Residence Tiebreaker Essay Example | Topics and Well Written Essays - 2000 words

Residence Tiebreaker - Essay Example This may lead to a double taxation system. The above necessitates for the individual to utilize the relevant treaties available in determining residency.1 Fortunately, many nations in the world have come together in development of international laws that will safeguard such individuals from such huge tax burdens. There are conditions that an individual should fulfill to be considered a taxpayer of country X instead of country Y. These conditions are referred to as the tiebreaker rules. Different countries use different criteria in carrying out assessments to determine the residence of an individual. There are instances where a person can be considered as a taxpayer in two different countries. The law provides for dual citizenship. In such a case, the individual can pay tax twice under specified laws of the two countries. In most countries, the residence factor is addressed in Article 4.2 They all address it as the Residence Article. In a case where the two countries have a treaty in respect to tie-breaking rules, the two countries can settle their claims on which country has the right to tax the individual. In many cases, these provisions are highlighted in paragraph 2 of Article four of the law. The international law provides the treaty with supreme powers over the domestic laws in determining the residence of the person.

Human resource management Essay Example | Topics and Well Written Essays - 2000 words - 1

Human resource management - Essay Example An independent analysis of the online recruitment models at Price Waterhouse Coopers, Marks and Spencer and Barclay’s was conducted to determine whether these models are properly aligned to gain the best talent required. Marks and Spencer significantly emphasises the corporate culture that resides at the firm as a means of differentiating the business from competing retail recruiters. The website is constructed for extreme ease of navigation through the various informational pages, providing clear and distinct weblinks to explore the many diverse values portrayed by the organisation. On the â€Å"Our Values† page, Marks and Spencer clearly lists the core foundation of culture, including elements of trust, innovation, commitment, and quality of service (Marks and Spencer 2012). From this page, the candidate is able to navigate easily to learn of the many benefits of gaining employment with the firm, including employee discounts, receipt of bonus scheme outcomes, and pens ion opportunities for long-term reward (Marks and Spencer 2012). In every detail, this organisation wants the candidate to understand the dynamics of business operations and human resources philosophy at the organisation, providing ample information on leadership at the firm and the strong emphasis on diversity prevalent in this business model. No proverbial stone is left unturned in relation to providing comprehension of organisational culture and business mission and vision to assist the candidate in determining whether they would be a proper fit for this business model. The image portrayed by Marks and Spencer is one of leadership-based competence and one in which candidates should expect human resources models to contain much emphasis on social belonging and professional development. An independent candidate that prefers individualism rather than collective work groups, after assessing the sizeable basket of information about the company, might select a competitor with a more ce ntralised business model. However, the blend of knowledge portrayed on the corporate recruitment site leaves little to the imagination about what should be expected upon gaining employment. Barclays and Price Waterhouse Coopers take a different approach to the online recruitment process, with much less emphasis on transformational leadership and cultural development. As both of these companies operate in the financial sector, in generally centralised hierarchies, the content of these two recruitment websites are more professional-centric describing values associated with meeting strategic corporate goals rather than focusing on the interpersonal dynamic of inter-office relationship development. Offers Price Waterhouse Coopers, â€Å"Our culture is all about our people. The development of our people is key and though we are all driven by different aspirations, we share the same commitment to quality† (pwc.co.uk 2012, p.1). Price Waterhouse Coopers attempts to illustrate that h ard work is the cornerstone of meeting service needs and achieving long-term goals with much less emphasis on the psycho-social dynamic of employment. Though the website is easy to navigate with ample weblinks leading to job-related information, the focus of recruitment is navigation through many web pages describing domestic and international career positions with well-developed and thorough job descriptions. Barclay’s, as well, places much less emphasis on the dynamics of existing organisational cu

How does hitchcock create Essay Example for Free

