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Hamlet emotions in the play
Analysis on hamlet soliloquies
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The Changing Character Hamlet in Act II and Act IV of Shakespeare's Hamlet
In Shakespeare's Hamlet, although the character Hamlet makes similar points about himself in the soliloquies of Act II and Act IV, he seems to be less self-blaming and more in control of his emotions in the Act IV soliloquy.
In the Act IV soliloquy, Hamlet is less self-blaming and more in control of his emotions. In Act II Hamlet blames himself for the delay in his revenge, "O, what a rouge and peasant slave am I!" (2:2:519). He also seems to be more self-abusive in his expressions, "Why, what an ass am I!" (2:2:553). Hamlet's deep depression is expressed through his comparison of himself to the lowest and most worthless things he can think of. However, in the Act IV soliloquy, Hamlet uses logic to reason his delay in killing Claudius, "How all occasions do inform against me and spur my dull revenge!" (4:4:32). While he is still a bit emotional, he is less self-abusive and more in control of his feelings, "How stand I then, that have a father killed, a mother stained." (4:4:56). Hamlet's reproach of his actions is gentler and less derogatory. He uses reason to explain how certain occasions have delayed him rather than blaming himself for backing out on his plans.
In both soliloquies Hamlet makes comparisons between himself and other characters. In Act II he compares himself to an actor and in Act IV he compares himself to Fortinbras. In both soliloquies Hamlet uses the comparisons to put himself down for not carrying out his actions. In Act II Hamlet is angry with himself because he doesn't understand how an actor can get so emotional over a speech that he is reading, while Hamlet, who is actually in the real situation, is passive in his emotions, "Is it not monstrous that this player here, but in a fiction, in a dream of passion, could force his soul so to his own conceit." (2:2:520). In Act IV Hamlet expresses admiration for Fortinbras' courage and ambition to succeed and to fight for his name and honor, (".led by a delicate and tender prince, whose spirit, with divine ambition puffed." (4:4:48). Although both comparisons are different, both the actor and Fortinbras serve as role-models to Hamlet. He looks up to their actions to spur his ambition for revenge.
At the end of each soliloquy Hamlet reaches a state of resolution, in which he seeks to find certain truths about himself and the outside world.
My so called friends Rosencrantz and Guildenstern whom I know from Wittenberg were invited by my mother and Claudius to spy on me because they were concerned with my behavior and my apparent inability to recover from my father’s death. Claudius wasn’t only worried about me but also worried that Prince Fortinbras’s would attack Denmark thankfully he only asks if his armies could be allowed safe passage through Denmark on their way to attack the Poles. Relieved to have averted a war with Fortinbras’s army, Claudius gives him permission to only pass by. When I saw my friends have arrived I asked why they came to visit they lied and said just to see me I knew my mother and her king were behind this so I didn’t worry much
In the soliloquy, Shakespeare accentuates the shared characteristics between Hamlet and a submissive servant. Hamlet submits to his cowardice and falls victim to his tendency to reflect on his profound thoughts instead of acting upon them. Additionally, he accuses himself as a troublesome scoundrel. He views himself as a criminal although he had not done anything indictable yet. This metaphor introduces Hamlet’s perception in his current emotional state to the audience.
The Soviet Union and the United States were very distant during three decades of a nuclear arms race. Even though the two nations never directly had a battle, the Cuban Missile Crisis, amongst other things, was a result of the tension. The missile crisis began in October of 1962, when an American spy plane secretly photographed nuclear missile sites being built by the Soviet Union in Cuba. JFK did not want the Soviet Union and Cuba to know that he had discovered the missiles, so he made his decisions very secretly. Eventually, Kennedy decided to place a ring of ships around Cuba and place missiles in Turkey. Eventually, both leaders superpowers realized the possibility of a nuclear war and agreed to a deal in which the Soviets would remove the missiles from Cuba if the US didn't invade Cuba. Even though the Soviets removed took their missiles out of Cuba and the US eventually taking their missiles out of Turkey, they (the Soviets) continued to build a more advanced military; the missile crisis was over, but the arms race was not.
The 1950s was a great success for the civil rights movement; there were a number of developments which greatly improved the lives of black people in America and really started the civil rights movement, as black people became more confident and willing to fight for their cause.
The Cuban missile crisis can be argued to be one of the most dangerous events in the history of the United States. The United States was on the verge of nuclear warfare with Cuba and the Soviet Union. A United States’ spy plane discovered missile silos being constructed in Cuba. This raised suspicion for the president at the time, John F. Kennedy, and the rest
Soliloquy and Revenge in Hamlet The soliloquy is a literary device that is employed to unconsciously reveal an actor's thoughts to the audience. In William Shakespeare's, Hamlet, Hamlet's soliloquy in Act II, ii, (576-634) depicts his arrival at a state of vengeful behaviour through an internal process. Hamlet moves through states of depression and procrastination as he is caught up in the aftermath of the murder of his father and the marriage of his mother to his uncle. The soliloquy serves to effectively illustrate the inner nature of Hamlet's character and develop the theme of revenge.
The Civil Rights Movement had a lot going on between 1954 and 1964. While there were some successful aspects of the movement, there were some failures as well. The mixture of successes and failures led to the extension of the movement and eventually a more equal American society.
A. Khrushchev, and the Russian military, placed nuclear offensive missiles into Cuba. A U-2 plane taking pictures over Cuba spotted the missile camps in Cuba, and brought it to the attention of the President. After a meeting with Russian officials, the Russian’s assured that the missiles were for defensive purposes only. The U.S. officials knew that the missiles were nuclear and for offensive purposes. So, instead of bombing the area before the missiles were ready, like the White House officials wanted, President Kennedy decided to put a quarantine line on the border of Cuba, to stop Russian ships from delivering nuclear equipment. As the ships got closer and closer to the line, Khrushchev wanting to avoid war, called the ships to turn around. After 2 letters, to and from Khrushchev, Kennedy agreed, that if the Russians dismantled the missiles, and got the equipment out of Cuba, the U.S. would get their missiles out of Turkey, within 6 months.
