The Civil War The United States - 1455 Words

The fairly young United States was a family of emancipated children who now had to fend for themselves, and with any group of young people, arguments are bound to arise. To continue with this metaphor the Civil War can be compared to siblings resulting to violence to get rid of the tension that had been increasing since is conception. The main issues that led to this war were that the north and the south had different views on slavery. Furthermore the south felt that the north would impose its lifestyle on them sooner or later. The result was the bloodiest war to occur in American history with more than six hundred thousand casualties. Since then there has not been a war with the same amount of casualties; the closest being World War II with more than four hundred thousand American deaths. A Civil War seems silly today, but once one analyzes the reasons for such a fight one can understand that the lives lost were not solely lost, but sacrificed to keep the United States afloat. In sh ort, this war was inevitable. With the United States only being an official country for less than a century the differences from the Revolution were still present. Examples of such differences were the difference regional economies, states’ rights, slavery being illegal/legal and the presence of abolitionists. That being said, the differences that had been around during the revolution were all regional because of the different economies that each region supported at the time. Which also meantShow MoreRelatedThe Civil War : The United States1622 Words   |  7 PagesThe Civil War divided the United States with its’ origin in the struggle to preserve the Union from the Confederacy’s succession. A war to maintain the United States quickly progressed to battles fought because of the controversial beliefs on slavery in the North and South. In the coming of the Civil War there were questions and confusion that many Americans were faced with in the words of the Southà ¢â‚¬â„¢s succession. During the war, families were torn due to the men lost to the Union or Confederate causesRead MoreThe United States Civil War918 Words   |  4 PagesThe United States civil war is thought of as what determined what kind of country we would be today. The U.S. civil war, otherwise known as the war of the states, began on April 12, 1861, and lasted until 1865. It consisted of the North (the Union) or the â€Å"free states†, against the South (the confederates) the slave states. When Abraham Lincoln became president in 1860 he made promises of free territories, which caused a division between men who owned slaves and men who agreed with Lincoln. SlavesRead MoreUnited States And The Civil War1668 Words   |  7 PagesUS Civil War United States of America was formed as a result of the revolution that continued from 1776 to 1783. After that, United States was divided into two wings/ parts that are the southern and the northern parts. Then conflict between the two aroused because the northern and the southern societies were totally different of each other in terms of economic structure, social class, politics and other social matters especially slavery. The civil war, that started in 1861 and ended in 1865, wasRead MoreThe Civil War : The United States909 Words   |  4 PagesThe Civil War was one of the most pivotal and significant moments in the history of the United States of America. Therefore, its impact of the Civil War was tremendous, and in many ways has shaped the way the United States has evolved into the present. The Civil War brought lots of beneficial changes to America including economic, agriculture, military, and people’s lives. During the Civil War, women stepped out of their domestic do mains to help or support their husbands in the field, or other soldiersRead MoreThe Civil War Of The United States1605 Words   |  7 PagesThe Civil War of the United States was a major and influential event in the history of our country. The Civil War shaped our nation and how we think of liberty in general. Such a big event in our antiquity must have been caused by a series of dominant events. However, a War of this size has many effects to go along with it. The most common effect thought of is the freedom of slaves, however, the Civil War was not just a war fought for freedom. One major cause of the Civil War was the issue of slaveryRead MoreThe Civil War Of The United States1561 Words   |  7 PagesCivil War Slaves Freedom can be defined as, â€Å"the power or right to act, speak, or think as one wants without hindrance or restraint†. (Definition) Everyone in the United States of America is entitled to this basic human right, presented to us by our founding fathers, though it was not always that simple. Even though it was in the Constitution, many people living before the mid 18th century in the United States were not extended this right, due to their nationality or lack of fortune. Someone lackingRead MoreThe United States And The Civil War920 Words   |  4 Pagesknown in the United States as simply the Civil War as well as other sectional names, was a civil war fought from 1861 to 1865 to determine the survival of the Union or independence for the Confederacy. Among the 34 states in January 1861, seven Southern slave states individually declared their