How does hitchcock create Essay Hitchcock produced Psycho in 1960. It was a groundbreaking film as it was the first American motion picture to feature a toilet being flushed. Also, Janet Leigh was shown in her underwear on more than one occasion, and, during the famous shower scene, its possible to see hints of flesh. Hitchcock used the media to sell his film to a younger, fresher audience. The poster for this movie, at that time was sexually explicit. Hitchcock started a policy whereby viewers would not be permitted into the theatre once the film had begun, a measure, which had never before taken. Hitchcock wanted to manipulate his audience into fear and loathing so he reverted the film to black and white instead of colour. The story concerns a psychopathic murderer; its technique reveals the dark side of all mankind; the inner secrets, deceits and guilts of all human beings. And as this is so true of even the most ordinary situations in life, nothing is as it really seems and that is how the play opens. Showing the ordinary life of her going to work and getting jobs to do. Marion had been given $40,000in cash to deposit in a local bank. When Marion decides to run away with the money the viewers feel quite tense and want to know what will happen next. The psycho is not yet introduced so the viewers focus is on the money. We see Marion with the money, packing a suitcase. It is obvious that she plans to flee with the money but the sympathy of the audience remains with this apparently harassed woman. Throughout the scenes, we have seen reflections of her in mirrors and through windows, all suggest the split personality aspect of the plot. As she makes her escape to leave with the money, she is stopped at a traffic light, her boss pass by in the crosswalk in front of her; the camera angle changes from showing his face to Marions. He at first smiles and nods when recognising her, and leaves the frame of the windshield. Likewise, she smiles nervously. But then he stops, turns and furrows his brow at her. Mr. Lowery is puzzled and concerned to see her in her car when she was supposed to be home sick. Likewise, her face turns frozen after realising that she has been caught. The audience becomes more terrified and nervous to whats going to happen next. Marion is pulled over by a mysterious policeman; the appearance of him with his sunglasses made him look inhuman. He follows her many miles to a car dealer, where Marion cleverly trades her current car in for a used junkie to camouflage herself from peering enemy. Marion then continues to drive along the busy highway until a shielding rainstorm persuades her to stop to rest at The Bates Motel. When Marion arrives at the motel, it immediately tells the viewer that its unusual. The appearance of the motel makes you feel isolated because no one was around. The lights were off it was very disturbing. The gothic image of the house on hill is positioned above the motel, which is very effective and also menacing. The camera angle shows both the motel and the house in one shot. The fact that when she arrives its dark and theres silence the connotations with these factors make you feel unsure. The viewers feel petrified, as something is to happen out of the blue. She meets a shy-but-kind manager, Norman Bates, who offers her a room, a meal, and a sympathetic ear. During her conversation with Norman, when he speaks about the traps that life places everyone in, Marion resolves to return on the following morning and give back the money. Events of the night, which involve violence and the jealous rage of Normans twisted mother, put an end to Marions plans. Norman is dressed plainly and appears normal. The camera zooms into his face making the audience question whether Norman is all that he seems. This close up invites the audience take a closer look at him. Norman hesitates when choosing which cabin to put Marion in. He puts his hand by the key to cabin three; he stops and gives Marion a sneaky look out of the corner of his eye. He then decides to give Marion the key to cabin one. The way in which he hesitates about the key suggests that he has a hidden motive, which the audience later find out is the spy hole in the wall of cabin one. When showing Marion around her room, Norman hesitates when talking about the bathroom. He will not even say the word bathroom and when he has to turn the bathroom light on he quickly puts his hand in and then pulls it back out. This makes the audience think that something may have happened in the bathroom before or Marion may die in the bathroom. Norman seems quite forceful when asking Marion to have dinner with him; this creates tension. When he brings her tray of food, which he suggests she eat in his office because it is more comfortable, he comments, Motherwhat is the phrase? Isnt quite herself today. While shes eating he watches her eat extremely closely which is not typical behaviour this unnerves the viewer. Norman bates has a fascination with death you can see this by the images of the dead birds its like his hobby of taxidermy and also there are birds of prey on the walls which give an idea of killing. After seeing this, the audience becomes all tense and frightened thinking of murder. Their conversation includes references to death and entrapment. He says to Marion you eat like a bird (when there are dead birds on the wall) and he also says that were all in our private traps. This makes the audience know that something is to happen. He also mentions his mum well not directly but he refers to we which implies there is someone else at the house but the viewers dont no who so it leave it as an answered question which is very