The Devil as Iago in Shakespeare’s Othello Essay -- GCSE Coursework Sh

The Devil as Iago in Shakespeare’s Othello    One question that has often been debated amongst literary scholars is what could have motivated Iago to set off such a chain of events which accumulated in the horrific amount of death and tragic consequences that occur in William Shakespeare’s play Othello. On the surface, one could artificially assume that Iago was spurred by two reasons to carry out such a malicious and inhumane plan. His anger of being passed over for lieutenantship by Othello in favor of Cassio, coupled with his inclinations that his wife has slept with Othello, drives Iago to partake in dangerous and seemingly insurmountable actions in order to climb up the social ladder and exact revenge on Othello. Chief proponents of this belief that Iago was solely motivated by these two factors would argue that he was simply a Machiavellian-inspired villain who took action only in the devised betterment of himself and his current status. However, when one delves into Iago’s unholy actions and intentions on a deeper level, it is clear that a metaphysical element exists in his character that when revealed is utterly haunting and truly horrific. A more penetrating analysis of Iago shows that he is not only the embodiment of evil but that he is in fact the Devil himself, who is set on destroying everything that is good in the lives of Othello’s characters. A main underlying theme that resides in Othello is Shakespeare’s constant usage of outward appearance as opposed to reality. It is Iago, who in the opening act of the play, makes this clearly obvious to the audience stating "I am not what I am"(1.1.65). Although it is not yet revealed to the audience who Iago really is (i.e. the Devil), this statement is a direct rev... ...o: Greenhaven Press, 1996. Reprint from Literature. N. p.: Random House, 1986. Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993. Muir, Kenneth. Introduction. William Shakespeare: Othello. New York: Penguin Books, 1968. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957. Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957

