tragmac Free Tragic Irony in Shakespeares Essay Example For Students

tragmac Free: Tragic Irony in Shakespeares Essay Macbeth essaysThe Tragic Irony of Macbeth There are numerous sorts of incongruity utilized in Macbeth. Without the incongruity, the tragedywould not be so unfortunate. One sort of incongruity utilized in Macbeth is verbal incongruity. This is the point at which a character saysone thing and means the inverse. Instances of this are when Macbeth says to Banquo,Tonight we hold a serious dinner, sir, And Ill solicitation your quality (III, I, 13-14) orwhen he says Fail not our blowout (III, I, 28). Verbal incongruity makes the play more tragicbecause, on the off chance that the peruser comprehends the incongruity of what a character is stating, at that point the peruser can see the genuine nature and aims of the character. Another kind of incongruity Shakespeare utilized is the incongruity of a circumstance. This is whenthe aftereffects of an activity or occasion are not the same as what is normal. One model is whenMacduff is talking with Malcolm about the catastrophes in Scotland, not realizing that hisfamily has been killed. We will compose a custom paper on tragmac Free: Tragic Irony in Shakespeares explicitly for you for just $16.38 $13.9/page Request now He says: Let us ratherHold quick the human blade, and like great menBestride our down-falln birthdom. Each new mornNew widows wail, new vagrants cry, new sorrowsStrike paradise on the face, that it resoundsAs in the event that it felt with Scotland and hollered outLike syllable of dolor (IV, iii, 4-7). Macduff, unexpectedly, is commenting on new widows wailing, not mindful of the factthat he is a single man. This presents a lot of incongruity to the peruser, just as a tragicsituation. Sensational incongruity is likewise utilized in Macbeth. This kind of incongruity is when there is acontradiction between what characters of the play do, and what the peruser knows willhappen. In Macbeth, a model is the merriment with which Duncan, the King, speaks ofInverness. This merriment is an exterior, since little does Duncan know, yet the plot tomurder him is being brought forth and will be done here at Inverness. How unexpected for thereader, and how disastrous, to hear Duncan state: This manor hath a lovely seat; the airNimbly and pleasantly suggests itselfUnto our delicate faculties. (I, iv, 1-3). At last, incongruity of Fate is utilized. This is the point at which an outcome invalidates the point of anevent. For instance, in view of Macbeths response to seeing Banquos apparition in Act IIIscene iv is so sensational and savage, he throws doubt onto himself, rather than gainingpersonal security. He throws doubt by soliciting which from you have done this? also, thenanswering his own inquiry with Thou canst not state I did it. Never shake Thy gorylocks at me (III, iv, 49, 51-52). This is lamentable, for Macbeth ruins his objective of security and winds up giving occasion to feel qualms about more uncertainty himself. Macbeth would not be heartbreaking without incongruity. Incongruity pulls at the series of thereaders heart. Regardless of whether the incongruity causes the disastrous legend to appear to be increasingly detestable, or makestheir destruction appear to be progressively unfortunate, it surely enables the disaster to have a less clear cutemotional reaction.

Young People, sexuality and relationship Essay -- Essays Papers

Youngsters, sexuality and relationship So what should teenagers be instructed about sex? In the article, â€Å"Young People, Sexuality and Relationships,† by Peter Aggleton, the writer portrays how sex isn’t utilized as something incredible in a relationship yet gives the genuine reasons youngsters are having intercourse. The article was distributed in the year 2000 in the Journal of Sexual and Relationship Therapy. This article was distributed to disclose to youngsters a portion of the results of engaging in sexual relations. Increasingly youngsters are engaging in sexual relations nowadays without seeing what truly can occur. Aggleton shows a review of the pregnancies, STD’s, and other enthusiastic things that can stay with somebody the remainder of their lives. Aggleton shows teenagers reality with regards to sex as opposed to something seen as sentimental and a hazard, and they considering themselves to be individuals who are exploring different avenues regarding new things. In any case, to others it's anything but an indication of sentiment however a hazard that continues frequenting youngsters with AIDS and pregnancy. Despite the fact that youngsters are generalized as being progressively negative with regards to the issue of sex, not all adolescents are that worried about it. The creator states more young people are taking a gander at the result of engaging in sexual relations and considering the STD issue. Another issue is sex with regards to gatherings and medications. It appears that an ever increasing number of young ladies are not getting the essential understandings of the dangers of sex, in this way having it at a more youthful age. While guys are having intercourse for reasons just to give it a shot, or on the grounds that they think they are cool. So the issue is adolescents are engaging in sexual relations for an inappropriate reasons without investigating the results. Aggleton shows the distinctions of sex from the female view to the male view. He considers ladies to be becoming involved with s... ... to drugs and have no cash they consider sex to be an approach to make a couple of simple dollars. Sex issues are more terrible with regards to different nations. Lady there must shield themselves from more youthful and more established men. They likewise regularly don't have any kind of condom and they aren’t gave cautioning that could forestall Aids and pregnancy. Other ladies wind up engaging in sexual relations as work, since prostitution is lawful in numerous nations and numerous lady hope to do as such as a calling. In end Aggleton is stating how youngsters are not engaging in sexual relations for adoration or a superior relationship however out of dread of what others may state in the event that they don’t. In this manner, sex isn't something that happens to enable a relationship to develop nearer, it’s only a choice that’s not as a rule pondered to completely before it occurs. Also, no one but grown-ups can help remove the considerations from youthful peoples’ lives by conversing with them.