effective. His conversation show his conflicts with his mother the feeling of hate for her illness this implies hidden secrets. This brings a lot of tension to the audience. The shower scene is one of the most famous sequences ever captured on film for two reasons. As violent as it is you never see the knife go into Marions body and it was the first time the film in history that a major movie star was brutally killed of in the first thirty minutes of the movie. The famous shower sequence, which runs only a minute, took a week to film. Seventy cameras were set up for this scene and more than ten different scenes were used. The scene starts of very calm and peacefully. She opens up a bar of soap, and turns on the overhead shower water from a high up showerhead nozzle that sends arched needles of spray over her like rainwater. There in the exposed privacy of her bathroom, she begins to bath, visibly enjoying the luxurious and healing feel of the cleansing water on her skin. Marion is relieved as the water washes away her guilt and brings energising, reborn life back into her. Large close-ups of the showerhead, that look like a large eye, are shot from her point of view they reveal that the water bursts from its head and pours down on her and the audience. She soaps her neck and arms while smiling in her own private world unaware for the moment to the problems surrounding her life. With her back to the shower curtain, the bathroom door opens and a shadowy, grey tall figure enters the bathroom. Just as the shower curtain completely fills the screen with the camera positioned just inside the tub, the outline figure whips aside the barrier. The outline of the figures dark face, the whites of its eyes, and tight hair bun are all that is visible she uses a scary butcher knife high in the air at first, it appears to be a stab, a stab, stabbing us the victimised viewer! The piercing, shrieking, and screaming of the violin strings play a large part in creating sheer terror during the horrific scene they start screaming before Marions own shrieks. Marion turns, and screams (her wide-open mouth in gigantic close-up), and stands firm as she shields her breasts, while the knife repeatedly rises and falls. The music tenses up the audience and the audience are now very shocked. The murderer appears to stab and pierce into her, shattering her sense of security and escape. The savage killing is kinetically viewed from many angles and views. She is standing in water mixed with spurts of blood dripping down her legs from various gashes symbolic of a deadly and violent rape. She turns and falls against the bathtub tiles, her hand clawing and grasping the back shower wall for the last shred of her own life as the murderer (resembling a grey-haired woman wearing an old-fashioned dress) quickly turns and leaves. With an unblooded face and neck/shoulder area, she leans into the wall and slides, slides, and slides down the wet wall while looking outward with a fixed stare the camera follows her slow descent. The audience is left terrified; the main character has died. As Marion collapses on the floor the cameras slowly tracks the blood and water that flows and swirls together counter-clockwise down into the deep blackness of the bathtub drain Marions life has literally gone down the drain. The drain dissolves into a memorable close up of Marions right eye with one tear drop (or drop of water). The camera pulls back up from the lifeless, staring eye, which was the last shot of the scene. Through out the film music was used to reflect the viewers feeling and, where needed, to heighten them. This was the first time this technique was used. The pace of music changed quite a bit through out the movie. The pace builds up from a slow pace to a faster pace in both scenes when Marion plans to escape with the money and the stabbing in the shower scene. When Marion arrives at the motel there is minimal background noise other then the rain this is very effective because it makes you that shes alone in an isolated place where no one is around. The silence makes the natural/unnatural hesitations in the speech more disturbing and therefore builds tension. The camera angles in psycho were somewhat experimental. It used a wide range of camera shots varying from straightforward long shots to iris shots. Hitchcock was the first person to experiment with this wide range of camera angles. Seeing as this was the first film to use these new techniques, they were used relatively effectively. The use of long shots of the house and then the medium shots of Norman Bates kind of connect the viewers association with the gothic house to Norman making him just as intimidating as the building. One of the most effective shots in the film was the extreme close up of Bates eye when he was looking through the peep hole at Marion getting changed. The only thing in the shot was his eyes and the wall. A beam of light shone through the hole onto Bates eye and this was very effective. This was effective because the scene stood out as his eye appeared through the hole. Psycho was a terrifying film in its day, and still makes the viewers tense with anticipation of whats to come. Many different and subtle innovative techniques were adopted to manipulate its audience and these techniques are very effective. I think this film was very good even though its quite old and its in black and white.