Criticism of Philosophers

There are many great philosophers who have had many great ideas over the centuries. These philosophers have had their ideas passed down to many people through the centuries, decades, and years. Fredric Nietzsche, Rene Decartes, and Socrates are philosophers that many philosophy students study. However, not everybody likes or agrees with these philosophers philosophies. The purpose of this paper is to provide information about the three philosophers’ lives, work, and philosophies. Also, in this paper there will be criticism of each of the philosophers.Let’s begin with a discussion of Socrates. Socrates was a Greek philosopher who taught another Greek philosopher named Plato. Even though Socrates is thought to be a great Greek philosopher, we have none of his writings. Therefore, many Greek scholars are not sure whether what is on the page is what Socrates taught Plato or Plato’s own thoughts. Socrates’ background is interesting, but now let’s talk ab out some of Socrates’ philosophical views. Derek Johnston claims that Socrates thought that there was much good in the world; however he believed that virtue was the ultimate good.Johnston goes on to claim that Socrates firmly believed that no outside source could deprive people of virtue (Johnston, 2006, 11). In short, Socrates was mostly concerned with the branch of philosophy called ethics. Socrates also firmly believed that the quest for knowledge was the most important thing and by obtaining knowledge about things is the only way people become truly virtuous. Johnston also claims that Socrates was also attempting to find the true meaning of ethical words such as â€Å"true†, â€Å"good†, and â€Å"beautiful† using the question and answer method of inquiry.He also held firm that Socrates’ main belief was that knowledge equals virtue which can and is obtained through reason. In fact, Socrates held strongly that any opinion that someone had that wasn’t based on reason should be discarded (Johnston, 2006, 11). Rene Descartes’’ philosophy seemed to be based on doubt and certainty. Decartes began to build his philosophical stance by doubting everything that could be doubted. But, even Decartes believed that there were things that couldn’t be called into question.The things that Decartes believed couldn’t be called into question were his existence and the existence of God. Decartes believed that his existence couldn’t be doubted because he was sitting down thinking about whether or not he existed, among other things. Therefore, he believed that if he doubted things then, he must exist. In other words, Decartes believed he thought therefore he was. He more famously put it as;† I think therefore I am. † The Latin for this saying is Cogito Ergo Sum (Johnston, 2006, 76).This argument is sometimes simply known as Cogito. Decartes also was a rationalist. Rationalists believe that there are things that have to be true and that there are things that have to be false. He also believed in the existence of God. His argument for the existence of God basically says that imperfect beings, which are humans, depend on their existence both beginning and continuing upon a perfect being which is God. In addition, according to Johnston, Decartes believed that minds are separate things from bodies (Johnston, 2006, 77).Both Socrates and Friedrich Nietzsche had a philosophical view that was based on ethics. Nietzsche was big on morality. He wished to locate a materialistic basis for his moral principles. At the beginning of his ethics, he believed that both good and evil were simply ways of illustrating that some actions were good for society and other actions were bad and didn’t benefit society. But, later he thought of good and evil in absolute teams (Johnston, 2006, 142). Nietzsche attacks philosophy from an ethical standpoint; however, he promoted only two sets of ethical values.One ethical value was pride in oneself and ruthlessness and philosophy, music, and poetry. Nietzsche thought there were some good ethical qualities that human beings could achieve however; he believed that all human beings could strive to get the good moral qualities but only a few exceptional human beings could actually get those good moral qualities. According to Johnston, Nietzsche’s noble man will have a cruel will and will sacrifice his fellow men. In addition, his noble man will be both disciplined and cunning in war (Johnston, 2006, 145).Nietzsche’s greatest philosophical view is called the Will to Power. Nietzsche’s Will to Power is the ultimate source of both what is and what will be for human beings. Strong people will be able to get the will to power and weaker people will not be able to get the will to power. According to Johnston, Nietzsche’s will to power allows people’s current moral judgments and values which are the moral judgments and values of society to be washed away forever. Then, and only, then can a new set of pure moral values and judgments emerge (Johnston, 2006, 147).In addition, a hero for Nietzsche is a man who rises above and beyond his fellow humans by the strength and will of his own powers be them physical or mental or both. His hero will never be sorry for his superiority; in fact he should relish and rejoice in it. Compare and Contrast It may seem as if because Socrates, Rene Decartes, and Fredric Nietzsche were born and lived at different times and in different centuries that none of these three philosophers’ philosophical views would have similarities to them. However, there are similarities to these three philosophers’ philosophies.Rest assured that there are differences in these three philosophers’ philosophies, but first let’s focus on the similarities of these three philosophers philosophical viewpoints. Both Socrates and Fredric Nietzsche su bscribe to the school of philosophy called ethics. In fact, according to Johnston, Socrates view of life centered mostly on ethics and ethical concerns (Johnston, 2006, 11). Also, both Socrates and Nietzsche tried to find the real meaning of ethical terms such as good, trust, bad, and beautiful by means of asking questions and getting answers.In fact, Socrates used the question and answer method to inquire into many moral definitions and many moral issues such as justice. Nowhere is this question and answer method of philosophical inquiry more apparent than in Plato’s dialogue called The Republic. In Plato’s dialogue The Republic through Socrates Plato explored both the definition of justice and the concept of justice itself. Plato also talked about what philosophy is and the many types of government that is used to run a state. Plato even talked about what he believed was the best form of government.Both Socrates and Nietzsche believed that there was one thing that wo uld make people virtuous. Socrates believed that possessing knowledge and Nietzsche believed that having the strength of will was the ultimate virtue. In addition, both Socrates and Nietzsche also believed that few people will ever achieve either virtue. These are the only similarities between the three philosophers Descartes, Socrates, and Nietzsche. These three philosophers had more differences between them than similarities. Let’s look at thee differences between them now.