This is the end

This is the end INTRO First things first, I have to post this, as promised in an earlier blog entry: What could this possibly mean? It means Ive graduated!!! Holy smokes, four years of MIT and now its over. It seems like it goes so fast, how could it be over? Then you think about specific moment, all of the episodes, and you realize that it didnt go fast, that it took just as long as anything else takes because theres no way to slow or quicken the progression of time. So here we are, four years from when I started, and I get to look back at all Ive done. Not gonna lie, sometimes its hard to remember (not because the moments are painful, just because they were a long time ago and Im getting old), and all these blog entries Ive got archived here are an awesome way to reminisce. Ups and Downs It started on my personal blog with this, admittedly, super tooly entry. Its amazing to compare how I act and write now with some of my earlier entries, both in my personal blog and MIT blog. MIT has certainly calmed me down, added a slight glaze to my eyes, and made me demand more than just trivial occurrences to get me excited (Oh, math joke, not funny). For better or for worse, Im a different person now than I was when I got here. How much of that is MIT related and how much of that is general maturation related we may never know, but I know that its certainly due to both. Apart from aging me a bit, MIT has also done its best to shove every bit of knowledge it could into my relatively small brain (relatively small compared to many of my classmates). I came into MIT with very little knowledge about anything they were about to teach me. In fact, everything I learned here was new except for vectors. I dominated the first 3 weeks of 18.02 because of a pre-existing knowledge of vectors. After that, everything was completely new, and there was a lot. At MIT I learned how to machine, prototype, design, sketch, how to do mechanics and select materials, how to to define dynamic systems and control them, I learned more about thermal fluids than I thought existed, I learned Matlab and MathCAD, learned how to design circuit boards and how to surface mount solder, discovered a budding love of literature, and saw/experienced more events than I could have imagined. All the learning and amazing experiences were certainly countered by a lot of negativity, to be sure. One tends to start getting disillusioned here, everything stops seeming so Utopian and begins feeling more routine. So what if this guy invented that? Oh look, a unicycle, meh. Killian court turns into a big piece of lawn, Stata becomes ugly instead of awesome, and lectures turn into a chore instead of an exciting opportunity for learning. This does not apply to everybody, of course, Im just telling you about my experiences. One of the things that gets me most is how MIT seemed to take all of the things I used in my application to get into this school (marching band, speech team, building things in my free time, etc) and managed to remove all the time I had to do those things. MIT took away all the things it wanted me for because of the crushing amount of working. Just sitting and doing nothing during my free time became a very appealing notion, something that rarely happened before MIT. In the end, Im glad I came here, absolutely. I learned so much about both myself, engineering, and life. Plus, I mean, really, look at this thing. Totally worth it. So what now? You havent heard much from me in the last year or so, let me fill you in! The Past Year Last summer I worked Analog Devices Inc and, while I learned a lot, I discovered that electrical engineering was not my thing. Thats ok, thats what internships are for! I also biked to work every day, 16.5 miles each way, and lost 40 pounds. I am the champion of the stop eating and exercise a lot diet! This last school year was divided into two pretty distinctly different semesters, the work my butt off semester and the be as lazy as possible/thesis semester. The first semester was dedicated to 2.009, the capstone MechE class that gives teams of 20 a semester to design and build some product, in my teams case a fleet of robots that delivers sushi to waiting patrons. I was the System Integrator for the team which pretty much required me to glue my phone to my ear and stop sleeping. Between semesters, during IAP in January, I did an unpaid externship at 5W!TS Productions (more about that later). Second semester is when, just like high school, senioritis hit. Second semester I cranked through Atlas Shrugged, beat Plants vs. Zombies as thoroughly as humanly possible, began the epic adventure that is Minecraft, wrote a 100+ page thesis, and graduated! January So, January, that was a good month! Back in September I visited a place called 5W!TS and fell in love. They had a walk-through adventure game, somewhat like