The expansion of higher education

The expansion of higher education Analyse the historical development of Higher Education and the role which it plays in society. Compare and contrast recent developments with predecessors. Who were the main stakeholders? The 1900s was the start of the expansion of Britains, universities. University courses offered to students increased and so did the student body. The Universities Grants Committee 1919 administered central government funding of universities. Mass education was provided by universities in 1970 before this it was the territory only for the social elite; it was the 1807 Parochial School Bill that made provision for educating the laboring classes which led to the mass of education. Women attending university also increased greatly, and teaching provisions expanded which included a range of new subjects and specialties on offer. The Butler Education Act 1944 signaled the expansion of secondary education and therefore there was a greater demand for university places. Late 1950s, the higher education sector needed expanding as there was a shortage of university places due to the increasing number of students leaving school with an official qualification, entitling them to a chance to go to university. Classical education was questioned, and policy makers became convinced of the importance of science and technology and recommended the transformation of some technical colleges into universities, becoming institutes of technology, recommended by The Percy Report of 1945. The Barlow Report of 1946 recommended more university places for science students, funded by the state as they believed it would double the annual output of science graduates. In 1956 selected technical and further education (FE) colleges were updated to university status from being just Colleges of Advanced Technology. In mid 1960s most of these became the new universities. In the mid 1960s the chairman, Sir Geoffrey Crowther, of Central Advisory Council, reported that he was to raise the school leaving age to 16 years old, and compulsory part time education up until the age of 18 years old. In doing this it highlighted there was a need for more university places and to expand university facilities, as higher education was a universal provision now, for all with the necessary ability. In 1961, there were less than 15 per cent of applications going to university. Although there was major growth in higher education as the founding of the new institutions were in line with the expansion of existing universities. In 1962 the government outlined a plan to raise student numbers to 150,000, a 40,000 increase over five years, this was through the idea that an increase of funding from  £104 million to  £165 million per year would be given. In 1966, a white paper set out the Labour governments intention to establish polytechnics in England and Wales. Thirty were set up between 1968 and 1973. Courses were to concentrate on those with a vocational emphasis, offer part time and sub degree or full time and sandwich courses. These were run by local education authorities (LEAs). 1973, the Russell Report states that the number of people in adult education has grown by 750,000, so effectively enabling the laboring classes to have the opportunity to go to university showed more graduates, opening up more opportunities. The Education Act 1973 was the act that made the provision that postgraduates were no longer eligible for LEA grants, so this would have the effect that only those who could fund their education would be able to pursue their education further, after the completion of an undergraduate course. The Education Act 1975, extended provisions of the 1962 Act that stated, students at universities or in further education establishments had  £304 available to them in the academic year 1962/63 and  £346 in 1968/69, an increase of about 14 per cent, this student grant would therefore help in resources enabling more individuals to attend university. 1988 Student Support, white paper, proposed top up loans for students, yet the secretary of state education, Mr. Kenneth Barker, states We have the most generous system of student support in the western world, yet fewer of our young people enter higher education than in other European countries. HC Deb 09 November 1988 vol 140 cc307) The top up loan averaging over  £400 in a full year is not means tested like today but helped as it is available to everyone and individuals were allowed to take as much or as little as they want of that  £400. In 1990, Education (student loans) Act established the reduction of student grants as the introduction of top up loans that were available for all higher education students, meaning there would be less free money available and more loans to be paid. In 1991, the Conservative government made polytechnics grant university status. Polytechnics concentrate mainly on applied research; this is solving practical problems of the modern world, rather than to acquire knowledge for knowledges sake. Where as universities does strategic research, this being research conducted to produce specific applied programs. The status of polytechnics to be equivalent and the universities means that funding and grants are available and accessible to those students who at polytechnics. The White Paper on Higher Education 1991, recommended expansion of student numbers in higher education. The Prime Minister John Major said the end of the divide between universities and polytechnics would Build on our plans to transform education and training for 16 to 19-year-olds by removing the barriers between the academic and vocational streams. Where as, Marenbon, Medieval philosophy fellow at Trinity College, Cambridge, stated that conservative politicians, as much as Labour ones, believed in the nonsense about making vocational education of equal esteem to academic education. In 1992, Further and Higher Education Act unified the funding of Higher Education under the Higher Education Funding Council for England (HEFCs), which introduced competition for funding between institutions and abolished council for National Academic Awards, which validated degrees outside universities since 1965, was to close and abolish the binary divide, The binary divide being the division of