The Theme Of Hate And Revenge In Shakespeares Hamlet

Shakespeare’s Hamlet is a tale laced with hate and revenge. Young Hamlet’s father, King Hamlet, is his role model who he bases his actions after. His unexpected death throws Hamlet into a dark time of despair which only compounds his grief when his mother Gertrude remarries to his father’s brother, Claudius. Hamlet mopes around the castle at Elsinore feeling sorry for himself. This is why when Hamlet hears his father’s ghost may have appeared he jumps at the opportunity to see him again. He listens earnestly to the ghost and falls head over heels for his commands, sending him down a single-minded path of no return. His one desire for revenge consumes his thoughts and causes him to hurt those around him. Throughout the play, Hamlet’s†¦show more content†¦Later, he confirms his sorrow is overwhelming by sequentially decreasing the increments of time between King Hamlet’s death and his mother’s remarriage. Both incidents demonstr ate Hamlet’s feelings of hopelessness and devastation caused by his father’s absence and foreshadows he would undergo almost anything to bring back his beloved role model and father figure. Illustrating this desperation, Hamlet fights of his friends in order to converse with his father’s ghost. Furthermore, the ghost confirms he is in fact King Hamlet’s spirit and notifies Hamlet that Claudius poisoned him. Horrified, Hamlet vows to avenge his father and devises a plan to gain knowledge: he will pretend to become mad. By taking his revenge to such extremes early on, it demonstrates Hamlet will likewise continue to other extremes on his quest for revenge. Furthermore, Hamlet fails to discuss or identify any consequences his actions might have on those around him, indicating how focused he remains already on his revenge. Act II then reveals Hamlet displays changes in his relationships with other characters. Rosencrantz and Guildenstern, two childhood friend s, are asked by Claudius and Gertrude to help cure Hamlet’s madness. Because his friends are working for his parents and follow the king’s orders, Hamlet decides to omit the pair from his plans. When Claudius plans to terminate Hamlet, he writes a letter to England asking the English monarch to take care ofShow MoreRelatedThe Libation Bearers and Hamlet1308 Words   |  6 PagesThe Libation Bearers and Hamlet Many of Shakespeare’s plays draw from classical Greek themes, plot and metaphors. The tragedies of Sophocles, Aeschylus, Euripides and Homer have themes like royal murders, assassinations by near relatives, the supernatural, ghostly visits, and vengeful spirits of the dead- themes which reappear in Shakespeare’s tragedies with a difference. Shakespeare’s tragic hero Hamlet and Aeschylus’s Orestes have a great deal in common. Both the plays are set in a time when theRead MoreThe Libation Bearers and Hamlet1302 Words   |  6 PagesThe Libation Bearers and Hamlet Many of Shakespeare’s plays draw from classical Greek themes, plot and metaphors. The tragedies of Sophocles, Aeschylus, Euripides and Homer have themes like royal murders, assassinations by near relatives, the supernatural, ghostly visits, and vengeful spirits of the dead- themes which reappear in Shakespeare’s tragedies with a difference. Shakespeare’s tragic hero Hamlet and Aeschylus’s Orestes have a great deal in common. Both the plays are set in a time whenRead MoreEssay about Theme of Madness Conveyed in Shakespeares Hamlet1150 Words   |  5 PagesIn William Shakespeare’s Hamlet, one of the most evident and important themes is the theme of madness. The theme is apparent throughout the play, mainly through the actions and thoughts of Hamlet, Ophelia, and Laertes. 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Hamlets and Ophelia’s actions inRead MoreA popular writer in his own lifetime, William Shakespeares reputation became increasingly popular900 Words   |  4 PagesA popular writer in his own lifetime, William Shakespeares reputation became increasingly popular after his death and his work is widely performed throughout the world. He is the most quoted writer in the literature and history because of his poetries and playwrights. His most famous play was â€Å"Hamlet†, which showed a great deal of revenge. This plays theme reflected the true meaning of betrayal, hate and revenge. In this play Shakespeare shows how individuals would act towards a loves death, noRead MoreMadness versus Reality in Hamlet1550 Words   |  6 PagesRunning Head: Hamlet Madness Versus Reality A tragic story motivated by revenge leads to a tragic end with avengers hunger