a real-life video game, that had me crawling through lasers and ventilations ducts, cracking safes, defusing bombs, and debugging rooms. It was a MechE wonderland! I was as fascinated by the adventure as I was by the technical details behind all of it. I awkwardly and giddily started asking every question I could come up with. As it turns out, the CEO was an MIT alum with close ties to MITs Toy Design Class and its teaching staff. I was bouncing with excitement for the entire bus ride back to campus. The next day I e-mailed the CEO and asked if I could work there in January. The email said something along the lines of I dont know if Im correct in emailing the CEO to ask for an internship, but can I have one? The answer was yes and lemme tell you, it was AWESOME! I spent the month helping to finish their 20,000 Leagues Under the Sea game. In other words, I helped build the Nautilus. I modified hundred-year-old Edison Wax Cylinder p layers, built governors for the engine room, and wired up the fuel rod receptacle. I helped turn this into this In addition to its two games (Espionage and 20k), 5W!TS does production and effects work for museums. You know all those neat interactives and demos you see at science museums? Yeah, they build those things (AWESOME!). As it turns out, over the last year or so, I began realizing that I didnt want to be a mechanical engineer. Mechanical engineers tend to design and engineer but then ship off designs for fabrication. I wanted to build things! I wanted to design, build, use, and move on. I didnt want to work on one small insignificant part of a 10 year project, I wanted to be a part of each project from beginning to end and help with all of the phases. 5W!TS allows that to happen, with just 9 people doing the brainstorming, designing, and building for 2-3 month projects. After January was over and after I received several grad school rejections (not so important after discovering 5W!TS) I accepted a full time position at 5W!TS, where I have now just finished my second week. Im moving in to my first apartment on July 1st, have a new car (bet with my parents I made in 5th grade, they said theyd get me a harley if I graduated from MIT. I accepted a car instead.), and am about to start real life. Crazy? Crazy! This is all exciting, but lets talk a bit more about commencement and the end of the semester, thats exciting too! Commencement At MIT, and probably other colleges as well, mortarboard decorations are a staple of any good commencement. A week or so before the ceremony my friend Pall posted something on my facebook wall HELL YEAH! Fast forward to staging before the march to Killian I ended up with the blue portal and the front half of the beaver. It was super awesome. Even President Hockfield thought it was pretty rockin On a quick side note, Im pretty sure these two professors were playing Angry Birds during the whole ceremony At the end of the 2.5 hour long name-reading extravaganza I headed over to the MechE reception for food, free coffee cups, and pictures. Awwww By the end of the day I was exhausted and ended up just laying on the couch playing Minecraft. A good end to a good day, the official conclusion of four years at the tute. Toast to Tech MIT held a MASSIVE celebration a day or two after commencement to cap off the MIT150 celebration in a grand fashion. Grand. Like, most lavish thing Ive seen at MIT in the four years Ive been here. Ill let the pictures I took speak for themselves. Dome Dome MIT Seal Ice Sculpture Beaver Ice Sculpture MIT Ice Sculpture The Prudential Building Celebrates With Us The Stage This next bit needs an explanation. MIT sprang for a 750 pound cake, or suite of cakes. It was amazing, check it out! Stata Simmons Dome and Green Building Tim Flopped on the Bridge (reminds me of this) Cupcake River A special shout-out to the Hernley family for adopting me that evening and letting me pal around with you, it was great fun. Blogging To conclude, I want to talk a little about the relationship I have with these blogs. No cliches, no sappy messages, no speeches. Read any of my blog entries and youll see that my role on these blogs isnt to fit in and publish what everybody else is publishing. Nor is it to publish what people think I should publish. No, when I got hired to be an MIT admissions blogger, second semester of freshman year, I made it my goal to blog about all the things you would NOT expect to see on an admissions website. I wanted to share all of the things MIT hides from prospective students and all of the things youd never find out about unless you were here. I blogged about hot dogs, bathrooms, thongs from VS, bad experiences with physics professors, wrote the first entry ever removed from the blogs (so they say) and ended up in Matt McGanns office more than once. I made admissions enforce their censorship-free stance many a time