Murderer – creative writing

It was an exquisite day. A 15-year-old boy called Tom who is in year 11 at Charlton high school. Tom is a skinny boy with brown hair and blue eyes. Tom walks to school every school day. As Tom walked he thought back at the day he had yesterday. â€Å"It wasn't bad† Tom said to himself. But there is always something in your self, which says opposite to whatever you say or do. It's of course your mind and it said â€Å"No you didn't you had an awful day yesterday. You killed a man!† Yes, Tom did kill a man and he is called Mr.Diver. It's not because he wanted to kill him it's because he had to if he want to see his mum and dad together. He wanted his mum and dad together since they divorced. They divorced when Tom was very little so he doesn't have that much memory of his mum and dad together. Mr.Diver is Tom's mum's future husband. Tom hated Mr.Diver since he first met him. Mr.Diver is a fat man with hardly any neck. Mr.Diver is a bus driver. If you ask Tom what is his favourite day is he would say Friday because that is the day Tom meets his dad. Mr.Newton is his dad and there is a big difference between Mr.Newton and Mr.Diver maybe this is the reason why Tom hates Mr.Diver. Mr.Newton is a skinny man with long neck. Normally Tom and his dad spend Friday afternoons either playing football or go to a restaurant. In restaurant they talk about what happened during the week. Since Tom heard that his mum is going to marry Mr.Diver he thought he must stop this marriage if he doesn't his dreams will be shattered. So he planned to kill Mr.Diver. He came up with a brilliant plan. The plan was to kill Mr.Diver when he comes around Tom's house. But there shouldn't be anyone in Tom's house apart from Tom and Mr.Diver. The day came when Tom's mother told Tom and Mr.Diver that they have to stay alone. That night Tom made a plan that he is going to stab Mr.Diver and he kept things normal as possible. He didn't make sudden movements or speak to Mr.Diver too much because he never speaks to Mr.Diver normally. Tom kept penknives in his pocket and waited for exact moment to come. The moment came when Mr.Diver asked Tom if he want something to eat? Tom thought that when Mr.Diver is preparing the food he could go behind him and stab him. â€Å"Do you want anything to eat Tom?† asked Mr.Diver again. â€Å"Can I have a sandwich please?† said Tom. â€Å"I'll make one quickly,† said Mr.Diver. When Mr.Diver went to the kitchen to make a sandwich Tom went quietly behind him. Tom stopped near the kitchen door for a few seconds and took two penknives out. Tom saw that Mr.Diver is showing his back to him so Tom seized the chance and walked behind Mr.Diver and stabbed him once in the back and once in the neck. Tom put the body in Mr.Diver's car, which was a bit far away from Tom's house so it would look like when Mr.Diver got on the car someone stabbed him. When his mum Tom said nothing he just watched TV. â€Å"Where's Mr.Diver?† asked Tom's mum. â€Å"Oh he left already,† said Tom. â€Å"You should go to bed,† said Tom's mum. â€Å"Why what is the time?† asked Tom. He wants to keep things as normal as possible. â€Å"It's ten,† said Tom's mum. â€Å"Ok,† said Tom. At school Tom didn't concentrate on anything apart from Mr.Diver. He wanted to find out if the police had found it out. Third lesson the receptionist came and asked Tom to take his things and come with her and Tom knew that it was about Mr.Diver. His mum was in the reception and she said Tom to come with her and tom asked why and she said that she'd tell him on the way. â€Å"Why did you come to the school? What's wrong? â€Å"Mr.Diver is dead,† said Tom's mum â€Å"Who did a such a terrible thing?† asked Tom. â€Å"That's what police trying to find out. He was found in his car stabbed and the police things that someone tried to steal his car and didn't succeed so they killed him,† said Tom's mum. Tom was about to ask why didn't they take the car but he thought better leave it. When he and his mum came to their house they saw that the police was in. â€Å"Don't worry they just taking photos of the scene,† said Tom's mum. Tom now felt that his next step was to tell his father what happened and say to him that he should speak to Tom's mum and tell her exactly what happened and the reason for Tom to kill Mr.Diver and Tom believed by this his mum and dad would come together. The following Friday Tom met his dad and his dad asked him what happened to Mr.Diver and Tom told him exactly what happened and told him to say to his mum. His dad told him that he will talk to her and advised him to don't kill any one again. The following day when Tom woke up he saw that his dad was with his mum and his mum was crying and asked Tom â€Å"Why did you do this? You should've told me that you don't like Mr.Diver and you shouldn't have killed Mr.Diver† † I'm sorry mum,† said Tom â€Å"Now on we'll forget what happened in the past and thing of what will happen in future,† said Tom's dad.

