Hamlet's Soliloquy - To be, or not to be
Hamlet's "To be, or not to be" soliloquy is arguably the most famous soliloquy in the history of the theatre. Even today, 400 years after it was written, most people are vaguely familiar with the soliloquy even though they may not know the play. What gives these 34 lines such universal appeal and recognition? What about Hamlet's introspection has prompted scholars and theatregoers alike to ask questions about their own existence over the centuries?
In this soliloquy, Shakespeare strikes a chord with a fundamental human concern: the validity and worthiness of life. Would it not be easier for us to simply enter a never-ending sleep when we find ourselves facing the daunting problems of life than to "suffer / the slings and arrows of outrageous fortune"? However, it is perhaps because we do not know what this endless sleep entails that humans usually opt against suicide. "For in that sleep of death what dreams may come / When we have shuffled off this mortal coil / Must give us pause." Shakespeare seems to understand this dilemma through his character Hamlet, and thus the phrase "To be, or not to be" has been immortalized; indeed, it has pervaded our culture to such a remarkable extent that it has been referenced countless times in movies, television, and the media. Popular movies such as Billy Madison quote the famous phrase, and www.tobeornottobe.com serves as an online archive of Shakespeare's works. Today, a Shakespeare stereotype is held up by the bulk of society, where they see him as the god of drama, infallible and fundamentally superior to modern playwrights. However, this attitude is not new. Even centuries ago, the "holiness" of Shakespeare's work inspired and awed audiences. In a letter dated October 1, 1775, Georg Christoph Lichtenberg, commenting on David Garrick's production of Hamlet (1742-1776) to his friend Heinrich Christian Boie, likens the "To be, or not to be" soliloquy to the Lord's Prayer. He says that the soliloquy "does not naturally make the same impression on the auditor" as Hamlet's other soliloquies do,
But it produces an infinitely greater effect than could be expected of an argument on suicide and death in tragedy; and this is because a large part of the audience not only knows it by
In the 1960’s, people actually believed that psychology was simple minded and unnecessary, so, becoming a criminal profiler back in the day definitely involved difficulties. Little did Teten and Mullany know that they would change the was law informants works forever. (Susssex Publishers, 1991-2016). Although criminal profiling was not utilized until the 19th century by Dr. Thomas Bond. He wrote a description on the legendary “Jack The Ripper” describing how he may act or look. Even after all of the work he done he or anyone else to this day has been able to find out who Jack the Ripper was.
Offender Profiling: A Theoretical Review of the Processes Involved in Deriving Background Characteristics from Crime Scene Actions. Retrieved from http://www.academia.edu/1101296/The_Personality_Paradox_in_Offender_Profiling
When it comes to profiling, it is a very controversial tool, although within the past couple decades it has increased in use significantly. One huge controversy is the fact that not a lot of people believe that a hypothetical depiction of a suspect actually helps contribute to solving crimes, however, a lot of the profiles for serial killers in the past have been incredibly accurate. There is, however, a lack of scientific evidence to support these techniques. With the lack of a scientific basis, the question of the validity that profiling brings to investigations arises often. The main issue is that no one knows if they have a good portrait until the suspect is caught.
The process of using behavioral evidence left at a crime scene to make inferences about the offender, including inferences about personality characteristics and psychopathology is called criminal profiling. Around the country, several agencies rely on the minds of criminal psychologists to lead them in the right direction to finding the correct offender. Criminal profiling provides investigators with knowledge of the appearance and behavior of a potential criminal.
Maguire, M., Morgan, R., and Reiner, R. (2012) The Oxford Handbook of Criminology. 5th ed. United Kingdom: Oxford University Press.
Profiling itself has been in use since Jack the Ripper in London during the 1880s. George Phillips and Thomas Bond made predictions about the murderer’s personality based on the information at the crime scene (Winerman, 2004). The FBI now runs the Behavioral Science Unit (BSU) and the Behavioral Analysis Unit (BAU) made popular by the television show Criminal Minds. Forensic profilers interact with a large variety of crime, but the focus of this paper will lie on the interaction of profiling and serial killers.
