William Shakespeare wrote Hamlet, one of his most famous tragedies, in the late 16th/early 17th century in London. The play follows Prince Hamlet of Denmark who seeks revenge on his uncle Claudius for murdering Hamlet's father, the former king, and marrying Hamlet's mother Gertrude. Other major characters include Ophelia, Laertes, Polonius, Horatio, and Fortinbras. The play explores themes of revenge, corruption, and moral decay through Hamlet's struggle to avenge his father's death and the complex characters and relationships. It remains one of Shakespeare's most studied and performed works due to its exploration of human psychology.
BY: NUR FAZLIN MOHD NAIM & friends
This was my group presentation for TSL 1064 Drama in English. This is a compulsory subject for all the TESL students in PPISMP Semester 2.
I hope by uploading this presentation, it will help the viewers especially for the TESL students from IPG.
BY: NUR FAZLIN MOHD NAIM & friends
This was my group presentation for TSL 1064 Drama in English. This is a compulsory subject for all the TESL students in PPISMP Semester 2.
I hope by uploading this presentation, it will help the viewers especially for the TESL students from IPG.
:-“Mac Flecknoe; or, A satyr upon the True-Blew-Protestant Poet, T.S.” was a lampoon by John Dryden against the poet laureate Thomas Shadwell who superseded him in 1669.
Mac means ‘son of’. So, MacFlecknoe means ‘Son of Flecknoe’, while the word ‘True-Blew’ means an extreme ‘Whig Blue’ which was the colour of the Tories.
Richard Flecknoe (c. 1600 – 1678) was an English dramatist and poet. His works were praised by some critics and derided by others. Why John Dryden used his name to ridicule and satirize Thomas Shadwell, his contemporary and one time friend who later became an enemy, is not clear. Flecknoe was a minor poet having religious inclinations and most of his writings were private writings. So, Dryden calling him ‘the monarch of absolute nonsense’ was similar to Iago’s ‘motive hunting of a motiveless malignity’. Thomas Shadwell was called the ‘son and successor’ of Flecknoe’.
:-“Mac Flecknoe; or, A satyr upon the True-Blew-Protestant Poet, T.S.” was a lampoon by John Dryden against the poet laureate Thomas Shadwell who superseded him in 1669.
Mac means ‘son of’. So, MacFlecknoe means ‘Son of Flecknoe’, while the word ‘True-Blew’ means an extreme ‘Whig Blue’ which was the colour of the Tories.
Richard Flecknoe (c. 1600 – 1678) was an English dramatist and poet. His works were praised by some critics and derided by others. Why John Dryden used his name to ridicule and satirize Thomas Shadwell, his contemporary and one time friend who later became an enemy, is not clear. Flecknoe was a minor poet having religious inclinations and most of his writings were private writings. So, Dryden calling him ‘the monarch of absolute nonsense’ was similar to Iago’s ‘motive hunting of a motiveless malignity’. Thomas Shadwell was called the ‘son and successor’ of Flecknoe’.
A research paper about Gender Discourse Analysis in "Hamlet". Gender discrimination has been highlighted in perspective of discussion between the characters of the drama.
Hamlet is a tragedy play written by William Shakespeare, considered one of the greatest playwrights in the English language. The play is set in the Kingdom of Denmark and revolves around Prince Hamlet, who is consumed by grief and anger after the death of his father, King Hamlet, and the subsequent remarriage of his mother, Queen Gertrude, to his uncle, King Claudius.
Hamlet is a complex and psychologically nuanced character who struggles with existential questions about death, revenge, and the meaning of life. The play explores themes of revenge, mortality, madness, and corruption, as Hamlet grapples with the decisions he must make and the consequences that will follow.
Throughout the play, Hamlet interacts with a cast of dynamic and multi-faceted characters, including King Claudius, Queen Gertrude, Ophelia, and Horatio, each of whom plays an important role in the unfolding drama. Hamlet's relationships with these characters, and his inner turmoil, drive the narrative forward and lead to the play's tragic conclusion.
Hamlet was written during the reign of King James I and the Renaissance and reflects the ideas and values of this time, including a renewed interest in classical literature and a focus on humanistic values. It has had a profound impact on theater and literature, and continues to be widely performed and studied. Its complex characters, timeless themes, and memorable language have made it a classic of English literature, and its legacy continues to inspire new generations of artists, writers, and thinkers.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. WHO IS WILLIAM SHAKESPEARE?
• Shakespeare was born in Stratford-upon-Avon, Warwickshire, in
1564. Very little is known about his life, but by 1592 he was in
London working as an actor and a dramatist. Between about 1590
and 1613, Shakespeare wrote at least 37 plays and collaborated
on several more. Many of these plays were very successful both at
court and in the public playhouses. In 1613, Shakespeare retired
from the theatre and returned to Stratford-upon-Avon. He died and
was buried there in 1616.