secession from the United States and formed the Confederate States of America. The Confederacy, often simply called the South, grew t o include eleven states, and although they claimed thirteen states and additionalRead MoreThe Civil War Of The United States1233 Words   |  5 Pages â€Å"Blundering Generation† Division among a population for opposing goals wasn t a new concept brought to light by the Civil War. Almost one hundred years prior to the Civil War, inhabitants of the thirteen colonies fought against each other towards their differing support for their wages of unity. Patriots fought Loyalists for coalition of the colonies, and likewise Northerners now fought Southerners for the preservation of the Union. The imminent breakup of the Union, likewise to the dissolutionRead MoreThe Civil War Of The United States1440 Words   |  6 Pages The Civil War was one of the most deadly wars the United States ever fought it was fought between the North and South and to this day still leaves a big mark on the history of the United States. Though the Civil War seemed to be clear cut on what happened during the conflict its cause is to this day seemingly undecided. Was it the simple piece of legislature called the Kansas-Nebraska act that started it or the election of the United States president Abraham Lincoln that caused the turmoil? EitherRead MoreThe Civil War Of The United States1082 Words   |  5 Pagesof the United States was the Civil War. The Civil War is often remembered as the war to end slavery. While that did play a part of the Civil War the larger issue at hand was the annihilation of the United States of America. The Confederate States of America wanted to break away from the United States and form their own country. The Confederate States of America, or more commonly known as the Confederacy, was formed by seven slave states located in the southern region of the United States. The economy

What´s Working Memory - 2002 Words

Working memory refers to the retention of many items in a short period of time and it is responsible for storing them temporarily. Language comprehension, learning, and reasoning are all involved in working memory. Working memory is important in our everyday lives because without it we would not be able to hold on to the information long enough to do a given task. Problems with working memory could impact how we learn, writing, problem solving, math and even reading would be very difficult. Working memory is divided into three categories: the central executive, the visuo-spatial sketchpad, and the phonological loop. During the past few years there has been research on this subject and questions about it. In 1968 Atkinson and Shiffrin proposed the Muti-store model. This model said that memory was separated into a sensory register, a short-term store, and a long-term store. In 1974 Baddeley and Hitch proposed a model of working memory because they thought that the multi-store model was too simple. Baddeley and Hitch wanted to see if people could use different parts of their working memory at the same time. In 1989 Turner and Engle used the operational span task, which is a widely used measure of working memory capacity to see if people could remember many different items at once. All of these researchers had their own findings about working memory. In the end researchers have explain what working memory is and they have also come up with research and evidence about thisShow MoreRelatedHow Does Memory Work Before Talking About What Goes Wrong?1273 Words   |  6 Pagesof the simplest things that it does is memory. To stop and think about what is memory and how does it work? What happens when something goes wrong and the brain cannot remember? How does a person live day to day without a memory? How does memory work before talking about what goes wrong? To begin with memory like everything else in the body there is a process that occurs; first it goes through encoding, storage, and retrieval.(This is the process of memory, each are very important and it is amazingRead MoreThe Effects Of Anxiety Disorders And Situational Anxiety On Short Term Working Memory1651 Words   |  7 PagesAbstract: This research paper summarizes the results of three academic articles exploring the effects of anxiety disorders, and situational anxiety on short term working memory. These three articles all used different methods in attempt to connect anxiety with working memory performance. To summarize, these studies attempt to answer the question of whether or not an attentional bias toward threatening (anxiety triggering) exposure or conditions, causes a greater susceptibility to distraction andRead MoreEvaluate the Working Memory Model1310 Words   |  6 PagesEvaluate the Working Memory Introduction Human memory is a complex cognitive structure, which can be defined in many ways. One would argue that memory is 1.) The mental function of retaining information about stimuli, event, images, ideas, etc. after the original stimuli is no longer present. 