demonstrate that the majority of course learning outcomes have been achieved. You should consider if you will find achieving these learning outcomes challenging and contact the Student Registration Enquiry Service for advice before registering for this course. You will be required to draw diagrams or to annotate diagrams that you download, and then to use either a scanner or a digital camera to produce electronic versions of these diagrams for inclusion in your assessment. Alternatively, creating diagrams electronically will be acceptable. Adobe Portable Document Format (PDF) versions of printed material are available. Some Adobe PDF components may not be available or fully accessible using a screen reader and scientific or diagrammatic materials may be particularly difficult to read in this way. Other alternative formats of the study materials may be available in the future. Our Services for disabled students website has the latest information about availability. If you have particular study requirements please tell us as soon as possible, as some of our support services may take several weeks to arrange. Visit our Services for disabled students website for more information, including: help to determine your study requirements and how to request the support that you need Disabled Students’ Allowances (DSAs) using a computer for OU study equipment and other support services that we offer examination arrangements how to contact us for advice and support both before you register and while you are studying. Study materials What’s included OU study book, online activities using images, videos and other material, study guide, maths skills ebook. You will need Basic scientific calculator. You will be required to draw diagrams or to annotate by hand diagrams that you download, and then to use either a scanner or a digital camera to produce files of these diagrams for inclusion in your assessment. Computing requirements You will need a computer with internet access to study this course which includes online activities. You can only access these using a web browser with Flash and Java. If you have purchased a new desktop or laptop computer since 2006 you should have no problems completing the online activities. If you’ve got a netbook, tablet or other mobile computing device check our Technical requirements section. If you use an Apple Mac you will need OS X 10. 5 or later. You can also visit the Technical requirements section for further computing information including the details of the support we provide. Teaching and assessment Study support You can contact a team of expert study advisers through an online discussion forum, and they will be able to help you with academic questions to do with the course and the assessment. There will also be an online discussion forum that you can use to get in touch with other students. Contact our Student Registration Enquiry Service if you want to know more about study with The Open University before you register. Assessment The assessment details for this course can be found in the facts box above. You must use the online system to submit your end-of-module assessment (EMA). You will have to submit the single piece of written work for assessment after 21 weeks. There will be no other opportunity to complete the course. Future availability The details given here are for the final course start in April 2013 when it will be available for the last time. Students also studied Students who studied this course also studied at some time: Volcanoes, earthquakes and tsunamis (S186) Exploring science (S104) Maths for science (S151) The frozen planet (S175) Elements of forensic science (S187) How to register To register a place on this course return to the top of the page and use the Click to register button. Student Reviews â€Å"Firstly I took this course to gain an extra qualification and credits for University, but also because of my keen †¦ † Read more â€Å"This was an excellent course which included a good mix of theory and practical activities. It was really enjoyable and †¦ † Read more How to cite Understanding Weather, Papers

Microsoft Case Analysis Essay Example For Students

Microsoft Case Analysis Essay There have been many arguments and issues that have been raised with the controversy over Microsoft and the U.S. Department of Justice’s claim against Microsoft and its founder Bill Gates of monopolistic practices in bundling its internet browser â€Å"Internet Explorer† into its popular Windows computer operating system. By doing this, Microsoft would effectively crush its competitors (it’s main rival being Netscape Navigator), and acquire a monopoly over the software that people use to access the Internet. I recently heard a listener on NPR (National Public Radio) comment about the monopoly issue between Microsoft and the U.S. D.O.J. that â€Å"Intellectual endeavors are vastly infinite and thus cannot be monopolized.