Shylock Villain or Victim - 6154 Words

Shylock: Victim or Villain? He is a Jewish moneylender who earns his living by charging interest on money he loans (like modern banks). He often speaks prose in the play, which marks him out as an outsider. He is persecuted by all the non-Jews he knows: He tells Antonio, suffrance is the badge of all our tribe. He is verbally abused and bullied by most characters in the play and is called cruel names including villain with a smiling cheek, cut-throat dog, bloody creditor, damned inexecrable dog. He is clearly an intelligent businessman: He is very astute and is aware of other peoples concerns - he knows all about Antonios business ventures. The main reason he hates Antonio is financial: I hate him for he is a Christian; / But†¦show more content†¦He hath disgraced me, laughed at my losses, mocked at my gains, scorned my nation, The quote clearly portrays Shylock remembering every single thing that Antonio has done to him. He calculates what Antonio has done to him and tries to revenge the wrongs done to him by murdering Antonio. Next, Shylock is very materialistic. When Tubal brings news of Jessica to Shylock, Shylock says Two thousand ducats in that, and other precious, precious jewels! I would my daughter dead at my foot, with the jewels in her ear! This clearly shows that Shylock would prefer to have his money and jewels than his daughters return. Thirdly, Shylock is shrewd. When discussing the forfeiture of the bond, Shylock says let the forfeiture be nominated for an equal pound of your fair flesh, to be cut off and taken in what part of the body pleaseth me. Shylock suggests the forfeiture of the bond playfully, whereas it is actually a cunning plan to murder Antonio with the law on his side. Finally, I would like to reiterate that Shylock is a tyrannical and bloodthirsty villain instead of a tragic figure, whom many might sympathize with. In the above essay, I have clearly shown that Shylock is a villain. He is vengeful, materialistic and shrewd. These are the characteristics of a stereotypical villain. I personally think Shylock, from The Merchant of Venice, was the victim. He made the deal with AntonioShow MoreRelatedWas Shylock A Victim Or A Villain1719 Words   |  7 Pagesone that is portraying various peoples lives throughout Venice and Belmont. During the course of the play there is a concentration of thoughts and emotions towards the character Shylock, a Jewish usurer, this is the very character that we shall be concentrating the question in the title on. In most scenes the character Shylock has to deal with a lot of racial discrimination, which has at modern times become unacceptable to most people. Elizabethan society was largely anti-Semitic and as such the audienceRead MoreShylock as a Victim of Villain Essay2293 Words   |  10 PagesShylock as a Victim of Villain Throughout the play ‘The Merchant of Venice’ there are constant references to various characters and the way they relate to one another, however there is no character so diverse and so complex as Shylock’s character. Shakespeare tries to portray Shylock in a number of ways however I believe his main focus in the play, is on his villainous side. This may be portraying the time of Shakespeare where ethnic minorities likeRead MoreShylock: Villain or Victim?1043 Words   |  5 Pagesis a cunning Jewish moneylender named Shylock. Shylock is part of a race that was discriminated against, despised and hated for their religion. In the beginning of the play Shylock makes an unsettling bond with a well-known, good and generous man named Antonio. Shylock has always had a grudge against Antonio because he is trusting; he lends money without interest, taking away Shylock’s business. He is also a Christian. We know that we can never trust Shylock to have any feeling of considerationRead MoreShylock: A Ruthless Villain or a Persecuted Victim.1165 Words   |  5 PagesA villain in a play is a â€Å"character whose evil actions or motives are important to the plot† and a victim in the terms of this play is â€Å"a person who has come to feel helpless and passive in the face of misfortune or ill-treatment†. Shylock in Merchant of Venice is a Jewish moneylender and Jewish people during Shakespearean time were looked down upon, treated unfairly with no respect. Shylock in Merchant of Venice is portrayed as how a stereotypical Jew would be portrayed as, a villain and an antagonistRead More Shylock : a Villain in appearance, a Victim at heart Essay2014 Words   |  9 Pagescharacter could have both good and evil aspects, creating a complex personality. In The Merchant of Venice, by William Shakespeare, there is an example of one of those characters. Shylock could be one of the most controversial characters ever created. Some people believe he is a victim, while others say he is a villain. In order to trace this idea we should know why people in the Elizabethan era hates Jews. Rodrigo Lopez was a Jew of Portuguese decent, who fled to England in 1559 where he workedRead MoreThe Character of Shylock as a Victim or Villain in The Merchant of Venice1527 Words   |  7 PagesThe Character of Shylock as a Victim or Villain in The Merchant of Venice Do you consider the character of shylock to be a victim or villain in the