Kidner, Frank L. Making Europe: People, Politics and Culture. Boston, MA: Houghton Mifflin, 2009. Print.
The soliloquy that appears in Act 3 Scene 1 of Shakespeare’s Hamlet is easily one of the most popular speeches in English literature. It has been referenced to in Star Trek, Calvin and Hobbes and A Nightmare on Elm Street. However, this speech was not intended to be a lighthearted reference as indicated by Hamlet’s contemplative, philosophical, and bitter tones he uses while questioning the nature of life and death in this soliloquy.
"To be or not to be – that is the question." It is one of the most famous lines in Western Literature and the hallmark of a critical thinker. It is no coincidence that Hamlet is one of the greatest critical thinkers of all time. In school, we are expected to think critically and it is seen as an intellectual virtue. Given the situation Hamlet is in though, Hamlet's intellectual virtue only leads to chaos and death. The story of Hamlet is a tragedy because Hamlet has a tragic virtue.
Historically, crime and criminals have always caught the attention of law-abiding citizens. Whenever there is mention of serial killers or unsolved murders or abductions, psychological profiling, now a household term, floats to the top of the list of concerns (Egger, 1999). Psychological profiling is an attempt to provide investigators with more information about an offender who has not yet been identified (Egger, 1999). Its purpose is to develop a behavioral composite that combines both sociological and psychological assessment of the would-be offender. It is generally based on the premise that an accurate analysis and interpretation of the crime scene and other locations related to the crime can indicate the type of person who could have committed the crime (Egger, 1999).
The process of inferring the personality characteristics of individuals responsible for committing criminal acts has commonly been referred to as criminal profiling. (Turvey) Criminal profiling can also be referred to as, behavioral profiling because when a profiler creates a profile they refer to the behavior of the offender. The general term criminal profiling can also be referred to as crime scene profiling, criminal personality profiling, offender profiling, psychological profiling and criminal investigative analysis. All the terms listed above are used inconsistently and interchangeably. Modern criminal profiling is owing to a diverse history grounded in the study of criminal behavior (criminology), the study of mental illness (psychology and psychiatry), and the examination of physical evidence (the forensic sciences). (Turvey) There are four very important elements that contribute to the making of a criminal profile. These elements are victimology, wound pattern analysis, crime scene characteristics and criminology. Victimology is the study of victims. The profilers ask themselves questions such as, “Why this person?” and “Was the victim related to their killer or attacker?” Wound pattern analysis is the study of the way the wounds on the victim were made. Crime scene characteristics help to the making of a profile by showing profilers what exactly went on during the crime. Criminology is the study of the crime, criminals and criminal behaviors.
Gardner’s theory of MI offers an alternative view of intelligence which has measured intelligence based on the results that would predict success in the current educational system. Furham (2009) sums up Gardner’s definition as “the ability to solve problems or to create products that are valued within one or more cultural settings”. This definition suggests that human intelligence is comprised of more than the predictable success in a western school system. Gardner argues that traditional definitions of intelligence and intelligence testing are too narrow and marginalize people who do not fit traditional education system that focuses on visual–spatial, verbal–linguistic, and logical–mathematical intelligences. He supports this with unique cases of idiots savant, who are people with low IQs but excel in skills in areas not measured through tradition IQ tests (Arnett, 2013). MI theory proposes that individual’s intelligence can be differentiated on eight different modalities:
Orlans, F. Barbara. In the Name of Science:Issues in Responsible Animal Experimentation. New York: Oxford UP: Oxford UP, 1993.
It is very hard not to realize that technology has overpowered education in many ways. “Technology integration is similar to a tidal wave, growing silently in strength, then falling with an unstoppable roar upon those who paid no attention or showed little interest” (Guhlin, 40). Nowadays, computers are almost considered a necessity in the classroom, and are the main component of technology integration. Computers are being used in more numerous ways, besides only being used for basic word processing. With a simple computer, copious availabilities of technologies can be used in the classroom. “The one thing that is so great about the computer is that it does give a lot of instruction--and you don't need to have hearing to take advantage of it” (Anderson, 12). It’s amazing how one simple screen can provide everlasting opportunity for learning.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).