for revenge results in death of the murderer and most often demise of the avenger himself. Revenge tragedies share within themselves some common aspects; sub plots, madness, passion, one or more violent scenes and a main character filled with hate for a significant opponent usually due to a crime committed against the avenger or the main character. Since authorities of theRead MoreResponse to Shakespeares Presentation of the Responsibilities and Obligations Placed on Sons by Fathers in Hamlet1394 Words   |  6 PagesResponse to Shakespeares Presentation of the Responsibilities and Obligations Placed on Sons by Fathers in Hamlet Hamlet, by William Shakespeare, is a play based on the theme of revenge (otherwise known as a revenge tragedy). However there are other themes to this play that may not be as obvious as the main. Love, hate, madness are all other themes to this play, along with the theme of responsibility to sons and fathers. 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He states that the question of life is To be, or not to be...? Is existence really worth the troubles of life? In this monologue, Hamlet is wondering what is his purpose. He asserts that the only reason people endureRead MoreCharacter Characteristics Of Hamlet1074 Words   |  5 Pagesstands out from the protagonist Hamlet is that he does not like women in general, including his own mother. Some of Hamlets hate towards women comes from betrayal and disappointment from his own mother. At the beginning of the play, he mentions that he is disappointed in his mother, Gertrude, because she is going to marry to Claudius after only a few months after his father passed away. This makes him sick to his stomach and he becomes mad. At one point in the play, Hamlet reveals to his mother that

Carbon Dioxide Emissions in Australia and Climate Change

Market-based policies are a proven way to limit carbon pollution and channel capital and innovation into clean energy, helping to avert the catastrophic consequences of climate change† - EDF vice president for international climate, Nathaniel Keohan Introduction In a contemporary political setting, it is now broadly recognized that over the 20th century, the atmospheric concentrations of key greenhouse gases, particularly Carbon Dioxide have been amplified by human activity. Australia can be held accountable for around 1.5% of global greenhouse gas emissions. However, Australia is one of the largest carbon polluters per capita, sitting around 24.4 tonnes per person. Much policy discussion about climate change suggests that surplus carbon emissions are the result of failure of the market. Since the ongoing costs of environmental degradation and climate change are not internalized in pricing fossil fuel; a commonsense (and widely flavored by policy makers in the international community) economic solution is to internalize the cost of carbon emissions. Cap and trade emissions trading schemes have proven largely popular in the global policy-making community, as they enable market flexibility and allow for international targets to be met. The problem with incentive-based economic mechanisms is that it is optional by nature. Relevant parties ‘opt in’ to the free market mechanism, rather than being required to participate in a policy based mechanism. The latter however,Show MoreRelatedGlobal Warming And Its Effect On The Environment933 Words   |  4 Pages On April 11, 2014, Cyclone Ita roared through Queensland, Australia leaving a trail of destruction in its wake. 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Role of World Bank in Disaster Management of Kenya

Question: Write about theRole of World Bank in Disaster Management of Kenya. Answer: This paper describes the short term and long term effect of natural disaster on the Kenya economy and possible actions taken by World Bank in the next few years. Natural disaster like severe earthquake creates negative impact on the growth of the economy and its national assets. International organisation such as World Bank provides aid to the lower income country for disaster management. The paper highlights the decision making process and their implications on the Kenyan economy. Short Term and Long Term Effect of Natural Disaster Natural disaster damages the tangible assets of the economy that creates either short term or long term effects. The relative impact depends on the rate of growth and rate of convergence of an economy. As stated by Blaikie et al. (2014), human capital is crucial factor, which helps to deal with frequent disaster management. An economy with rich in human capital can revive even after severe disaster. Natural disaster in Kenya disrupts the lives of poor people and leads to displacement, job loss, and loss of property, destruction of national infrastructure such as rail, telecommunication, and water sources contamination. These are all short term impacts of natural disaster Kenya. This country suffers from frequent disaster and hence impact is rigorous (meteorology.uonbi.ac.ke, n.d). Loss of agricultural output is also the short-term impact. During February 2017, Kenya Government has declared drought as national disaster. 