play The Merchant of Venice? Shylock is one of the most interesting, memorable and debated characters in the play â€Å"The Merchant of Venice†. In many ways this is because he is both a victim and a villain. Shylock was made a laughing stock of and is ridiculed by the Christians because he was Jewish. The Jewish communityRead MoreEssay The Merchant of Venice Shylock Villain or Victim777 Words   |  4 PagesShylock, Villain or victim? The Merchant of Venice June 8th, 2011 In the play The Merchant of Venice Shylock is supposed to be the protagonist, the definition of protagonist is; the leading character or a major character in a drama, movie, novel, or other fictional text. But the way Shylock is portrayed is more along the lines of being both victim and villain. Shylock is out for one pound of Antonio’s flesh which will in the end kill Antonio and the flesh will do him no good anyway. But heRead MoreThe Merchant of Venice: Is Shylock a Villain or a Victim? Essay846 Words   |  4 PagesIn this essay I will try to discover is Shylock a villain or a victim, in the William Shakespeare play â€Å"The Merchant of Venice† It is difficult to say if Shylock is a complete villain or a victim, as his character is complex and ambiguous. However, it is difficult to view Shylock as anything other than a devious, bloodthirsty and heartless villain in the majority of the play. There are a few points in the story where he can be viewed as victimised, as most Jews were at that time, but ShakespeareRead MoreIs Shylock Victim Or Villain in William Shakespeares The Merchant of Venice763 Words   |  4 PagesIs Shylock Victim Or Villain in William Shakespeares The Merchant of Venice William Shakespeare wrote the Merchant of Venice in the Elizabethan period. The play is about Shylock, a Jewish money lender ¡: trying to make a living and survive in a community that despises him and marginalias him. Before the plot even starts, Shylock is condemned for being a Jew, and a moneylender. Jews were forbidden to be successful businessmen in Venice, so the only occupation open to him Read MoreIs Shylock The Villain Or Victim In The Merchant Of Venice By William Shakespeare1411 Words   |  6 PagesCharacter Analysis Shylock Is Shylock the villain or the victim in the Merchant of Venice? In the play the ‘Merchant of Venice’ by William Shakespeare the antagonist Shylock is both the victim and the villain. Shylock is a Jewish moneylender and is initially portrayed as anger filled and bloodthirsty but as the play continues we begin to see him as more human and his emotions become more evident. As the antagonist, Shylock is a fearful adversary to Antonio, the protagonist. But as good begins to

A Formal Analysis of Lindts Advertisement - 683 Words

A Formal Analysis of Lindts Advertisement This is an advertisement of a renowned Swiss chocolate company, Lindt. What is being advertised is the companys well-known product, Lindor. It is a chocolate truffle with a hard chocolate shell and a smooth chocolate filling. The ad is composed of several objects: In the foreground of the image, a chocolate truffle with chocolate filling pouring into it is placed on a marble table; in the background, a chocolate maker with only his half face shown is gazing at the truffle. A sentence CREATING THE PERFECT GIFT IS A gift IN INSELF. and a box of Lindor can be seen at the bottom of the advertisement. In this image, different outlines are used to show various shapes of objects. For†¦show more content†¦Firstly, the chocolate truffle is obviously the protagonist in this ad since it is large. It incorporates more than one-fourth of the image. The chocolate filling is being poured into the chocolate shell and a swirl is made. The light and value on the truffle and the filling c reate a smooth, rich texture for the chocolate, suggesting that this is a delectable chocolate and tempting viewers to taste it. Secondly, the chocolate maker is intently looking at the chocolate truffle. His affirmative and serious expression implies that the production process of Lindor is exquisite, delicate and accurate as their chocolate makers make chocolate whole-heartedly. Therefore their chocolate must be of the highest quality. What is more, a further emphasis is put on the chocolate truffle as the chocolate makers eyes lead viewers to focus on it again. Thirdly, the image advertises Lindor as a luxurious chocolate by using grand objects. For instance, the marble table, the golden logo Lindt on the hat of the chocolate maker, and the elegant package of the box of Lindor. All these would give the viewers a feeling of wealth and high-status, which lure them to possess the product. Fourthly, the text CREATING THE PERFECT GIFT IS A gift IN INSELF. has two meanings. It stresses that Lindor is the best option while you need to choose a gift for others. Besides, Lindor is actually a perfect gift given to all people by Lindts sincere

Master of Public Health Free Essays