The Oppressors and Heretics of Animal Farm

The Oppressors and Heretics of Animal Farm Free Online Research Papers Animal Farm is a political allegory written by George Orwell and about the animals taking over the farm, which was originally owned by a human. Albert Camus quoted, â€Å"Every revolutionary ends up either by becoming an oppressor or a heretic.† There are always two types of revolutionaries: revolutionaries who want to have power and revolutionaries who just want the happiness of people. Camus’s quote is very true, because there are great examples like Napoleon, Snowball and the other animals in this book. In Animal Farm, Napoleon and the pigs became oppressors and Snowball and the other animals became heretics. The quote by Albert Camus explains that a revolutionary could become an oppressor. In Animal Farm, Napoleon and the pigs became oppressors. There are many evidences in the book. After the rebellion, all animals had to work in the farm and fields. However, the pigs believed that they were the smartest among all the other animals, so they insisted that they should not work in order to work with their brain for Animal Farm, which they said is very tiring. Also, when the cows had to be milked, the pigs milked them and drank the product themselves, not sharing with the other animals. In addition, apples were reserved for the pigs only. After Napoleon became the leader of the Animal Farm with Snowball, Napoleon wanted to have the whole control of the Animal Farm to himself. So Napoleon used his privately raised dogs to run after Snowball and expelled him. After Snowball got expelled, Napoleon began the windmill plan, which was originally planned by Snowball, even though he was against it w hen Snowball came up with this idea. Also, he oppressed other animals to fulfill his desire. He executed the hens and other animals for contacting with Snowball. As the time pass, he became more and more like humans. For example, he drank alcohols that he got from selling Boxer to the horse slaughterer. The next day, he got a hung over and the pigs thought that Napoleon was dying. They began to get used to Mr. Jones’s possessions. They slept in beds and wore clothes which weren’t allowed by the original seven commandments. However, the pigs began to change the seven commandments. At the end, the commandments became â€Å"All animals are equal, but some animals are more equal than others,† which actually means that the pigs are better than other animals. The pigs abused their power for their own good. The quote by Albert Camus also explains that a revolutionary could end up becoming a heretic. Even though all pigs abused their power, Snowball was way better than the other pigs. He ended up becoming a heretic. There are various evidences of Snowball becoming a heretic. He worked very hard for the animals and didn’t abuse his power compared to Napoleon and the other pigs. For instance, he flung himself to Mr. Jones during the battle of Cowshed even though he got shot by Mr. Jones and got a bloody streak on his back. Also, he planned the windmill project so that the animals could have better lives. However, Napoleon expelled him by abusing his power. He made fierce dogs chase Snowball out of the farm, which was unfair for Snowball. Napoleon made the animals think that Snowball was an awful leader, even though what Snowball did was to make the Animal Farm better. Other than the pigs, there are many revolutionaries behind the rebellion. Most of the animals participated in the rebellion against Mr. Jones. After the rebellion, they all worked very hard for their farm. They had to harvest rice and work on the windmill project. Among all the animals, Boxer was the hardest working animal in the farm. His two personal mottos were â€Å"Napoleon is always right† and â€Å"I will always work harder.† Boxer came out to work an hour earlier than other animals and went back to the farm an hour or more later than others. One day, he worked to his limit and collapsed. The pigs told the animals that Boxer was being sent to a hospital, but they were actually selling him to a horse slaughterer. Benjamin, a close friend of Boxer, knew that he was sent to a horse slaughter but he couldn’t do anything. Boxer was the hardest working animal in the farm, but was sent to a horse slaughter instead of getting compensation. In conclusion, Napoleon and the pigs abused the power for their own good and Snowball and other animals did not. Therefore, animals except the pigs were working really hard and starving, not enjoying the fact that Mr. Jones is not ruling them. Just like Albert Camus quoted, every revolutionary in the Animal Farm became either an oppressor or a heretic. 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Autobiography Essays

Autobiography Essays Autobiography Essay Autobiography Essay Doc lai xem co dung voi may khong. Tao dua vao 1 bai o tren mang vat hay doi theo y cua tao 1 so cho. To Whom It May Concern: I am very pleased to recommend Pham Thi Thanh Hoi studying at Faculty of Mechanical Engineering at Hanoi University of Technology in Vietnam for admission to Institute of Mechanical and Electro â€Å" Mechanical Engineering of your National Formosa University. As her guidance counselor for three years I have watched this young woman develop both academically and personally into a mature individual ready in every way for her higher education years. Thanh Hoi is bright, energetic, compassionate and genuinely well rounded. Her grades have been consistently above good in all of her subjects, and she has actively participated in a diverse assortment of extracurricular activities such as Green Summer Campaign, Cultural Exchange, Charity and Education Conferences. Unlike many students who are not sure which field to pursue, Thanh Hoi has made clear to us all that her goal is to study the field of Machinery deeply and comprehensively. To this end she has worked tirelessly in our university program and now she would like to enter your university to continue her passion. It is clear to me as I hope it is to you that this young woman, Pham Thi Thanh HOi, is an exceptional candidate, one that would contribute greatly to any program. I wholeheartedly recommend her and wish her the very best in all future endeavors. Yours sincerely, Associate Professor/ Doctor Nguyen Thi Ngoc Lan (ghi vi tri cua co giao vao: vi du nhu Truong khoa hay gi do) Hanoi University of Technology, Vietnam