higher education into two sectors, the university sector and the polytechnic sector A study by Mr. Ramsden and Mr. Brown for the Universities UK, longer-term strategy group, shows that New university research income grew from 4.6 per cent to 5.8 per cent of total income in this period. Old universities with medical schools saw this proportion increase from 33.1 per cent to 39.1 per cent. Old universities without medical schools remained stable, the percentage going from 23.1 per cent to 23.3 per cent. This situation would hardly have improved if new universities had remained polytechnics Analysis: Mixed report for class of 92, Claire Sanders, (28 June 2002). The next change in higher education was after a four year gap in 1996, the Student Loans Act extended the provision of student loans, Be it enacted by the Queens most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same Education (Student Loans) Act 1996, CHAPTER 9, [29th April 1996] Dearing Report 1997 was the review of higher education. Higher education colleges as well as Universities educated 2.8 million students in 1996/97 (figure 1); this is less than a quarter of who were from the group which used to be the backbone of the old universities. 64 % of students were mature students perusing a qualification and 37 % part timers. Nearly one million of people enroll with higher education institutions do not to gain a qualification, but to meet a particular skill need (applied research) or fill a gap in their knowledge (strategic research), or just because they wanted to learn. Higher education is a key contributor to national, regional as well as local economic growth and regeneration. Also in 1997/98 statistics show how the United Kingdom attracted 209,000 international students to study in the U.K. (figure 2) In 1998, the Education (student loans) Act transferred the provision of student loans to the private sector this would allow the students to have protection as there would be fixed terms and no loop holes for debts to be recovered until the relevant time. The Regulations also provided new repayment terms for disabled borrowers, which meant they had separate terms from normal students as it would be harder for them to find a job under discrimination possibly. The terms were set at the discretion of the loans administrator. A major change towards the higher education institutions was also in 1998 the Teaching and Higher Education Act established the General Teaching Council (GTC) abolished all student maintenance grants and required students to contribute to tuition fees. Tuition fees paid by all, except the poorest students from 1998/9. Means tested loans/grants meant that about 30% of pupils did not have to pay tuition fees because their income or that of their parents/spouses is not enough. Students that had family incomes of less than about  £35,000 a year paid less, this was 30% of students, and they then had the maximum level for 1998/9 of  £1,000. Maintenance grants given to students towards living expenses with loans from 1999/2000 was replaced by loans, these repayments of loans were at the rate of 9% of a graduates income once it is above  £10,000. This is very similar to the way the students of today 2010 are surviving and also in the same way that the availability of a supplementary hardship loan of  £250 a year but terms of either being a single parent, having a disability, are in their last year and some other similar stories are entitled to this loan, which again has to be paid back. From the above paragraphs discussing the development of higher education from the early 1800 to 2000, I will now explore the most recent changes, developments, and controls of higher education, making notes of the impact of previous legislation, laws and reforms that determined the way of the higher education institutions and universities of today. Higher education today is open to all classes, religions, cultures, sexes, ages and societies as has changed from just the elite group, the upper classes. Nowadays it shouldnt only attempt to engage with students outside the elite circle, of powerful and wealthy parents but also attract those with the opportunity for higher education is denied by reason of funding. This is the process of widening participation; this is different from just opening the doors to university for the lower classes but also individuals from under-represented communities. There are organizations that prepare them for higher education, ensure success on their programme of study, improve their employment prospects and open possibilities for postgraduate study, and give them opportunities to return to learning throughout their lives. The value of higher education argued and there are many tensions between what students want and what staff want, for example, between the vocational and professional on one hand, or the more academic. There are a lot more vocational courses running at colleges and sixth forms, where students complete successfully which qualifies then to go to university if they please, so, nowadays there are courses from sports management to computer games design, all manner of vocational courses are on offer in higher education Andy Sharman, 2006, this is a very big social change. The British schooling system measures pupils achievements by having league tables, even higher education institutions and universities have a benchmark, and this seems to be the means towards higher educational achievement. In the higher education context a benchmark is used to measure a level of performance, resources, or outcome against which an institution or group might be compared too. The majority of Universities of today are competing for a world-class statuses, these statuses are given to the universities and higher education institutions by the contribution of the students perceptions (stakeholders), scholarly citations, research and also availability of facilities and resources. The United Kingdom, to gain first class status of its universities is to convey the impression of high standards in learning, teaching and research quality. So, ask some people question whether children at school are taught he test it can be argued whether lectures teach in the way they do for a sta tus rather then to handout knowledge within a specific topic area.