1.   Statement of purpose for Masters of Public Health in USA I would like to think of a world where people would give priority to prevention rather than cure and save millions of dollars in medical procedures and health care provisions.   During the initial stage of my medical studies, I was considering a career in rehabilitation medicine because of the exposure that I had in physical therapy. We will write a custom essay sample on Master of Public Health or any similar topic only for you Order Now    Although I enjoyed the field of helping people recover from their injuries and regain some of the functions that they have lost, I have often wondered why people prefer to spend so much money on seeking effective medical treatment instead of preventing illnesses, diseases and injuries.   While having close contacts with patients and monitoring their health conditions, my heart was drawn to pursue a career that would give emphasis to prevention and primary care so I can help my country and my fellowmen in Vietnam. Being a daughter of parents who are both in the field of medicine, I am fortunate enough to have a close view of the skills, knowledge and dedication involve in being a doctor.   Since I was a child, I had an early exposure in seeing my father render his service as a family physician in his private clinic in our district.   My father has been working for more than 30 years.   Each time I see patients consult him on some illnesses and health problems that are preventable, the never ending thought of knowing why people do not want to prevent illnesses kept bothering me.   I felt that something should be done. When I complete my Master degree in Public Health, I would like to collaborate with the Department of Health in educating my countrymen on the importance of preventive medicine so they can be spared of costly medical bills and they will be able to live a healthy and productive life.   Furthermore, I would like to be involved in research so I can impart my knowledge to other doctors and medical students and facilitate an exchange of knowledge and views among medical professionals on issues related to public health in my country and abroad. 2.   Submit a narrative describing my past education, experience, and current professional career objectives. Through the Japanese government scholarship, I was awarded a full scholarship to take a medical course in Japan.   I have lived in Tokyo, Japan for 6 years.   Currently, I am on my last year of my medical studies in Tokyo Medical and Dental University. I obtained an initial introduction to public health during the 2-month course period in my current university.   The one semester class provided me with a basic but thorough understanding of the issues faced in health care today.   Then, I spent a month of internship in various health clinics in Tokyo and its outskirts.   To increase my knowledge about health care in other parts of the world, I participated in a month of externship in Western health care in the Gynecology department in Medical University of Valladolid in Spain.   As a medical student, I have spent the last two years of my studies in the hospitals and health clinics.   This experience has given me a clearer view about health care. I am thankful that each month, the university provides a special lecture and health care seminar that enabled me to meet some public health leaders specializing in various fields in different countries.   The knowledge and exposure has further strengthened my belief that no matter how developed a country is or how well organized their medical and health care system is, their citizens will still demand for a better health care system, a better preventive medicine and sanitation. Public health will always be a problem that will demand tremendous work in order to find an effective and efficient solution to a health problem without sacrificing quality.   The continuous problems faced by professionals in public health demand innovative and carefully thought solutions.   My medical background has also provided me with a chance to view health care programs in different perspectives and triggered my interest in preventive medicine and quality health care. In Vietnam, I had a chance to assist my parents while they were treating patients in their clinic.   Sometimes, I join them whenever they do their rounds and visit patients in the hospital.   My parents taught me the importance of having a good patient-doctor relationship and to maintain a good bedside manner at all times.   They believe that an effective cure does not only come with its physical treatment, it should also come together with the emotional and spiritual upliftment.   When all things fail, the patients’ determination and will to survive will take over. My parents have exposed me to the medical cases and issues that have confronted them during their medical practice.   I had the chance to review the medical history of the patients and understand their illnesses.   I have also met some specialists who had meetings with my parents to discuss the best possible treatment that could be given to their patients.   In many cases, I have often seen a lot of people go to the hospital or consult a doctor when their illness is already worst. Others have to remain in the hospital for many days for further observation and further treatment.   There are young people who have suffered from diseases and health problems such as heart attack, stroke, lung cancer and diabetes that could have been prevented by following a healthy lifestyle.   