in an effort to bring the really nitty gritty parts of MIT to the blogs, the parts that arent so pretty, the parts MIT doesnt want you to know. I loved this about my job because, while generally an amazing place, MIT is not a perfect place, and making sure applicants know this adds a degree of believability and credibility to both the school and the admissions blogs. My favorite blog-related quote came from Ben Jones, MITs ex-communications guru. He came up to me one day after a particularly brutal entry and said Snively, in the four months youve been blogging here weve received more complaints from faculty and deans about your entries than weve received about all of the entries ever published in the last four y ears. I took that to mean I was doing my job right ;) The nice emails from parents, from prospective students, the comments on the entries themselves, the random encounters during campus tours and CPW, and all of the kind words in whatever form or fashion they reached me in meant a lot. Ok, it was creepy sometimes, and usually pretty awkward, but looking back its nice to know that I was able to help the number of people I did. When you write an entry and push it to the site you forget how many people read them. There are the prospective students, of course, but also current students. Then there are the parents of prospective students, and the parents of current students. I got a comment once from a parent, thanking me for blogging about physics because their son didnt call as often as theyd like him to. By reading my blogs they were able to see what his classes were like. Not only students, prospective students, and parents, but faculty members also read these blogs. More than once have I shown up for the first day of class and had a faculty member already know who I am . . . or at least know the Internet version of me. More than once, in a class (usually a smaller class, to be fair), a professor has mentioned or referenced something about me that theyve read here. But it even goes farther than that. I met President Susan Hockfield for the first time at a Christmas reception and before I even had a chance to introduce myself I heard her yell SNIVELY! when she saw me and then beckon me over, proceeding then to scold me for not saying hi when I saw her walking down Vassar Street. Yes, even MITs president reads these blogs. These blogs are important and their aim is true. Admissions really does want the outside world to see the raw and unedited side of this school through the eyes of current students. Anytime you find yourself reading them and thinking Hm, this all seems staged or The admissions office is feeding them stuff, know that youre mistaken. Â Anything is fair game so long as you have bloggers that are willing to stick their neck out and attract the negative attention that comes along with sharing the smaller and more controversial aspects of MIT. And really, thats what Id come to the blogs to see, because thats the good stuff! So thats me, and Im all done! No more blogs, no more MIT. Im moving on and its been a wild ride. Thanks for everything everybody, its been awesome!

Cognate Definition and Examples in English

Need a definition of  cognate?  A  cognate is a word that is related in origin to another word, such as the English word  brother and the German word  bruder  or the English word  history and the Spanish word historia. The words were derived from the same source; thus, they are cognates (like cousins tracing back their ancestry). Because they come from the same origin, cognates have  similar meanings and usually similar spellings in two different languages.   Key Takeaways: Cognates Cognates are words that came from the same root.Cognates can come into a language from different sources; they just have to have the same origin.False cognates look like theyre related to each other but are actually not. Cognates are  often derived from Romance languages (French, Spanish, Italian) that have their origins in Latin, although some are derived from other language families (e.g., Germanic), noted Patricia F. Vadasy and J. Ron Nelson in their book Vocabulary Instruction for Struggling Students (Guilford Press, 2012).  