2.4 million People in the country needs help in terms of fund, fo od and non-food items (abc.net.au, 2017). External aid is required to manage drought and complement government effort in this country. People and wildlife both are under risk due to severe drought. Food rationing and cash transfer among affected people are foremost responsibility of the Kenyan government. Long-term effect of natural disaster such as drought in this low-income country like Kenya is negative. Agricultural sector is mostly affected by the disaster. As aggregate output of the economy falls, per capita income falls (opendata.go.ke, 2017). Moreover, government spending increases to rehabilitate displaced people and rebuilding infrastructure. Increase in such government expenditure is unplanned and hence leads to fiscal deficit in the economy. Loss of agricultural output leads to the increase in crop price and creates inflation. Inflation reduces purchasing power of people and deprives some consumers from consumption of high priced products. As financial market in the economy like Kenya is not improved, rate of capital formation in the economy is slow (Blaikie et al., 2014). Without proper infrastructure, government has to start to reorganise economy after every disaster. Therefore, financing infrastructure is highly dependent on public funding. Government of developing coun try like Kenya hence, requires relying either on the foreign debt or foreign aid to use capital in the economy. Natural disaster may create long term unemployment in the economy. Possible Initiatives taken by World Bank World Bank provides global facility and assistance to disaster management. World Bank can increase aids to Kenya to support infrastructure development. The aid needs to be long term that can be used in productive purpose (worldbank.org, 2014). Aids can be provided to support short term impacts like migration, displacement, providing facilities like water, food and sanitation services. Any productive infrastructure project in this country needs to be technologically advanced to reduce the risk of natural disaster. The aid for 10 years can be granted to build rail, road, and telecommunication system. Aid of World Bank is required to support agricultural sector that is in the form of building technologically advanced warehousing and storage facilities, rotational cropping, improved irrigation system. These facilities can reduce demand supply gap created at the time of drought and flood. Schools can be made earthquake proof as Indonesia has implemented with the assistance of World Bank G lobal Facility for Disaster Reduction and Recovery (GFDRR) programme (worldbank.org, 2014). This programme assists countries in five areas such as risk identification, reduction of risk, preparing for disaster, financial protection for country and people and flexible recovery. As drought has been announced as national disaster in Kenya, the World Bank can provide funds to the build up technologically improved crop storage unit where farmers can store grains and crops, when there is excess supply in the economy. Storage products can be supplied in the drought affected season. Drought is the result of chronic degradation of environment and climate change. Provision of emergency medicine, food and other non food items are short term aid that World Bank can provide. However, Kenyan government needs to use the funds to improve infrastructure for long term to resist drought in the form of building up water supply system, water storage system in the summer season. It can be concluded that natural disaster management is crucial factor for the growth of the economy that are vulnerable to the natural disaster. International organisation such as World Bank supports low income courtiers in disaster risk management programme in the form of aid. World Bank aid has been growing over the years. However, World Bank assistance would be effective only when government fiscal and monetary policy is supportive for the implementation of disaster management