4. WHY SHAKESPEARE WROTE HAMLET?
• For money. Shakespeare was a professional playwright and also a part owner of the theatre.
Audiences wanted new plays, not reruns, so it benefited the theatre companies and the
owners to have a prolific playwright as part of the company.
5. WHAT WAS SHAKESPEARE’S INSPIRATION IN
WRITING HAMLET?
• Many people think that Shakespeare based Hamlet on the legend of Amleth.
There was also an old Elizabethan play named "Ur-Hamlet", which has now
been lost. This is thought to be the biggest source for Shakespeare. Some
believe that Shakespeare may have been inspired by the death of his own son
'Hamnet' when writing 'Hamlet.' His son was only 11 years old when he died,
and as his only son, Shakespeare was probably deeply upset. Suggestions
have been that the grief and loss that Shakespeare was feeling was put into the
tragedy. If so, it is peculiar that he would have expressed these feelings four or
five years after Hamnet's death but not in such plays as Henry IV Part I or The
Merry Wives of Windsor which he wrote shortly afterwards. In all likelihood the
connection with Shakespeare's son is entirely based on the coincidental
similarity of the names Hamlet and Hamnet.
6. CHARACTERS IN THE STORY
Hamlet - The Prince of Denmark, the title
character, and the protagonist. About thirty
years old at the start of the play, Hamlet is
the son of Queen Gertrude and the late King
Hamlet, and the nephew of the present king, Claudius. Hamlet is melancholy, bitter,
and cynical, full of hatred for his uncle’s scheming and disgust for his mother’s
sexuality. A reflective and thoughtful young man who has studied at the University
of Wittenberg, Hamlet is often indecisive and hesitant, but at other times prone to
rash and impulsive acts.
7. CHARACTERS OF THE STORY
Claudius - The King of Denmark, Hamlet’s
uncle, and the play’s antagonist. The villain of the
play, Claudius is a calculating, ambitious politician,
driven by his sexual appetites and his lust for power,
but he occasionally shows signs of guilt and
human feeling—his love for Gertrude, for instance, seems sincere.
8. CHARACTERS OF THE STORY
Gertrude - The Queen of Denmark, Hamlet’s
mother, recently married to Claudius. Gertrude
loves Hamlet deeply, but she is a shallow, weak
woman who seeks affection and status more
urgently than moral rectitude or truth.
9. CHARACTERS OF THE STORY
Polonius - The Lord Chamberlain of
Claudius’s court, a pompous, conniving old
man. Polonius is the father of Laertes and Ophelia.
10. CHARACTERS OF THE STORY
Horatio - Hamlet’s close friend, who studied
with the prince at the university in Wittenberg.
Horatio is loyal and helpful to Hamlet
throughout the play. After Hamlet’s death,
Horatio remains alive to tell Hamlet’s story.
11. CHARACTERS OF THE STORY
Ophelia - Polonius’s daughter, a beautiful young
woman with whom Hamlet has been in love.
Ophelia is a sweet and innocent young girl, who
obeys her father and her brother, Laertes.
Dependent on men to tell her how to behave, she
gives in to Polonius’s schemes to spy on Hamlet.
Even in her lapse into madness and death, she remains maidenly, singing songs
about flowers and finally drowning in the river amid the flower garlands she had
gathered.
12. CHARACTERS OF THE STORY
Laertes - Polonius’s son and Ophelia’s brother,
a young man who spends much of the play in France.
Passionate and quick to action, Laertes is clearly a foil
for the reflective Hamlet.
13. CHARACTERS OF THE STORY
Fortinbras - The young Prince of Norway, whose
father the king (also named Fortinbras) was killed
by Hamlet’s father (also named Hamlet). Now
Fortinbras wishes to attack Denmark to avenge
his father’s honor, making him another foil for
Prince Hamlet.
14. CHARACTERS OF THE STORY
The Ghost - The specter of Hamlet’s recently
deceased father. The ghost, who claims to have
been murdered by Claudius, calls upon Hamlet
to avenge him. However, it is not entirely certain
whether the ghost is what it appears to be, or
whether it is something else. Hamlet speculates
that the ghost might be a devil sent to deceive him and tempt him into murder, and
the question of what the ghost is or where it comes from is never
definitively resolved.
15. CHARACTERS OF THE STORY
Rosencrantz and Guildenstern - Two slightly
bumbling courtiers, former friends of Hamlet from
Wittenberg, who are summoned by Claudius and
Gertrude to discover the cause of Hamlet’s
strange behavior.
16. CHARACTERS OF THE STORY
Marcellus and Bernardo - The officers who first
see the ghost walking the ramparts of Elsinore
and who summon Horatio to witness it. Marcellus
is present when Hamlet first encounters the ghost.
17. BRIEF SUMMARY OF HAMLET
• king Hamlet is dead.