2.) The hypothesized storage system in the mind that holds this information is so retained. A clear distinction is made between different types of memory systems and can be divided into subclasses. TheRead MoreWorking Memory Model Essay941 Words   |  4 Pagesfor being a very simplistic view of memory. They saw short term memory as a store that had many individual sections inside it. This was supported by patient KF who had epilepsy, the doctor wanted to try and remedy this by removing his hippocampus. This surgery was done, however instead of fixing his epilepsy, it damaged his short term memory, yet he still had his long term memory intact. In the multi-store model it states that in order to have long term memory, one needs to have gone through theRead MoreMemory And Its Impact On Our Lives1373 Words   |  6 PagesMemory makes us. It is, to an extent, a collection of unique and personal experiences that we, as individuals, have amassed over our lifetime. It is what connects us to our past and what shapes our present and the future. If we are unable remember the what, when, where, and who of our everyday lives, our level of functioning would be greatly impacted. Memory is defined as or recognized as the â€Å"sum or total of what we remember.† Memory provides us the ability to learn and adjust to or from priorRead MoreMemory Processses Essay examples1268 Words   |  6 PagesMemory Processes The human capacity for memory is unknown, and the process for remembering is an invisible, and therefore, an unsubstantiated concept. A discussion regarding the concepts of short-term, working, and long-term memory precedes an explanation of the encoding and retrieval in the memory processes. An evaluation of the variables associated with encoding and retrieval provides an understanding of the results from an online self-administered memory test. Although online memory assessmentsRead MoreThe Disadvantages Of The Bilingual Advantage929 Words   |  4 Pagessomething incredibly beneficial for the brain. Informed by philosopher Ludwig Wittgenstein’s quote, â€Å"the limits of my language mean the limits of my world,† Maria Konnikova writes in The New Yorker (2015), â€Å"The words that we have at our disposal affect what we see—and the more words there are, the better our perception. When we learn to speak a different language, we learn to see a bigger world.â €  Putting that phenomenon in to more scientific terms, scientists at the Academy of Finland (2009) say â€Å"thereRead MoreLearning Theories, Behaviorism, Constructivism, Cognitivism And E Learning1546 Words   |  7 Pagesthat learning is a change in noticeable behavior created by external stimuli in the environment. Behaviorists guarantee that it is the recognizable behavior that shows regardless of whether the learner has scholarly something, and not what is going on in the learner s head. On the other hand, most human behavior is more mind boggling. All things considered behaviorists have exhibited in labs that it is conceivable to fortify through prize or discipline the relationship between any specific boost orRead MoreThe Multi Store Model And The Working Memory Model1278 Words   |  6 PagesMemory is our ability to encode, store,retain and subsequently recall information and past experiences in the human brain (Luke Mastin,2010). In this review I am going to focus on the multi store model and the working memory model, which explain in detail how memory works. The multi-store model (MSM) of memory by Atkinson and Shiffrin (1968), explains that the memory is made up of three different stores.These are: sensory memory (SM), short term memory(STM) and long term memory(LTM). This modelRead MoreHow Intelligence Did Not Have A Better Effective Working Memory?981 Words   |  4 PagesHypothesis: People who are highly intelligent are more likely to have a more effective working memory. My Initial Hypothesis Initially, I believed that intelligence did not have an effect on working memory because of the many different ways the brain processes and retains various information. The way I thought of it was that although one might have a rather low IQ, he may be able to memorize lyrics to over twenty songs. Another example is that one person may be better in the mathematical field and

Concert Review Paper free essay sample

I had the pleasure of attending an Indies pop concert by the band Two Door Cinema Club. The concert occurred on a late Friday evening at the Fox Theater in Pomona. When I arrived at the theater, I did not expect there to be as many people as there were. I imagined that because the band was associated as Indies, the venue would not have been entirely sold out. The line to get In was very long as it wrapped around the block and it took close to an hour to gain entry.Right I as I stepped into the theater, I took note of how fast people were rushing to get a good view to see the performance. The seating was structured as all standing and there was a second floor balcony. My ticket was ground floor only there was a pit closer to the stage and a raised area behind the pit. Sam Holiday, guitarist, wore a casual shirt and unofficial band member Ben Thompson, drummer, dressed more casually with his black tee. Two Door Cinema Club, in my opinion, have very interesting performance practices. All their songs have a limited amount of parts to them.For instance, there is a riff for each art of the song (verse, chorus, and bridge) and there are no variations to said parts. Usually the introduction of their songs contains the melody and is thus played in the chorus. Furthermore, their use of only three different