programme. World Bank may assist a significant portion of the spending. Government has to manage the effects of disaster through building proper infrastructure for which effective cost benefit analysis is required. Cost benefit analysis is required to evaluate the viability of the projects among several available alternatives. References abc.net.au (2017). Kenya declares drought a national disaster, appeals for local and international help. Retrieved on 1st May from https://www.abc.net.au/news/2017-02-11/kenya-declares-drought-a-national-disaster/8261970 Blaikie, P., Cannon, T., Davis, I., Wisner, B. (2014).At risk: natural hazards, people's vulnerability and disasters. Routledge. meteorology.uonbi.ac.ke (n.d) Kenya Natural Disaster Profile. Retrieved on 1st May from https://meteorology.uonbi.ac.ke/sites/default/files/cbps/sps/meteorology/Project%20on%20Disasters.pdf opendata.go.ke (2017) National Natural Disaster Inventory. Retrieved on 1st May from https://www.opendata.go.ke/datasets/national-natural-disaster inventory?geometry=23.995%2C-7.673%2C51.681%2C7.661 worldbank.org (2014) Helping Countries Better Prepare for and Manage Disaster Risks, Climate Change Retrieved on 1st May https://www.worldbank.org/en/news/feature/2014/01/30/gfdrr-helping-countries-manage-disaster-risk-climate worldbank.org (2014) How to Develop Effective Disaster Recovery Programs Lessons from Vulnerable Countries. Retrieved on 1st May from https://www.worldbank.org/en/news/feature/2014/09/10/lessons-in-effective-disaster-recovery-from-vulnerable-countries

Spm Biology free essay sample

Biology candidates typically commit the mistake of thinking that the length of their answered essay or structured questions equates to marks deserve, under the formula, Length of Structure Answer/Essay = Marks. This is wrong and Berry Berry Easy wishes to clear the air regarding this issue. It is never about how long you write but more about how accurate you write. So for Berry Readers who can write long answers but never seemed to score well, do check out the post below. Share this with your other friends who have the same problem as you.The SPM question Paper 3 – (Answer all questions – Question 1 and 2 only) consist of 50 marks in total. In this paper, students need to answer all questions. Question 1 consists of 33 marks and Question 2 consists of 17 marks. There are some important points that will be discussed using the trial SPM 2010 Johor state paper 3. The marks for each question range from 0 (wrong response), 1 (idea level response), 2 (inaccurate response) to 3 (accurate response) marks for each questions. We will write a custom essay sample on Spm Biology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Paper 3 Biology involves with very detailed criteria of marking. 1) How to state the observation?Usually it involves two criteria. Example 1 State two different observations made from Table 1. (Nyatakan dua pemerhatian yang berbeza yang dibuat daripada Jadual 1). Q1 (b) (i) (3 marks). Idea level response (1 mark): * The time taken is different for each temperature. * Temperature influences time taken for iodine solution remains yellowish. No full marks will be given if students did not meet the 2 criteria of answer and the word ‘different’ / ‘influence’ is not specific. Students must try to avoid these words. Accurate response (3 marks): P1: Temperature of water bathP2: Time taken for iodine solution to remain yellowish (Horizontal observation) * At temperature 5? C, time taken for iodine solution remains yellowish is 12 minutes. * At temperature 37? C, time taken for iodine solution remains yellowish is 3 minutes. * At temperature 55? C, time taken for iodine solution remains yellowish is 15 minutes. (Vertical observation) * Time taken for iodine solution remain yellowish for temperature 37? C is faster than 5? C / 28? C / 45? C / 55? C // Vice versa 2) How to state inference in Paper 3 Biology? Similar to observation, inference involves 2 criteria.Example 2 State the inference which corresponds to the observations in 1 (b) (i). (Nyatakan inferens yang sepadan dengan pemerhatian di 1 (b) (i)). Q1 (b) (ii) Idea level response (1 mark): * Temperature influences the enzyme reaction. Accurate response (3 marks): P1: Rate of enzyme reaction P2: Low / High (Reject: Lowest / Highest) (Horizontal inference) * At temperature 5? C, the rate of enzyme (amylase) reaction is low / decreases / longer / lower. * At temperature 37? C / optimum temperature, the rate of enzyme reaction is high. * At temperature 55? C, the rate of enzyme reaction is low. Vertical inference) * At temperature 37? C, the rate of enzyme reaction is higher than the rate of enzyme reaction at 5? C / 28? C / 45? C / 55? C // vice versa. 