Ã‚   If two words in the same language are derived from the same origin, theyre called  doublets; likewise, three are  triplets. A doublet may have come into English from two different languages. For example, the words fragile and frail both came from the Latin word fragilis. Frail came into English from French into Old English and stayed on through Middle and now Modern English, and the word fragile was borrowed directly from Latin instead of going through French first. Origins of Cognates The Romance languages have so much in common etymologically because the Roman Empire brought Latin to those regions. Of course, regional dialects were already established in present-day Spain, Portugal, France, Luxembourg, Belgium, Switzerland, and Italy, but Latin-influenced vocabulary throughout these regions for a long period—because of the relative stability of the empire—especially in the sciences and law. Following the collapse of the Roman Empire, the language was still in use in various forms and continued to move into areas where the empire hadnt been, such as Slavic and Germanic regions, and it was useful as a universal language for people from different regions to be able to communicate. Christian missionaries brought the Roman alphabet to present-day Britain during the first millennium of the common era, and Latin remained in use in the Catholic church even as the Middle Ages evolved into the Renaissance. When the Normans conquered England in 1066, Latin words and roots came into English via Old French. Some English words also came in from Latin itself, thus creating doublets, two words with the same origin in the same language. The cognates would be the French words and the English words derived from them and the Latin originals. The derived words are all related to a common ancestor. More Examples of Cognates Here are a few examples of cognates (including those that share only the stem and not all the affixes, which are semi cognates, or paronyms) and their roots: night: nui (French), noche (Spanish), Nacht (German), nacht (Dutch), natt (Swedish, Norwegian); root: Indo-European, nà ³kÊ ·tconstipated: constipado (Spanish);  root (stem): Latin  cÃ… nstipÄ t-nourish: nutrir (Spanish),  noris (Old French); root: nutritivus (Medieval Latin)atheist:  ateo/a (Spanish),  athà ©iste (French), atheos (Latin); root: à ¡theos (Greek)controversy: controversia (Spanish); root:  controversus (Latin)comic (meaning comedian):  cà ³mico (Spanish); root: cÃ… mÄ ­cus (Latin)abortion: aborto (Spanish); root: abÃ… rtus (Latin)government: gobierno (Spanish),  governement (Old French),  gubernus (Late Latin); root:  gÃ… ­bÄ•rnÄ re (Latin, loaned from Greek) Obviously, not all the cognates for a root are listed, and not all of these words came directly from Latin into English; this list just shows the common ancestral roots—and some words even changed in between their roots and the cognates listed here. For example, government came into English from French, where many bs became vs. Language is an evolving thing, even though it may not seem like it to us, because its so gradual, happening over centuries.  Ã‚   Aid in Learning Other Languages Because of the relationship between Romance languages and their roots in Latin, learning a third language can be easier than learning a second because of the similarity in vocabulary, for example, learning French after already understanding Spanish. Author Annette M. B. de Groot illustrated the concept with an example that compares Swedish and Finnish learners of English: Ringbom (1987) reasoned that the existence of cognates might be one reason why Swedes are generally better in English than Finns; English and Swedish are related languages, sharing many cognates, whereas English and Finnish are completely unrelated. The consequence is that a Finn will be at a complete loss when encountering an unknown English word, whereas in many cases a Swede may infer at least part of the English cognates meaning. Using cognates to teach vocabulary can be very helpful to English language learners (ELL), especially those students whose native language is Spanish, because of the great amount of overlap between the two languages. Authors Shira Lubliner and Judith A. Scott noted, Researchers indicate that English-Spanish cognates account for one-third of educated adult vocabulary (Nash, 1997) and 53.6 percent of English words are of Romance-language origin (Hammer, 1979).  (Nourishing Vocabulary: Balancing Words and Learning. Corwin, 2008)   Not only can you learn new-language words faster and infer meaning to figure words out in context, but you can also remember the vocabulary more easily when the words are cognates. This kind of language study can begin with learners as early as preschool age. Problems that come  with learning vocabulary through cognates include pronunciation and false cognates. Two words might share similar spellings but be pronounced differently. For example, the word  animal  is spelled the same way in English and Spanish but pronounced with different stresses in each language. False, Accidental, and Partial Cognates False cognates are two words in different languages that appear to be cognates but actually are not (for example, the English advertisement and the French avertissement, which means warning or caution). Theyre also called false friends. Author Annette M. B. De Groot shared some examples: False  cognates  are  etymologically  related but no longer overlap in meaning between the languages; their meanings may be related but also opposite (in English an  auditorium  is a place for a large gathering, whereas in Spanish an  auditorio  is an audience;  stretch  means to extend in English but  estretcher  in Spanish is to make narrow).  