I have witnessed how members of the patients’ family struggle to search for money in order to save the lives of their loved ones and be provided with the treatment that they needed. During those years, I have always been nagged by the issue of prevention and cure and how each citizen could have a longer lifespan and a better quality of life if they were informed and educated about the prevention of illnesses.   I have also thought about how the country’s allocation of resources to those who have preventable illnesses could have been used to cure other non-preventable sickness.   All these thoughts have pushed me to serve my country and be in the field of public health. I still render my volunteer service whenever there is a chance to join the medical mission sponsored by various non-government organizations.   In the past medical missions, I have worked with volunteer doctors, nurses and para-professionals.   I interviewed patients and recorded their complaints and medical history.   Then, I accompanied them to the doctor who provided the treatment and gave them the necessary prescriptions and medicines. I also assisted the doctors in making referrals to the hospitals and other specialist.   Sometimes, I accompany some doctors who monitor the progress of these patients.   My hunger for knowledge and my passion to be of service to the community continuously grow with every exposure that I have in the field of health and medicine.   The fulfillment of seeing people respond to the treatment and to see the smiles in their faces is priceless and worth every ounce of work and perseverance that I have given to my studies and profession. 3. Plans that the applicant has to use the education and training acquired at university, the needs and/or challenges the applicant perceives as important in the relevant field of study, and any personal qualities, characteristics, and skills the applicant believes will enable him or her to be successful in the chosen field of study. Foreign students like me will benefit from the extra-ordinarily talented professionals and interdisciplinary program that emphasize on problem solving and the acquisition of fundamental public health skills.   The faculty brings a range of skills and real-world experience to its work while providing the foundation for our intellectual growth. As a citizen of an Asian country, I am glad that the program incorporates research and service activities that are designed to identify and resolve economic, clinical and behavioral issues focusing on Africa and Asia.   This will enrich my knowledge in disease control and prevention while learning ways to improve the health condition of people residing in resource poor countries. So many lives were affected in Asian countries due to diseases transmitted by insects (malaria, dengue fever, Japanese encephalitis, yellow fever), through food and water (cholera, typhoid fever, hepatitis A, parasitic infection), through intimate contact (AIDS/HIV, hepatitis B), and other diseases (Schistosomiasis, rabies, tuberculosis, pneumonia). Vaccinations for measles could have prevented pregnant mothers from delivering a child with mental retardation, deafness and blindness.   Early death among children could have been prevented if there is a massive immunization drive in the community.   Since Vietnam is part of Asia, I would like to actively support and participate in the implementation of the health program not only in my country but also in other Asian countries. Being a foreigner, I believe that it will be a challenge to know about the public health programs, policies and issues as well as health services across the states.   In my graduate studies, I expect to have a number of research papers and case studies to work on that will enriched my knowledge and exposure on the different side of health care that is found in a developed country.   There is a big difference in terms of public health policies and programs between developed and developing countries.   In my studies, I would like to thoroughly study its differences and would like to determine how the health care policies and programs in the United States can be adapted in Vietnam. How can I keep my countrymen healthy?   How can I contribute to the quality of care in Vietnam?   I would like to find answers for these questions before returning to my homeland after the completion of my graduate studies in public health.   I welcome the challenge to study in a technologically advanced country.   My dedication and passion to serve my country outweighs the challenge and the obstacles that any foreign student will face in a foreign land. How to cite Master of Public Health, Essay examples

Excursion in Melbourne Museum