parts in their songs, to me, classifies them as pop. Pop songs do indeed have little changes to them as they stay within a small, unchanged structure. Interestingly, the band is considered pop and the guitar riffs that they play range from intermediate to advanced difficulty.What also catches the attention of listeners is their very memorable lyrics as the chorus, and also title of the song, is sung often and repeatedly. Examples include: l Can Talk (analyzed later), Sleep Alone, This Is the Life, and Changing of the Seasons. Lastly, the instrumentation for the band includes: two guitars (rhythm/lead), bass, drums, keyboard, and synthesizer. The song Next Year (2012) was performed later on in their performance. Was quite taken away with how it is played. Next Year began with a synthesizer playing with the drums entering at 0:07. For the aforementioned section, the synthesizer only occurs during the introduction and the start of the bridge. The lyrics enter at :23 and then at 0:37 the guitar, drums, and bass enter. The tempo for the chorus is allegretto and the chorus is played in andante. Tremble is singing but is also playing the keyboard during the first chorus. After the first chorus is finished, the lead guitar trill picks a transitional piece into the second verse. By the second chorus though he switches over to playing rhythm guitar. Also, the tempo changes from andante to allegretto for the second chorus. Allegretto then becomes the sole tempo for the rest of the song excluding the bridge. The bridge consists of the repeating of the synthesizer piece and the emulation of the keyboard chords that the singer was playing earlier. The song is structured as follows: intro, verse 1 , chorus, verse 2, chorus, bridge, chorus, and coda (which is just the chorus being sung again). The remainder of the song still contains the guitar(s) playing the same riff only the bass is playing different notes giving the song a different feel as before.The bands song l Can Talk (2010) was performed somewhere in the middle of the concert. This particular song used more vocal nuances than any other song performed. It starts out with an automated voice saying, Ah-Oh-Ah-Ah-Oh in he introduction. Another voice is added repeating, Hey, he)/ twice followed by the band playing allegro and the vocal nuances being sung underneath. The melody is introduced when the band enters; this section is also played in the choruses. The lead guitarist is once again trill picking in the melody while the rhythm guitar is playing chords.During the verses, Tremble is singing with the drums and synthesizer as accompaniment for the first ten seconds. The guitars then play chords in stop time with delay. The chorus is played again and followed by the bridge/interlude. The bridge is an instrumental section hat sounds like more of a jam session. Polyphony is evident because both guitars are playing two different riffs at the same time with the base playing its own line. There is then a sudden pause after the bridge to add drama to the piece. The whole crowd cheers crazily and then the band finishes off the song with one final chorus.The song titled What You Know (2010) is the bands most popular song and the final one that they played. This one was played a lot more different from its original recording introductory wise. Tremble began singing the chorus a capable in an attempt to get the crowd to ins along. This clearly worked as everyone in the theater began singing too. Tremble then started adding chords to his singing and playing on different beats in order to set up for the actual performance of the song. After this little play to the crowd, the band actually starts the song.It begins with the singer/ guitarist playing the chord progression of Am, F, and C (though not in that order). These are the only chords that are played throughout the whole song. The drum is playing the toms at the introduction and then adds chickpeas and snare to the mixture at 0:07. Once again, the melody/chorus is the introduction of the song. The lead guitar riff is based on the Aeolian Scale. The note that is played on the 1 7th fret Of the guitar is outside the scale and adds dissonance. The bass line is syncopated during the introduction and chorus.During the bridge and verses, however, the bass is now playing in relation to the singers voice (verses) and the guitar (bridge). The singer is simply strumming the aforementioned chords and having them sustain during the verses. Meanwhile, the lead guitar is playing within the same scale just on different frets. The bridge is different since the lead guitarist is playing quick lick and then playing a power chord (the name of it escapes me). The rhythm guitar is alternating between the C and Am chords at this point with the bass following their leads. The song is then finished on one last chorus, just as the other. All in all, the concert was amazing. I spent that night with the people care about the most and made memories that I will cherish forever. It was very interesting to see and hear what exactly the band was doing as they were playing. Granted, I knew more about what the stringed instruments were doing more so than the drums as a guitarist myself. The atmosphere was exciting energize, and it is just great to know that I was able to attend.