Comparable to no other moment in history, the Cuban Missile Crisis shaped a generation entering the nuclear age with unease and tension. Decisions ultimately were made by the leaders of the nations which were undoubtedly shaped and influenced from voices far exceeding the three men’s own ideologies. The opinions and beliefs of those closest to the leaders with large vested interest in the Crisis dictated monumental moments throughout the thirteen-day standoff. The issue arouse on the morning of October 16th when National Security Advisor McGeorge Bundy awoke President Kennedy with startling photographs taken by U-2 aircraft over Cuba’s mainland. The photos proved that there were Soviet Medium-Range Ballistic Missiles on the island, which is only 90 miles from American shoreline. Long before the Cuban Missile Crisis, as noted by the JFK Presidential Library, “Kennedy warned of the Soviet's growing arsenal of intercontinental ballistic missiles and pledged to revitalize American nuclear forces.”...
The Cuban Missile Crisis was a major event in U.S History that almost led to nuclear destruction. It was over a period of thirteen days in which diplomats from the U.S and the Soviet Union were trying to reach a peaceful resolution so that they wouldn’t have to engage in physical warfare. The crisis was the hallmark of the Cold War era which lasted from the 1950’s to the late 1980’s. The Cold War was a power struggle between the U.S and Soviet Union in which the two nations had a massive arms race to become the strongest military force. The U.S considered Communism to be an opposing political entity, and therefore branded them as enemies. Khrushchev’s antagonistic view of Americans also played a big role in the conflict. The Cold War tensions, coupled with a political shift in Cuba eventually lead to the military struggle known as the Cuban Missile Crisis. The Cuban Missile Crisis was the point of most tension and near collapse causing the Cold War to almost shift from a passive and underground struggle to a violent and catastrophic one.
It is said that memory declines as people age, and this can be just a natural part of life. However, in many cases as people grow older, they develop a mental disorder known as Alzheimer’s disease. Alzheimer’s is a disease that causes problems with memory, thinking, and overall behavior, and progressively becomes a bigger problem. Alzheimer’s is the most common form of dementia and is a very common disease in people over the age of 65. This terminal disease puts tremendous stress on the victim and the victim’s family. A cure for Alzheimer’s has yet to be discovered; however, through healthy and constant use of the brain and the aid of certain drug treatments, Alzheimer’s disease can be both naturally and medically prevented.
Foremost, is the character of Hamlet: the causes and effects of his actions, or lack thereof. Hamlet is a very thoughtful person by nature, and often spends more time thinking than acting. However, Hamlet does realize that "...conscience does make cowards of us all, And thus the native hue of resolution/ Is sicklied o'er with the pale cast of thought"(III.i.84-85). Although Hamlet recognizes the fact that too much reflection could end poorly, he does it nonetheless. Every situation he is faced with he insists upon planning it out first, and rarely actually acting upon these plans. Additionally, since Hamlet is considered to be a tragedy, there must be a tragic hero. All tragic heroes have some kind of flaw or blemish, which, according to the article "Characters", "Hamlet's weakness may be that he 'thinks too much' and cannot make up his mind. The resulting inactions leads to his death" ("Characters"). Because Hamlet spends so much time pondering his surroundings, he sometimes misses the chance to act on them. This inability to accomplish anything slowly pulls Hamlet to a point where no amount of thought or action could possibly help him. However, at one point in the play Hamlet comes very near to followin...
The situations where Hamlet unexpectedly acts were not relevant to his task, such as the murder of Polonius. During the play rehearsal, Hamlet is shocked by the emotion poured out by the actor over Hecuba, whom doesn’t even exist. Hamlet, whose father was murdered, does not have as near the passion that actor had. Hamlet criticizes himself, saying, “A dull and muddy-mettled rascal, peak/ Like John-a-dreams, unpregnant of my cause,/ And can say nothing” (Shakespeare 2.2 578-580). Hamlet calls himself a coward for not doing anything to avenge his father, but rather just staying depressed and weep all day. According to Bradley, “Hamlet was restrained by conscience or a mural scruple; he could not satisfy himself that it was right to avenge his father” (Bradley 4). Hamlet is aware of his constant delays, but still cannot ready himself to kill Claudius because of the excuses he continuously makes up. After criticizing himself, Hamlet sets up a plan that only prolongs his chance of killing Claudius. Hamlet says, “The play’s the thing/ Wherin I’ll catch the conscience of the King” (Shakespeare 2.2 616-617). Hamlet creates a play that reenacts a specific scene, which resembles Claudius murdering his father. Hamlet wants to see Claudius’s reaction to the scene, and confirm his guilty reaction. According to Eliot, “The delay in revenge is unexplained on grounds of necessity or expediency;
The Complex Character of Shakespeare's Hamlet. Upon examining Shakespeare's characters in this play, Hamlet proves to be a very complex character, and functions as the key element to the development of the play. Throughout the play we see the many different aspects of Hamlet's personality by observing his actions and responses to certain situations. Hamlet takes on the role of a strong character, but through his internal weaknesses we witness his destruction.
The perfection of Hamlet’s character has been called in question - perhaps by those who do not understand it. The character of Hamlet stands by itself. It is not a character marked by strength of will or even of passion, but by refinement of thought and sentiment. Hamlet is as little of the hero as a man can be. He is a young and princely novice, full of high enthusiasm and quick sensibility - the sport of circumstances, questioning with fortune and refining on his own feelings, and forced from his natural disposition by the strangeness of his situation.