Question: Discuss about the Excursion in Melbourne Museum. Answer: Introduction As a social history researcher, I have chosen Melbourne Museum for my site of excursion. This is because I want to collect information about the indigenous people of Australia. I want to know about the social life of the aboriginal people. Apart from collecting information about the native people, I will also try to focus on other antique things, which is collected by the eminent curators. A museum always identifies the historical things but there are also interesting things in the museum, which reflects the present social life of the people. At first, there is an overall background of the Melbourne Museum of Australia, and then I will focus on some specific aspects of the museum. After that, I have given various aspects of the indigenous people of Australia. Background However, there are different types of museum in Australia. They are: - National Museum of Australia, Australian War of Museum, Powerhouse Museum, Canberra Railway Museum, Queensland Art Gallery , Immigration museum of India and others. I have visited the Melbourne Museum. There are various things to visit in this museum, the first is the Childrens gallery, in this gallery infant and toddlers from the age of 0 to 5 years can play here. This is not only a playground for the children but it is also a place to explore many things. There are things which enable the children to learn and discover, for example there is a artificial fossils in a artificial dinosaur garden, there is a discovery garden and there are some antique things in the museum and finally there is a camouflage disco where children can dance. There is an option to participate in the Night-Hack at Melbourne Museum where everybody gives ideas to improve the health and well being of the visitors. It is considered as a exhibition based on the human body. The dinosaur walk consists of 17 prehistoric animals. Out of these 17 animals there are 10 dinosaurs, three pterosaurs, one mammal like reptile and Australian Megafuna (Fitzgerald and Kool 2015). There are other existing animals such as Mamenchisaurus, Amargasaurus, Quetzalcoaltus, Diptrodon and Megalania. There are animations of these prehistoric animals regarding their habitation and their struggle to live in this world. One can also find artificial models of the Wonders of the World, for example there is the Great Wall of China, the Empire State Building, Arc de Triomphe and others. This helps the students and the children to visualize the things, which they have learnt in their history book. The children and the students can also involve them to make these models. Ben Quilty who was an official war artist in the Afghanistan series painted images, which reflected the sorrow and happiness of the world. These portraits reveal the psychological and emotional impact of the war on the soldiers. He spent three weeks talking to the Australian service men and women in Afghanistan. He went there in October 2011 as an official war artist. He was mainly appointed to record and interpret the experiences of Australians deployed as part of Operation Slipper in Kabul, Kandahar, and Tarin Kot in Afghanistan and at Al Minhad Airbase in the United Arab Emirates. There is also a provision for the children and the students to observe the designs and creations of the young generation (Daniel et al. 2015). For example, there is fashion, graphic and product design, print lay out, electronic projects created by VCE Food and Technology and Systems Engineering. There are school programmers and resources, early years learning and processional learning for educators and MV teachers subscription for the teachers. There is a Bunjilka garden, which specifies some important facts of the aboriginal people. My Site The most interesting thing, which I liked in the museum, is the accessibility to learn various things for the teacher, students and the visitors. The students able to learn things like history and culture of Australia. There is also a scope for the students, the teachers and the researchers to know in details about the aboriginal people. We can know about the origin, the habitats of the aboriginal people. Everybody can know about the indigenous cultures of the Australia. There is a History and Technological tour, which shows the Victorias cultural and technological history. There also exists the Humanities Departments at Museums Victoria conducts various seminars, which returns to the Melbourne Museum Theatre in 2017.There, are various expert curators appointed for collecting antique things and preserve for the future (Golding and Modest 2013). Then, there is a scope to learn practically about the rock cycle. There is a programme for the student in which the teams research, create and have to share a short film about it. Each team use rocks and display in Dynamic Earth. Generally, toddlers and infants do not want to learn in a traditional way but in the museum, there is scope for them to learn things more interestingly (Summit 2017) . There are different programs for the infants. The first is the Granddads shed in which the babies can learn about the nature, the history and culture of the Koorie people and able to know about ancestors and the families. The infants also get to know about the aboriginal peoples and their way of living daily lives. There are also option for the kids for learning about the insects. History of Australias Indigenous People In this part of the report, I will try to explain in detail description about the aboriginal people. Bunjilaka is part of Melbourne museum. The museum has facts about the indigenous people. First people narrate the history of the Aboriginal Victory from its origin to till date. It mainly portrays the voices, the thoughts and the linguistic aspect of the Koorie community. There