Control in Katherine Anne Porters The Jilting of Granny Weatherall :: The Jilting of Granny Weatherall

Control in Katherine Anne Porter's "The Jilting of Granny Weatherall" Control, power, and influence are all things that people strive for throughout their lives. When a powerful person grows old however, their power may slip in spite their attempts to maintain control. An elderly person may feel useless, or they may have feelings of loss, regret, or waste. Issues of aging, control, and feelings of waste are something Katherine Anne Porter's "The Jilting of Granny Weatherall" describes with vivid detail. The story opens with Granny trying to refuse the care of her doctor. The story is viewed through limited omniscient and through her eyes we see that she feels she is strong enough to care for herself. She sees the doctor as unnecessary and views herself as a well woman. She actually tells the doctor to "Get along and doctor your sick. . . leave a well woman alone. I'll call for you when I want you" (1682). This is the reader's first insight into Granny's stubbornness to receive help of any kind. She also regards the doctor as disrespectful, making comments like "that brat ought to be in knee britches" and "I'd have you respect your elders young man." (1682). She tries to command respect by invoking colloquialism of age equating to wisdom and/or a right to be respected and exercise control over their juniors. When the doctor treats her with patronizing actions Granny dismisses him. Granny is obviously dealing with a great deal of helpless feelings and looks for a chance for control. Her age and delirium are apparent when the doctor goes to leave and she describes him as floating. She then hears sounds that she can't immediately identify, this another clue to her slowly slipping sanity. The sounds (which she comprehends first as rustling leaves or swishing newspaper) are the doctor whispering with Granny's daughter Cornelia in the doorway. Granny is very displeased with her daughter's brashness to whisper about her in the doorway to her bedroom where there is a chance that she will hear what they're saying. Granny's displeasure with her daughter reaches far beyond just her whispering in the doorway. Cornelia is the closest character there is an antagonist in this story. When concerning her daughter, Granny can do nothing but criticize the way she does most everything. These criticisms on the surface are simply the reproofs of a picky old woman. Control in Katherine Anne Porter's The Jilting of Granny Weatherall :: The Jilting of Granny Weatherall Control in Katherine Anne Porter's "The Jilting of Granny Weatherall" Control, power, and influence are all things that people strive for throughout their lives. When a powerful person grows old however, their power may slip in spite their attempts to maintain control. An elderly person may feel useless, or they may have feelings of loss, regret, or waste. Issues of aging, control, and feelings of waste are something Katherine Anne Porter's "The Jilting of Granny Weatherall" describes with vivid detail. The story opens with Granny trying to refuse the care of her doctor. The story is viewed through limited omniscient and through her eyes we see that she feels she is strong enough to care for herself. She sees the doctor as unnecessary and views herself as a well woman. She actually tells the doctor to "Get along and doctor your sick. . . leave a well woman alone. I'll call for you when I want you" (1682). This is the reader's first insight into Granny's stubbornness to receive help of any kind. She also regards the doctor as disrespectful, making comments like "that brat ought to be in knee britches" and "I'd have you respect your elders young man." (1682). She tries to command respect by invoking colloquialism of age equating to wisdom and/or a right to be respected and exercise control over their juniors. When the doctor treats her with patronizing actions Granny dismisses him. Granny is obviously dealing with a great deal of helpless feelings and looks for a chance for control. Her age and delirium are apparent when the doctor goes to leave and she describes him as floating. She then hears sounds that she can't immediately identify, this another clue to her slowly slipping sanity. The sounds (which she comprehends first as rustling leaves or swishing newspaper) are the doctor whispering with Granny's daughter Cornelia in the doorway. Granny is very displeased with her daughter's brashness to whisper about her in the doorway to her bedroom where there is a chance that she will hear what they're saying. Granny's displeasure with her daughter reaches far beyond just her whispering in the doorway. Cornelia is the closest character there is an antagonist in this story. When concerning her daughter, Granny can do nothing but criticize the way she does most everything. These criticisms on the surface are simply the reproofs of a picky old woman.