• Claudius, king Hamlet’s brother, marries Queen Gertrude.
• The ghost of the dead king appears.
• In a soliloquy, Prince Hamlet, the son of King Hamlet and Queen Gertrude, expresses his
anger against his mother for her hasty remarriage
• The king asks Hamlet to stay in Denmark.
• Polonius, the king’s counselor, and Laertes, his son, warn Ophelia, Polonius’ daughter,
against Hamlet.
• The ghost tells Hamlet that he must avenge his father’s murder.
• Hamlet asks a group of actors to act a play that shows events similar to the killing of King
Hamlet in front of Claudius and Gertrude
• Hamlet becomes sure of what the ghost told him.
18. BRIEF SUMMARY OF HAMLET
• Hamlet wants to kill the king, but finds him praying.
• He confronts his mother and kills Polonius who was hiding behind the curtain.
• The king sends Hamlet to England and sends Rosencrantz and Guildenstern with him, giving them
orders to kill the prince.
• Ophelia becomes mad.
• Hamlet returns to Denmark.
• Claudius puts a plan to kill Hamlet by the poisoned sword in a duel with Laertes.
• Ophelia drowns in a pond.
• Hamlet and Horatio are at the graveyard
• .A funeral comes and Hamlet discovers that it is Ophelia’s coffin.
• Hamlet and Laertes fight.
• Hamlet accepts the fencing contest with Laertes
19. BRIEF SUMMARY OF HAMLET
• Hamlet and Horatio are at the graveyard
• A funeral comes and Hamlet discovers that it is Ophelia’s coffin.
• Hamlet and Laertes fight.
• Hamlet accepts the fencing contest with Laertes
• The king offers Hamlet the poisoned drink, but he does not take it. The Queen drinks it.
• Hamlet is wounded with the poisoned sword, and Hamlet wounds Laertes with the same sword.
• As Laertes is dying, he tells Hamlet that the king is to blame for the poisoned sword and the poison
in the cup. Hamlet stabs the king and forces him to drink from the cup.
• Fortinbras, the king of Norway, arrives with his army to conquer Denmark.
• Hamlet urges Horatio to tell his story. He says that he wishes Fortinbras to be made King of
Denmark; then he dies.
• Fortinbras orders for Hamlet to be carried away like a brave soldier.
20. KEY FACTS
• full title · The Tragedy of Hamlet, Prince of Denmark
• author · William Shakespeare
• type of work · Play
• genre · Tragedy, revenge tragedy
• language · English
• time and place written · London, England, early seventeenth century (probably 1600–1602)
• date of first publication · 1603, in a pirated quarto edition titled The Tragicall Historie of
Hamlet; 1604 in a superior quarto edition
• protagonist · Hamlet
21. KEY FACTS
• setting (time) · The late medieval period, though the play’s chronological setting is
notoriously imprecise
• settings (place) · Denmark
• foreshadowing · The ghost, which is taken to foreshadow an ominous future for Denmark
• tone · Dark, ironic, melancholy, passionate, contemplative, desperate, violent
• themes · The impossibility of certainty; the complexity of action; the mystery of death; the
nation as a diseased body
• motifs · Incest and incestuous desire; ears and hearing; death and suicide; darkness and the
supernatural; misogyny
• symbols · The ghost (the spiritual consequences of death); Yorick’s skull (the physical
consequences of death)
22. FAMOUS LINES
• “Something is rotten in the state of Denmark”.
• This line is spoken by Marcellus in Act I, scene iv (67), as he and Horatio debate whether or
not to follow Hamlet and the ghost into the dark night. The line refers both to the idea that the
ghost is an ominous omen for Denmark and to the larger theme of the connection between
the moral legitimacy of a ruler and the health of the state as a whole. The ghost is a visible
symptom of the rottenness of Denmark created by Claudius’s crime.
23. FAMOUS LINES
• “To be, or not to be: that is the question:”
• This soliloquy, probably the most famous speech in the English language, is spoken by
Hamlet in Act III, scene i (58–90). His most logical and powerful examination of the theme of
the moral legitimacy of suicide in an unbearably painful world, it touches on several of the
other important themes of the play. Hamlet poses the problem of whether to commit suicide as
a logical question: “To be, or not to be,” that is, to live or not to live. He then weighs the moral
ramifications of living and dying. Is it nobler to suffer life,
26. FUN FACTS AND TRIVIAS
• To date, since the beginnings of the cinema and television, there have been
over 50 productions film of Hamlet, for both the big and small screen.
• To date, over 200 women have played the role of Hamlet on stage. The first
female Hamlet appearing on film, was Sarah Bernhardt. Actress Eve Donne is
believed to be the first Hamlet on Radio. Sarah Siddons, an 18th Century
actress, is among the first women ever to play the Dane.
27. THANK YOU FOR LISTENING
DISCUSSED BY: MHARENCE DELA CRUZ