Othello Essay Thesis Example For Students

Othello Essay Thesis The Undiscovered CountryNothing is certain but death. It is the only inevitability in life, the great equalizer, the future to which humanity grows, leans, reaches. Yet the fear of death is a constant one, universal and unavoidable. Hamlet deeply experiences this fear of death and it is in his most famous soliloquy that he voices his dread and confusion concerning this inevitable end, closer in time and mind perhaps, given his present circumstances. All the soliloquies in Hamlet, and indeed in all of Shakespeares works, serve to characterize, and it is through this method of characterization that one is most clearly aware of the strengths, weaknesses and conflicts of the speakers. In Hamlet, the To be or not to be soliloquy fleshes out Hamlets tragic flaw, illustrating the debilitating effects of fear on action. An intentionally ambiguous speech, this soliloquy is subject to numerous interpretations, each lending itself to a slightly different characterization of Hamlet. Whether Haml et speaks of his own impending death, or his fathers untimely one, depends upon the interpretation. We will write a custom essay on Othello Thesis specifically for you for only $16.38 $13.9/page Order now One interpretation of this speech is that Hamlet speaks of his fathers death. Hamlets meeting with the Ghost has brought the idea of a disagreeable afterlife into his mind. The Ghost speaks only fleetingly of his state in the afterlife, but what he says is potent and terrifying. He speaks of, sulfrous and tormenting flames (1.5.6), being forced, to fast in fires (1.5.16), and tells Hamlet, But that I am forbid/ To tell the secrets of my prison house, / I could a tale unfold whose lightest word/ Would harrow up thy soul, freeze thy young blood, / Make thy two eyes, like stars, start from their/ spheres, / Thy knotted and combin#61672;d locks to part, / And each particular hair to stand an end, / Like quills upon the fearful porpentine. / But this eternal blazon must not be/ To ears of flesh and blood (1.5.18-28). It is not surprising that Hamlet should dwell on death and the afterlife after hearing these tormented words. His speech, following this interpretation, shows his obsessive c oncern for his father and his fear that a similar fate will be visited upon himself. He is terrified for his father, trapped in a fiery hell, and wishes to release him from that damnation. But he fears for himself as well and cannot move beyond his fear. Thus he is unable to act when faced with such a picture of death as painted by the Ghost. He fears that by acting he will be risking the terrible fate that his father has been dealt. He fears that by saving himself, he will be further damning his father. In order to free his father, he must act. But in acting, he risks being thrown into the terrible world his father inhabits. He is unable to move beyond this conflict and is hence paralyzed by uncertainty and fear. This interpretation characterizes Hamlet as a tortured man, unable to move beyond his grief, unable to act in the face of that grief, unable to reconcile thought with action because of his fear. That Hamlets musings are a result of his fathers death is but one interpretation of the speech. Perhaps the most common interpretation is the idea that Hamlet is contemplating suicide. This contention probably results from an isolated reading of the soliloquy. Taken out of context, it seems evident that Hamlet is considering taking the path of self-slaughter (1.2.136). It is the most basic interpretation of the speech, especially considering the words, To be or not to bethat is the question (3.1.64). However, Hamlet knows that suicide is contrary to the law of God and is concerned with what will happen to him after his death, should he choose this sin. In his speech he is conflicted between being and not being or, if one accepts the suicide interpretation, between whether he should choose to live or whether he should choose to die. His life is unbearable but it can be ended. However, the question of the afterlife remains. Hamlet is torn between living a tortured life or risking a tor tured eternity. By the end of the speech, Hamlet seems to have come to the conclusion that it is better to live an intolerable life than to risk the unknown world of death and the punishment one might suffer there. Thus does his fear result once more in his inability to act as he wants. But Hamlet is not blind to this, his tragic flaw. He is well aware of his shortcomings and understands that his tendency to overanalyze