Free Hamlet Essays: Loneliness in Hamlet :: Shakespeare Hamlet Essays

Loneliness in Hamlet Everyone faces loneliness and despair in their lives. In today’s world people may feel misunderstood or isolated. In Hamlet, much of the loneliness and suffering he endures is due to the secrets and betrayals he is forced to keep. There were many instances where Hamlet felt alone and upset but he could not share his pain with anyone else. This was a factor that added to his suffering. We can also find many examples of Hamlet’s despair due to betrayal from his so called friends. All of these factors not only contributed heavily to his depression, but caused his overall demise. Throughout the play, Hamlet discovers who is loyal to him and who his real enemies are. Right away, Hamlet dislikes his uncle. He is already distraught over losing his father but on top of that he has to deal with the marriage of his beloved mother to his uncle, who he perceives as being cruel and cold-hearted. "A little more than kin, and less than kind." (I; ii; 65) This is Hamlets first line in the play, which clearly demonstrates the extreme hatred Hamlet has towards his uncle. Hamlet also feels intense betrayal from his mother. He trusted her and feels like she has disregarded any love she ever felt towards her former husband. " Mother, you have my father much offended." (III; iv; 11) " A bloody deed-almost as bad, good mother, As kill a king, and marry with his brother. (III; iv; 29-30). Hamlet is revolted by the idea of his uncle and his mother married. Hamlet also encounters loneliness and despair from Ophelia. As part of Hamlet’s "plan" to put on an antic disposition he distances himself from Ophelia who he is actually in love with. He does this by insulting her and convincing her that he is mad and never had any true feelings for her. "I loved you not" (III; i; 117) "Get thee to a nunnery......Marry a fool, for wise men know well enough what monsters you make of them" (III; i; 135-137) Hamlet also kills Polonius (by mistake thinking it was Claudius). Both of these incidents cause Ophelia a great deal of grief and so she kills herself. Hamlet is of course devastated because he never actually meant to hurt her. "I loved Ophelia. Forty thousand brothers could not with all their quantity of love make up my sum.