Accidental cognates  are not etymologically related but just happen to share form (English  juice  and Spanish  juicio, judge...). (Language  and  Cognition in  Bilinguals and  Multilinguals: An Introduction. Psychology Press, 2011) Partial cognates are words that have the same meaning in some contexts but not others. For example,  twig  and  Zweig  are used similarly in some contexts, but in other  contexts,  Zweig  is better translated as branch. Both  Zweig  and  branch  have  metaphoric  meanings (a branch of a business) which  twig  does not share. (Uta Priss and L. John Old, Bilingual Word Association Networks in Conceptual Structures: Knowledge Architectures for Smart Applications, ed. by Uta Priss et al. Springer, 2007)

Travailler - French Verb Conjugations

My Own Theory Of Personality - 2164 Words

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According to Lazarus (1991) there was no way to integrate the different psychological theories under one theory. Lazarus and Butler (1993) suggest that theories are only worthwhile if they are founded empirically derived from relationships among client problem, therapeutic procedure, and outcome; and those that outline this process by which a counselor can reliably select and implement therapeutic procedures. According to Tursi and Cochran (2006) it is difficult to find one counseling approach that will satisfactorily lead to positive personality change for every client with every counselor. InShow MoreRelated Psychologist’s Theory Essay528 Words   |  3 Pagespsychologist’s theory best describes your own personality?   Ã‚  Ã‚  Ã‚  Ã‚  Personality can best be described as â€Å"personal qualities of an individual†. No two people have the same personality, but yet all the different personalities in the world can be characterized into 4 main theories. 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Hamlet scene by scene Essay Example For Students

Hamlet scene by scene Essay Some time has passed. From Ophelias remarks in III.ii. (which happens the day after II.i), we learn that Old Hamlet has now been dead for four months. Shakespeare telescopes time. We learn (in this scene) that Ophelia has (on Poloniuss orders) refused to accept love letters from Hamlet and told him not to come near her. We learn in the next scene (which follows soon after) that the king and queen have sent to Wittenberg for Hamlets long-time friends, Rosencrantz and Guildenstern (two common Danish surnames), and that they are now here. Hamlet has been walking around aimlessly in the palace for up to four hours at a time. Polonius, in private, sends his servant Reynaldo to spy on Laertes. Polonius reminds him of how an effective spy asks open-ended questions and tells little suggestive lies. Polonius likes to spy. Ophelia comes in, obviously upset. She describes Hamlets barging into her bedroom, with his doublet all unbraced (wed say, his shirt open in front), his dirty socks crunched down, and pale and knock-kneed, as if he had been loosd out of hell / to speak of horrors. Or, as might say, as if hed seen a ghost. Hamlet grabbed her wrist, stared at her face, sighed, let her go, and walked out the door backwards. Whats happened? Hamlet, who has set about to feign mental illness, is actually just acting on his own very genuine feelings. Hamlet cares very much about Ophelia. He must have hoped for a happy life with her. Now it is painfully obvious that they are both prisoners of a system that will never allow them to have the happiness that they should. When Hamlet act like a flesh-and-blood human being showing authentic emotions, people like Polonius will say he is insane. And Polonius suggests Hamlet is lovesick. Maybe Polonius really believes this. Maybe he just realized that perhaps his daughter might be the next Queen of Denmark. II.ii. The king and queen welcome Rosencrantz and Guildenstern. Claudius says that except for the death of Hamlets father, hes clueless as to why Hamlet is upset. (Uh huh.) He asks them very nicely to try to figure out whats wrong so Claudius can help. (Now Claudius might well be sincere.) Gertrude says she wants them to make Hamlet happy, and that the good and generous king will reward them well. Both say how much they appreciate the opportunity, and Claudius thanks them. Often a director will have Claudius call each by the others name, and Gertrude point out which is which (lines 33-34). They go off to find Hamlet. Polonius comes in and announces that the ambassadors from Norway have returned, and that after their report he will tell them why Hamlet is acting strange. Gertrude thinks that Hamlet is simply distressed over his fathers death (which Claudius thought