† I wonder if the person who said this has ever tried telling that to Bill Gates. More importantly, is such a statement true? Does computer software constitute an intellectual endeavor that cannot be monopolized? To answer this issue, an inductive argument can be applied to determine if Microsoft truly has a monopoly over the computer industry. To say that something is infinite implies that there is an endless supply of it. Is this the case in terms of the Internet and the software that is used to â€Å"navigate† or â€Å"explore† the Internet as the two leading Internet Browsers have been dubbed by their makers? The resources of the Internet may seem infinitely vast, but it is wholly finite. There is an abundance of information out there on the Intern et that it seems unlikely that any one company or even a country like the U.S. could ever monopolize this vast data network. By the nature of how the Internet works and how information is stored and shared on the network, it is true that a monopoly cannot be held over the intellectual information stored within the Internet. On this point I will accede to the original author’s claim that intellectual endeavors cannot be monopolized, but this is vastly different from the issue that stands before Microsoft and the U.S. Department of Justice. The question that must be distinguished is not if Microsoft will gain a monopoly over the Internet, but if it will acquire a monopoly on how people access the Internet. These two are wholly separate issues. This is not a question of control of intellectual information, but the means by which people gain *access* to that information. Even if the information provided by the Internet was infinite, the tools by which to get to that information i s not. And thus a monopoly of the software to gain access to the Internet is very much possible. There are many corridors and keys that allow someone to gain access to the Internet. The real question here is whether Microsoft is seeking to widen it’s doors at the expense of others and at the same time seeking gatekeeper access to the Internet by seeking to obtain the only key that allows access to the Internet. A metaphor of this problem can be explained through a library building that has many entrances in which to reach the knowledge of books contained within. Is Microsoft seeking to close off the other entrances of other providers so that the only access is through its entrance? It would be very tempting to say yes, but that would be wholly unfair. Now that the problem and issue which is presented to us is clear, an examination of whether or not Microsoft is violating any anti-trust (anti-monopolistic) laws can now proceed. Before he installed Windows 95, John Dodge connected to the Internet using software from a Microsoft competitor, CompuServes Internet in a Box. Not anymore. Windows 95 silently disabled a key piece of his setup and made it too difficult for him to reinstall it. Dodge was not a novice. He is senior executive editor of the trade journal PC Week and so had access to the highest level support engineers. Even software professionals learn to take the path of least resistance, in this case, the path leading to Microsoft. He has become a regular user of the new Microsoft Network, though he has trouble with its Internet features. Still, he believes Microsoft executives when they deny trying to gain market share by sabotaging competitors software. He just wonders whether Microsoft has a full appreciation of its actions in the marketplace. There is reason to believe that Microsoft does (Gleick 1). If a seasoned computer expert was unable to disable the bug planted by Microsoft’s operatin g system then how are normal everyday lay people supposed to contend against any sabotage which could be silently planted into our computers without our knowledge?In another response from a computer industry leader, we get a glimpse of the power Microsoft has and the potential power which it is capable of wielding in the future. I personally believe that Microsoft is the most powerful economic force in the United States in the second half of the 20th century, says Eric Schmidt, chief technology officer of Sun Microsystems, a minicomputer and networking company whose business used to be remote from Microsofts but now finds itself under direct competitive pressure. Some of Microsofts control over computing, at all levels, is obvious. Much, however, is invisible. Even longtime insiders are just beginning to understand the nature of that power: how Microsoft acquired it, preserves it and exercises it. Schmidt is not alone in his views in the computer world. The question of what to do ab out Microsoft is going to be a central public policy issue for the next 20 years, says Mitchell Kapor, the founder and former CEO of Lotus Development Corporation, once the leading PC software company. Policymakers dont understand the real character of Microsoft yet, the sheer will-to-power that Microsoft has (Gleick 2-3). Netscape recently released its source codes. This move by Netscape caused a shock within the computer industry. These codes which are closely guarded secrets of computer programmers acts very much like a Rosetta Stone that deciphers the programming language. The owners of Netscape did this in the hopes of being able to compete against Microsoft’s Internet Explorer in the browser market. By allowing other programmers to view the programming framework, Netscape also hoped that the combined forces would allow its Internet browser to evolve much more rapidly in public hands than in private development. By doing this, Netscape made no immediate economic gains, b ut hopes its product will survive to evolve and compete against Microsoft even long after the company Netscape is gone (NPR News May 5). This was seen almost like an act of desperation on the part of Netscape as a last ditch effort to combat the threat of efforts of Microsoft to dominate the Internet browser market. Notes to Myself EssayBusiness