Existentialism vs. Phenomenology Essay

Existentialism vs. Phenomenology and the response to Hegelian Idealism Absolute idealism was a huge part of Western culture but through the nineteenth and twentieth centuries the greatest political movement took place. Marxism was this great political movement. The movement had an affect on theology and art. Jean-Paul Sartre, a continental philosopher who lived in the nineteenth century was an existentialist. Some of the main themes of extentialism are: †¢ Traditional and academic philosophy is sterile and remote from the concerns of real life. †¢ Philosophy must focus on the individual in her or his confrontation with the world. †¢ The world is irrational (or, in any event, beyond total comprehending or accurate conceptualizing through philosophy). †¢ The world is absurd, in the sense that no ultimate explanation can be given for why it is the way it is. †¢ Senselessness, emptiness, triviality, separation, and inability to communicate pervade human existence, giving birth to anxiety, dread, self-doubt, and despair. †¢ The individual confronts, as the most important fact of human existence, the necessity to choose how he or she is to live within this absurd and irrational world. (Moore-Bruder, 2005) The extentialist believed that there was no answer to the existential predicament. They say life can only deteriorate and without struggling through life a person can find no meaning or value to the life they lead. Some of these themes had already been introduce before Jean-Paul Sartre came up the additions. The philosophers, Arthur Schopenhauer, Soren Kierkegaard, and Friedrich Nietzsche were the contributors to these themes. All three had a strong distaste for the optimistic idealism of Georg Wilhelm Friedrich Hegel and for metaphysical systems in general. Such philosophy, they thought, ignored the human predicament. For all three the universe, including its human inhabitants, is seldom rational, and philosophical systems that seek to make everything seem rational are just futile attempts to overcome pessimism and despair. Soren Keirkegaard’s fundamental question in life was is there anything in this world or outside it to which the individual can cling to keep from being swept away by the dark tides of despair? He was as almost entirely concerned with how and what the individual actually chooses in the face of doubt and uncertainty. He thought the only way to be grated relief from despair was to have a total commitment to God. Friedrich Nietzsche was convinced that the world was run by a cosmic force and that it is driven by will to power or will power. This way of thinking was quite different from Keirkegarrd. Nietsche believed you had to control your own destiny and seize what was yours. He led a more exciting life, a more passionate one. Keirkegaard was very depressed and spent most of his life battling despair but found comfort in God. Nietzsche used to say â€Å"Which is it, is man one of God’s blunders or is God one of man’s? † While both of these men had different views from each other they agreed to disagree with extentialism. Existentialism as a philosophical movement was something of a direct reaction to perceived social ills and was embraced by artists and writers as much as by philosophers So it is not surprising that two of the greatest existentialist philosophers, Albert Camus and Jean-Paul Sartre, wrote drama, novels, and political tracts as well as philosophical works. Phenomenology interests itself in the essential structures found within the stream of conscious experience—the stream of phenomena—as these structures manifest themselves independently of the assumptions and presuppositions of science. (Moore-Bruder, 2005) Phenomenology, much more than existentialism, has been a product of philosophers rather than of artists and writers. But like existentialism, phenomenology has had enormous impact outside philosophical circles. It has been especially influential in theology, the social and political sciences, and psychology and psychoanalysis. Phenomena is the distinction between the way something is immediately experienced and the way it â€Å"is. † Both Hegel and Kant were philosophers of Phenomenology. Also, Edmund Husserl and Martin Heidegger were phenomenologists. Husserl introduced transcendental phenomenology, whose purpose it was to investigate phenomena To investigate phenomena in this way is to â€Å"bracket† or â€Å"exclude† one’s presupposition about the existence or nature of an â€Å"external† or â€Å"physical† or â€Å"objective† world. Husserl called this process phenomenological reduction without making any assumptions about the world. Heidegger, too, was convinced that it was necessary to look at things with fresh eyes, unshrouded by the presuppositions of the present and past. According to Heidegger, we are basically ignorant about the thing that matters most: the true nature of Being. It is usually with reference to his earlier work that Heidegger is sometimes called an existentialist. Heidegger himself resisted this appellation. Yet he was very much influenced by Kierkegaard and Nietzsche, and the concern expressed in his early works with such existentialist themes as fear, dread, meaninglessness, and death is quite evident. Sartre studied in Germany for a brief time in the 1930s and was influenced by Heidegger. Sartre attributed the concept of abandonment to Heidegger, and Sartre and Heidegger both were concerned with the concepts of bad faith, authenticity, a life’s project, and others. In philosophy it is true that each view even if they are opposing influence one another. In the last third of the twentieth century, diverse Continental voices were raised against what they saw as suspicious assumptions about the meaning of right and wrong, the nature of language, and the very possibility of human self-understanding. Some Continental philosophers have been suspicious about Western metaphysical systems that they claim lead to the manipulation of nature or that set up a certain ethnic or cultural perspective as absolute truth. As the years go by new philosophers try to prove the others wrong and so is the development of philosophy always on going. Reference Moore-Bruder. 2005. Metaphysics and Epistemology: Existence and Knowledge: The Continental Tradition. The Power of Ideas, Sixth Edition. Mc-Graw Hill.