Italian SME footwear company (Supply Chain and Logistics Management) Assignment

Italian SME footwear company (Supply Chain and Logistics Management) - Assignment Example The firm therefore adapted the use of third-party logistics functions. In the modern business age, the global environment has become very competitive requiring companies to deal with several different sources so as to ensure customer satisfaction as well as their own success. Such competitiveness is what has called for strategic plans such as use of third party logistics providers (Rodrigo 2012: 12).With such an approach, one has to look at both the benefits and disadvantages of the approach. In covering the benefits, it isnecessary to evaluate whether such decisions would be easily assimilated by the company.That is, issues such as product availability, labor force, meeting of customer expectations the third party logistics capabilities would have to be considered, amongst others that may arise in the process.Supply chains do not only involve materials, logistics, ICT and facilities but also include people in charge of operations or people involved in the chain operations. Thus, a m anufacture should always consider â€Å"supplying people† when designing the supply chain. That is, considering the right human expertise in the supply chain. Question 1 In analysis and evaluation of the Baldinini srl strategy, major focus will be on the effect towards the company’s performance. ... ms of inventory management, Baldinini stands a chance of lowering costs associated with storage, moving in and out of their products into the inventory. Most of all, the company is lifted off the burden of tax accumulation generated by increasing value of products included in the inventory. It becomes way affordable and manageable to hire a 3pl provider. In terms of company and customer relationships, the end receivers of Baldinini products fail to realize the company, this works negatively for Baldinini. Question 2 Traditionally, several companies have seen their advantage in competitiveness as a derivative from their product or services that they provide. With time, however this has changed as products and services become replicated by the day (Keifer, 2012).This possesses a greater risk of competing with counterfeits causing companies to shutter in their own market place. Several companies now no longer see their competitive advantage as a result of their products and services but as a result of how they run their businesses (Keifer, 2012). Supply Chain Management (SCM) plays a specific role in meeting customer demands, developing strategies, proper management of inventory, control of production orders and also maximization of customer fulfillment. One fundamental of SCM is the SCM Objectives. Supply chain management aims to meet rising customer demands or increase it in target markets. It also includes optimization of the supply chain with as minimum cost as possible, Nitl (2008).This approach maintains that a company should clearly understand their customer needs and also have a clear view of their market place. By having the objectives figured out, a company already possesses upper hand in the market place.By doing so, a company eliminates unnecessary activities

Religions in American Research Paper Example | Topics and Well Written Essays - 1250 words

Religions in American - Research Paper Example For instance, bodily illnesses that characterize Wilson’s mother health, which almost prove to her young daughter otherwise contrary to what she has grew up believing (Wilson 87). In most cases, these predicaments and numerous mysteries, which young people cannot comprehend when they come of age, prompt them to lose their faith and abandon creeds, which they grew up believing. Hence, result to embracing other new modes of creeds that seem to offer them the necessary immediate comfort or answers to what is puzzling them (Wilson 87). This study seeks to expound much about varied stages of developments as well as certain life’s issues that prompt one to change what he or she has all through since childhood believed (Wilson 87). Spiritual life is barely discussed in early childhood development (Gordon & Kathryn 502). Little consideration on religion development psychologically on a child leads to a person who advocates for secular and humanist perspective of human behavior (Antonia 25). Participation in religious activities is thought to be a way of avoiding numerous society vices for instance, adolescent pregnancy, drug and substance abuse as well as self-esteem among children (Antonia 25). There are varied reasons why parents tend to ensure their children associate themselves with the religion they believe and see is best for their spiritual development (Antonia, 25). For instance, some parents claim that without a shared religion between the parents and children, a child will fail to feel and enjoy the connection with his or her family. Children tend to deal with religion in varied ways at diverse stages of their development. In this case, it is significant for the parents to ensure their children associ ate themselves with specific religions from a tender age but as they grow, the parents should tolerate different views from their children towards certain denominations or regions, which they may seem to have interest in based on their understanding (Antonia, 25). Mostly, this occurs because as the children grow they tend to realize that norms, beliefs and faith associated with the religion they were introduced to at their early childhood, are absurd and cannot apply in the their daily lives (Wilson 344). As they also grow, they meet and interact themselves with varied people of diverse creeds in places like schools or work, hence get influenced towards certain creeds or denominations. The child may find the new religion, which parents introduced them is in accordance to their besides other norms. Based on James Fowler’s stages of faith theory, stage I Intuitive-Projective faith is the fantasy-filled, and is imitative phase. In this level, the child can be powerfully and perm anently influenced by examples, moods, actions or stories of the visible faith (Neuman, 44). This is via interacting with the adults who influences their behaviors and what they seem to hold as true in their lives (Neuman, 44). This stage usually occurs among the children aged between three to seven years and encompasses unending thoughts patterns by the child (Neuman 44). In this stage, the child usually develops mutual relationship with the caregiver (Neuman 45). The quality of relations and teachings of religion passed in this stage tend to affect one’s future religiously (Neuman 48). In league with forms of knowing dominated by perception, imagination in this stage is extremely productive of long-lasting images and feelings (positive and negative) that later, more stable and self-reflective valuing and thinking will have to order and sort out (Neuman 46). This is the stage of first