3) How to get full marks in hypothesis for an experiment? Similar to the hypothesis in Chemistry Paper 3, it must always start with manipulated variable and follows by responding variables. Example 3 State the hypothesis for this experiment. (Nyatakan hipotesis bagi eksperimen ini. ) Q1 (d) Idea level response (1 mark): * The temperatures influence the enzyme reaction. Accurate response (3 marks): P1: Manipulated variable (temperature)P2: Responding variable (time taken for iodine solution remain yellowish / rate of enzyme (amylase) reaction / activity) Hypothesis: relationship of P1 and P2 (MV + RV) * The higher the temperature, the higher the rate of enzyme reaction / time taken for iodine solution remain yellowish (until it reaches the optimum temperature) * When the temperature increases, the rate of enzyme reaction also increase (until the optimum temperature) 4) How to draw the graph correctly in Paper 3 Biology? SAL or SAP which is S = Shape, A = Axis and L = Label / P = Point.Besides that, student must remember to write the title of the graph. 5) How to explain the relationship in Biology? In Biology Paper 3, it is more specified as compared to Chemistry. Students must provide the manipulated variable first a nd follow by responding variable and usually for the manipulated variable must have two supporting theories and a brief conclusion. Example 4 Based on the graph in 1 (e) (ii), explain the relationship between rate of enzyme reaction and temperature. (Berdasarkan kepada graf di 1 (e) (ii), terangkan hubungan antara kadar tindakbalas enzim dengan suhu. ) Q1 (f) Idea level response (1 mark): The higher of the temperature, the higher the rate of enzyme reaction. * (Hypothesis statement) Accurate response (3 marks): Students must state the relationship between the rate of enzyme reaction and the temperature base on criteria: R1 – Relationship: the temperature increases, the rate of enzyme reaction also increase. (Theory 1) R2 – Explanation 1: at 37? C // at optimum temperature the starch hydrolyse (completely by amylase / enzyme) (Theory 2) R3 – Explanation 2: at the maximum rate (Brief conclusion) * As temperature increases (MV), the rate of enzyme reaction increases (RV).At optimum temperature the starch was hydrolysed (completely) by amylase at the maximum rate. 6) How to answer the last question (Question number 2)? There are 9 sub sections (total 17 marks) that students need to answer. The mark distribu tion is as followed: 1. Problem statement (Penyataan masalah) (3 marks) 2. Objective (Objektif) (1 mark) 3. Variables (Pembolehubah-pembolehubah) (1 mark) 4. Hypothesis (Hipotesis) (3 marks) 5. List of material and apparatus (Senarai bahan dan radas digunakan) (3 marks) 6. Technique used (Teknik yang digunakan) (1 mark) 7.Experimental procedure or method (Kaedah atau prosedur eksperimen) (3 marks) 8. Presentation of data (Cara data dipersembahkan) (1 mark) 9. Conclusion (Kesimpulan) (1 mark) 1) Problem statement (3 marks) Problem statement must be in question form. i. e. Does (MV) affect (RV) of xxx? How does (MV) affect the (RV) of xxx)? What is the effect of (MV) on the (RV)? 2) Objective (1 mark) It is a statement form: i. e. To determine the effect of (MV) on the (RV) of a xxx. To study the effect of (MV) on the (RV) of a xxx To investigate the effect of (MV) on the (RV) of a xxx 3) Variables (1 mark)The entire variables (MV, RV and FV) must be correct to gain one marks from here. 4) Hypothesis (3 marks) The hypothesis must start with manipulated variable and follow by responding variable (MV + RV) 5) List of material and apparatus (3 marks) Students need to separate the list of material with the list of apparatus. i. e. Apparatus: photometer, stopwatch, cutter, beaker, meter rule, basin, marker/ thread Material: Balsam plant, water, Vaseline/grease, dry cloth 6) Technique used (1 mark) Students need to state the technique used in carrying out the experiment correctly. . e. Measure and record the time taken for the air bubble to move a distance of 2 cm by using a stopwatch. 7) Experimental procedure or method (3 marks) Students are able to mention all the MV, RV and FV in the sentence. 8 ) Presentation of data (1 mark) Students are able to draw a complete table and record the relevant data base on 3 criteria. 9) Conclusion (1 mark) Students are able to write a suitable conclusion for the experiment. i. e. Ther higher/lower (MV), the higher/lower (RV). Hypothesis is accepted/rejected.