does not lead to action, but rather stops his intended actions cold. This reading of the soliloquy serves to emphasize Hamlets depression and hopelessness. It also paints the picture of Hamlet as something of a coward, as willing to die himself as to live and deliver vengeance upon his fathers murderer. Although it may seem clear on the surface that Hamlet is contemplating suicide, that interpretation does not fit well into the plot of the play. Considering that Hamlet has just decided to trap Claudius into a confession, it does not follow that he would flirt with suicidal thoughts. Nevertheless, it is clear that Hamlet has cause to fear death. The last main interpretation of this soliloquy is that Hamlet does not fear death because of the sin of suicide but rather, that of murder. This explication of the speech makes the most sense given Hamlets character and the direction of the plot to that point. Hamlet clearly intends to kill Claudius. This irrefutable fact has been continuously illustrated throughout the play. Hamlet, however, is indecisive, hesitant, and slow to act. He thinks too long and too deeply. And the thought that most occupies his mind is that of death. It is not too difficult to guess why. Not only has he had to suffer the sudden death of his father, but he has also suffered through the tortured moanings of that fathers ghost. He has promised the ghost that he will avenge his fathers death and kill Claudius, his fathers murderer. It is no wonder Hamlet is plagued with thoughts of death. In the To be or not to be soliloquy, Hamlet is haunted by what may happen to him after he kills Claudius. He seems to have accepted that he too may die. But he fears what will happen after death more than he fears the death itself. He has heard his fathers terrifying portrait of the afterlife. He has been raised to believe that murder will result in eternal damnation. These are the thoughts that plague him as he weighs his options. He can kill Claudius and risk an infinity of punishment, or he can live a tortured life at Claudius side, and be assured of his place in heaven. At the end of the speech Hamlet has not come to any solid conclusions. His only realization is that, conscience does make cowards of us all (3.1.91). He is well aware of his immobilized posi tion, but is powerless to lean decisively in either direction. This interpretation presents a Hamlet that is less weak, less depressed, less selfish, less cowardly than the other interpretations. In this reading Hamlet is stronger, more focused, and more in control. Nevertheless, he is paralyzed by thought, unable to act, unwilling to bend. .u5da5d9f39fe33ceb11d029471b1f4eba , .u5da5d9f39fe33ceb11d029471b1f4eba .postImageUrl , .u5da5d9f39fe33ceb11d029471b1f4eba .centered-text-area { min-height: 80px; position: relative; } .u5da5d9f39fe33ceb11d029471b1f4eba , .u5da5d9f39fe33ceb11d029471b1f4eba:hover , .u5da5d9f39fe33ceb11d029471b1f4eba:visited , .u5da5d9f39fe33ceb11d029471b1f4eba:active { border:0!important; } .u5da5d9f39fe33ceb11d029471b1f4eba .clearfix:after { content: ""; display: table; clear: both; } .u5da5d9f39fe33ceb11d029471b1f4eba { 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; } .u5da5d9f39fe33ceb11d029471b1f4eba:active , .u5da5d9f39fe33ceb11d029471b1f4eba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5da5d9f39fe33ceb11d029471b1f4eba .centered-text-area { width: 100%; position: relative ; } .u5da5d9f39fe33ceb11d029471b1f4eba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5da5d9f39fe33ceb11d029471b1f4eba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5da5d9f39fe33ceb11d029471b1f4eba .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; } .u5da5d9f39fe33ceb11d029471b1f4eba:hover .ctaButton { background-color: #34495E!important; } .u5da5d9f39fe33ceb11d029471b1f4eba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5da5d9f39fe33ceb11d029471b1f4eba .u5da5d9f39fe33ceb11d029471b1f4eba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5da5d9f39fe33ceb11d029471b1f4eba:after { content: ""; display: block; clear: both; } READ: Pompeii catastrophe EssayIn this, Hamlets most famous soliloquy, Shakespeare presents the audience with a myriad of different insights into the play. This is accomplished by his allowing the speech to be slightly ambiguous in meaning. Through separate readings of the speech, one can arrive at different conclusions about Hamlets character. Within each distinct interpretation can be found the different motivations, fears, concerns and preoccupations of Hamlet. These in turn point to different shadows, different flaws, and