is also an exhibition of the history, culture and the victories of Victorias original people. People can hear the voice of the members of this community aging from 8 to 72 years in the deep listening space (Johnson and Walliss 2014). Bunjil who is considered as the moiety ancestor, the wedged- tailed eagle of the aboriginal people can be also heard (Clarke 2016). It is said that the native people of Australia used to take shelter in the nest of this bird. One can also be aware of the 38 languages of the Victoria people and also the tradition and customs of the Koorie people. There is also information about the fact that in what angles the lives of the aboriginal people changed after the European settlement (Ro bertson et al. 2016). The art and craftwork of the aboriginal tribe are also displayed in this museum. There is also a serene and beautiful indigenous garden in the museum. There are various types of indigenous plants and trees planted in this garden. These specific plants and trees are used for the traditional purpose of the indigenous people. The visitors also have the opportunity to observe the sculptures and caves consisting of the indigenous paintings and live animals (Sloggett 2016). Self guided trails traverse through the Milarri Garden and into the forest gallery where one can experience the forest environment so that the students can learn about the flora and fauna of the indigenous people. The fish short finned eels are found in the Milarri Pond, which is also a part of fauna of the natives people of Australia. This helps the student to learn the significance of this aquatic life during the period of the aboriginal people (Jamies and Fitzpatrick 2014). This species also helps to maintain the chain of ecosystem. The short finned-eel also migrates from the east coast of the Australia and migrates back again when the time comes again (Clarke 2015) . Wurreka, the etched zinc wall by Judy Watson contains many information about the aboriginal people. She has worked collectively along the aboriginal communities and the artists who had worked libelously for the construction of this zinc wall. She also took the initiative to go to the aboriginal sites and communicated with the aboriginal people. It can be said that that the community people also cooperated with the Australian Print workshop and recommended for inclusion of symbols. Finally, 74 panels with etched designs were produced, each showing imagery from Aboriginal cultural heritage and landscapes of Victoria (Witcomb 2014). Conclusion As a social history researcher, I have to able collect lots of information the habitation of the young people. I have able to come across the thinking process of the aboriginal people from listening the dialogues of the aboriginal people, which was taken by the interviewers. I have able to know about the sufferings of the native people after the European settlement. After the arrival of the Europeans the rights of this native people are hugely hampered. So, we can also able to know about their shared struggle for sustaining their rights. Apart from history, there are other things to learn such as about the insects, pre-historic animals, about different floras and faunas. There are various provisions for learning and making projects by the students and the toddlers. There are also programmes for the teachers and the scholars. Reference Clarke, P.A., 2015. The Aboriginal ethnobotany of the South East of South Australia region. Part 1: seasonal life and material culture.Transactions of the Royal Society of South Australia,139(2), pp.216-246. Clarke, P.A., 2016. Birds and the Spirit World of the Lower Murray, South Australia.Journal of Ethnobiology,36(4), pp.746-764. Daniel, L., Williamson, T., Soebarto, V. and Chen, D., 2015. Learning from thermal mavericks in Australia: comfort studies in Melbourne and Darwin.Architectural Science Review,58(1), pp.57-66. Fitzgerald, E.M. and Kool, L., 2015. The first fossil sea turtles (Testudines: Cheloniidae) from the Cenozoic of Australia.Alcheringa: An Australasian Journal of Palaeontology,39(1), pp.142-148. Golding, V. and Modest, W. eds., 2013.Museums and Communities: Curators, collections and collaboration. AC Black. Jamieson, A.N.D.R.E.W. and Fitzpatrick, D.I.A.N.N.E., 2014. Sustainable Management Strategies for Near Eastern Archaeological Collections.Archaeology of FireConservation, Preservation and Site ManagementBioarchaeology in the Ancient Near East,3, pp.251-68. Johnson, F. and Walliss, J., 2014. Reconciling History: Inserting an Indigenous Space into the University of Melbourne Campus.Landscape Review,15(1). Robertson, Z., Gifford, S., McMichael, C. and Correa-Velez, I., 2016. Through their eyes: seeing experiences of settlement in photographs taken by refugee background youth in Melbourne, Australia.Visual Studies,31(1), pp.34-49. Sloggett, R., 2016. Recalibrating meaning and building context for collections of distantiated stone tools.World Archaeology,48(2), pp.311-324. Summit, J.I., Gemfair, A.G.T.A., Carbons, N., Pegmatites, G. and St Marie, F., 2017. Learning Opportunities. Witcomb, A., 2014. " Look, Listen and Feel": The first peoples exhibition at the Bunjilaka Gallery, Melbourne Museum.Thema La revue des Muses de la civilistion,1, pp.49-62.