of) and her remarriage (which Claudius pretended he couldnt think of.)The ambassadors are back from Norway. Fortinbras was indeed mounting an army to attack Claudiuss Denmark. The King of Norway was sick and supposedly thought Fortinbras was going to invade Poland instead. (Uh huh.) When he learned the truth, the King of Norway arrested Fortinbras, made him promise not to invade Denmark, and paid him to invade Poland instead. The King of Norway now requests that Claudius let Fortinbras pass through Denmark for the invasion. (Denmark is on the invasion route from Norway to Poland if the Norwegian army is to cross the sea to Denmark. And we know a sea-invasion was expected from the amount of shipbuilding mentioned in I.i.) This all seems fake and for show, and probably Claudius (who doesnt seem at all surprised) and the King of Norway had an understanding beforehand. .ueb331d4f98d1e5f251e11571ddebbcd5 , .ueb331d4f98d1e5f251e11571ddebbcd5 .postImageUrl , .ueb331d4f98d1e5f251e11571ddebbcd5 .centered-text-area { min-height: 80px; position: relative; } .ueb331d4f98d1e5f251e11571ddebbcd5 , .ueb331d4f98d1e5f251e11571ddebbcd5:hover , .ueb331d4f98d1e5f251e11571ddebbcd5:visited , .ueb331d4f98d1e5f251e11571ddebbcd5:active { border:0!important; } .ueb331d4f98d1e5f251e11571ddebbcd5 .clearfix:after { content: ""; display: table; clear: both; } .ueb331d4f98d1e5f251e11571ddebbcd5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ueb331d4f98d1e5f251e11571ddebbcd5:active , .ueb331d4f98d1e5f251e11571ddebbcd5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ueb331d4f98d1e5f251e11571ddebbcd5 .centered-text-area { width: 100%; position: relative ; } .ueb331d4f98d1e5f251e11571ddebbcd5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ueb331d4f98d1e5f251e11571ddebbcd5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ueb331d4f98d1e5f251e11571ddebbcd5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ueb331d4f98d1e5f251e11571ddebbcd5:hover .ctaButton { background-color: #34495E!important; } .ueb331d4f98d1e5f251e11571ddebbcd5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ueb331d4f98d1e5f251e11571ddebbcd5 .ueb331d4f98d1e5f251e11571ddebbcd5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ueb331d4f98d1e5f251e11571ddebbcd5:after { content: ""; display: block; clear: both; } READ: Slavery - Life On The Plantations EssayAs before, Polonius can be a foolish busybody or a sinister old man. (Foolish busybodies do not usually become chief advisors to warrior-kings.) Polonius launches into a verbose speech about finding the cause of madness, prompting the queen to tell him to get to the point (More matter with less art; the queen actually cares about Hamlet.) He reads a love letter from Hamlet. Its about the genuineness of his love. Polonius asks the king, What do you think of me? The king replies, You are a man faithful and honorable. Now Polonius tells a lie. He emphasizes that he had no knowledge of Hamlets love for Ophelia until she told him and gave him the love letter. Polonius tells how he forbade Ophelia to see or accept messages from Hamlet. Polonius does not mention the wrist-grabbing episode. He then reminds the king of how reliable an advisor he has always been, and says Take this from this (my head off my shoulders, or my insignia of office from me; the actor will show which is meant) if this be otherwise. He finishes, If circumstances lead me i.e., allow, I will find / Where truth is hid, though it were hid indeed / Within the center of the earth. He suggests he and the king hide and watch Ophelia and Hamlet. Polonius likes to spy. At this time, Hamlet (who may have been eavesdropping), walks in reading a book. Polonius questions him, and Hamlet pretends to be very crazy by giving silly answers. They are pointed, referring to the dishonesty of Polonius (To be honest, as this world goes, is to be one man picked out of ten thousand.) Hamlet is well-aware that Polonius has forbidden Ophelia to see him, and he refers obliquely to this. Polonius notes in an aside (a movie director would use a voice-over), Though this be madness, yet there is method in it another famous line often misquoted. The speech of the insane, as Polonius notes, often makes the best sense. Polonius leaves, and Rosencrantz and Guildenstern (who have been watching) enter. Hamlet realizes right away that they have been sent for. They share a dirty joke about Lady Lucks private parts which would have been very funny to Shakespeares contemporaries, and Hamlet calls Denmark a prison. When they disagree (Humor a madman), Hamlet says There is nothing either good or bad but thinking makes it so. To me it is a prison. (Note that Hamlet is obviously not referring to the idea that there are no moral absolutes as do certain contemporary multiculturalists.) The idea that attitude is everything was already familiar from Montaigne, and from common sense.