thus, different insights into the character of one who would be less real for their The Undiscovered CountryNothing is certain but death. It is the only in evitability in life, the great equalizer, the future to which humanity grows, leans, reaches. Yet the fear of death is a constant one, universal and unavoidable. Hamlet deeply experiences this fear of death and it is in his most famous soliloquy that he voices his dread and confusion concerning this inevitable end, closer in time and mind perhaps, given his present circumstances. All the soliloquies in Hamlet, and indeed in all of Shakespeares works, serve to characterize, and it is through this method of characterization that one is most clearly aware of the strengths, weaknesses and conflicts of the speakers. In Hamlet, the To be or not to be soliloquy fleshes out Hamlets tragic flaw, illustrating the debilitating effects of fear on action. An intentionally ambiguous speech, this soliloquy is subject to numerous interpretations, each lending itself to a slightly different characterization of Hamlet. Whether Hamlet speaks of his own impending death, or his fathers untimely one, dep ends upon the interpretation. One interpretation of this speech is that Hamlet speaks of his fathers death. Hamlets meeting with the Ghost has brought the idea of a disagreeable afterlife into his mind. The Ghost speaks only fleetingly of his state in the afterlife, but what he says is potent and terrifying. He speaks of, sulfrous and tormenting flames (1.5.6), being forced, to fast in fires (1.5.16), and tells Hamlet, But that I am forbid/ To tell the secrets of my prison house, / I could a tale unfold whose lightest word/ Would harrow up thy soul, freeze thy young blood, / Make thy two eyes, like stars, start from their/ spheres, / Thy knotted and combin;#61672;d locks to part, / And each particular hair to stand an end, / Like quills upon the fearful porpentine. / But this eternal blazon must not be/ To ears of flesh and blood (1.5.18-28). It is not surprising that Hamlet should dwell on death and the afterlife after hearing these tormented words. His speech, following this interpretation, shows his obsessive concern for his father and his fear that a similar fate will be visited upon himself. He is terrified for his father, trapped in a fiery hell, and wishes to release him from that damnation. But he fears for himself as well and cannot move beyond his fear. Thus he is unable to act when faced with such a picture of death as painted by the Ghost. He fears that by acting he will be risking the terrible fate that his father has been dealt. He fears that by saving himself, he will be further damning his father. In order to free his father, he must act. But in acting, he risks being thrown into the terrible world his father inhabits. He is unable to move beyond this conflict and is hence paralyzed by uncertainty and fear. This interpretation characterizes Hamlet as a tortured man, unable to move beyond his grief, unable to act in the face of that grief, unable to reconcile thought with action because of his fear. That Hamlets musings are a result of his fathers death is but one interpretation of the speech. Perhaps the most common interpretation is the idea that Hamlet is contemplating suicide. This contention probably results from an isolated reading of the soliloquy. Taken out of context, it seems evident that Hamlet is considering taking the path of self-slaughter (1.2.136). It is the most basic interpretation of the speech, especially considering the words, To be or not to bethat is the question (3.1.64). However, Hamlet knows that suicide is contrary to the law of God and is concerned with what will happen to him after his death, should he choose this sin. In his speech he is conflicted between being and not being or, if one accepts the suicide interpretation, between whether he should choose to live or whether he should choose to die. His life is unbearable but it can be ended. However, the question of the afterlife remains. Hamlet is torn between living a tortured life or risking a tor tured eternity. By the end of the speech, Hamlet seems to have come to the conclusion that it is better to live an intolerable life than to risk the unknown world of death and the punishment one might suffer there. Thus does his fear result once more in his inability to act as he wants. But Hamlet is not blind to this, his tragic flaw. He is well aware of his shortcomings and understands that his tendency to overanalyze does not lead to action, but rather stops his intended actions cold. This reading of the soliloquy serves to emphasize Hamlets depression and hopelessness. It also paints the picture of Hamlet as something of a coward, as willing to die himself as to live and deliver vengeance upon his fathers murderer. .uefb6354b4d52c0593e4e2877eca9875c , .uefb6354b4d52c0593e4e2877eca9875c .postImageUrl , .uefb6354b4d52c0593e4e2877eca9875c .centered-text-area { min-height: 80px; position: relative; } .uefb6354b4d52c0593e4e2877eca9875c , .uefb6354b4d52c0593e4e2877eca9875c:hover , .uefb6354b4d52c0593e4e2877eca9875c:visited , .uefb6354b4d52c0593e4e2877eca9875c:active { border:0!important; } .uefb6354b4d52c0593e4e2877eca9875c .clearfix:after { content: ""; display: table; clear: both; } .uefb6354b4d52c0593e4e2877eca9875c { 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; } .uefb6354b4d52c0593e4e2877eca9875c:active , .uefb6354b4d52c0593e4e2877eca9875c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uefb6354b4d52c0593e4e2877eca9875c .centered-text-area { width: 100%; position: relative ; } .uefb6354b4d52c0593e4e2877eca9875c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uefb6354b4d52c0593e4e2877eca9875c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uefb6354b4d52c0593e4e2877eca9875c .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; } .uefb6354b4d52c0593e4e2877eca9875c:hover .ctaButton { background-color: #34495E!important; } .uefb6354b4d52c0593e4e2877eca9875c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uefb6354b4d52c0593e4e2877eca9875c .uefb6354b4d52c0593e4e2877eca9875c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uefb6354b4d52c0593e4e2877eca9875c:after { content: ""; display: block; clear: both; } READ: None Provided4 EssayAlthough it may seem clear on the surface that Hamlet is contemplating suicide, that interpretation does not fit well into the plot of the play. Considering that Hamlet has just decided to trap Claudius into a confession, it does not follow that he would flirt with suicidal thoughts. Nevertheless, it is clear that Hamlet has cause to fear death. The last main interpretation of this soliloquy is that Hamlet does not fear death because of the sin of suicide but rather, that of murder. This explication of the speech makes the most sense given Hamlets character and the direction of the plot to that point. Hamlet clearly intends to kill Claudius. This irrefu table fact has been continuously illustrated throughout the play. Hamlet, however, is indecisive, hesitant, and slow to act. He thinks too long and too deeply. And the thought that most occupies his mind is that of death. It is not too difficult to guess why. Not only has he had to suffer the sudden death of his father, but he has also suffered through the tortured moanings of that fathers ghost. He has promised the ghost that he will avenge his fathers death and kill Claudius, his fathers murderer. It is no wonder Hamlet is plagued with thoughts of death. In the To be or not to be soliloquy, Hamlet is haunted by what may happen to him after he kills Claudius. He seems to have accepted that he too may die. But he fears what will happen after death more than he fears the death itself. He has heard his fathers terrifying portrait of the afterlife. He has been raised to believe that murder will result in eternal damnation. These are the thoughts that plague him as he weighs his options . He can kill Claudius and risk an infinity of punishment, or he can live a tortured life at Claudius side, and be assured of his place in heaven. At the end of the speech Hamlet has not come to any solid conclusions. His only realization is that, conscience does make cowards of us all (3.1.91). He is well aware of his immobilized position, but is powerless to lean decisively in either direction. This interpretation presents a Hamlet that is less weak, less depressed, less selfish, less cowardly than the other interpretations. In this reading Hamlet is stronger, more focused, and more in control. Nevertheless, he is paralyzed by thought, unable to act, unwilling to bend. In this, Hamlets most famous soliloquy, Shakespeare presents the audience with a myriad of different insights into the play. This is accomplished by his allowing the speech to be slightly ambiguous in meaning. Through separate readings of the speech, one can arrive at different conclusions about Hamlets character. Within each distinct interpretation can be found the different motivations, fears, concerns and preoccupations of Hamlet. These in turn point to different shadows, different flaws, and thus, different insights into the character of one who would be less real for their