Willy Loman, the Modern Hero in Arthur Millers Death of a...

In Arthur Miller’s essay â€Å"Tragedy and the Common Man†, a picture is painted of a â€Å"flaw-full† man, known as the modern hero of tragedies. Miller describes what characteristics the modern tragic hero possesses and how he differs from the heroes depicted by classic Greek playwrights such as Sophocles and Aristotle. In order to understand how drastically the modern hero has evolved, one must first understand the basic characteristics that the heroes created by Sophocles and Aristotle encompass. The Greek tragic heroes, otherwise known as the protagonists, illustrated by tragic Greek playwrights, were never normal people. All heroes were citizens of high class, such as princes. This was due in part because plays were seen as a luxury for†¦show more content†¦Willy is a man whose underlying fear of being displaced has created such a powerful unwillingness to be submissive to his perception of his loss of dignity, that he believes only death itself wi ll secure him everlasting admiration. In order to fully appreciate how Willy believes that death will bring him the dignity that he so desperately craves one must first look at the scene in â€Å"Death of a Salesman†, during which Willy visits his boss Howard. During his visit Willy tells Howard about an elderly salesman he met named Dave Singleman and how meeting Dave made Willy realize that â€Å"selling was the greatest career a man could want.† (Miller 1801) â€Å"When he died – and he died the death of a salesman†, Willy tells Howard, â€Å"hundreds of salesmen and buyers were at his funeral†¦In those days there was personality in it, Howard. There was respect, and comradeship, and gratitude in it† (Miller 1801). This quote demonstrates how Willy believed death would bring him the respect, comradeship, and gratitude that he never had in life. As stated in the essay, Arthur Miller describes the modern hero as someone who possesses an â€Å"unwillingness to remain passive in the face of what he conceives to be a challenge to his dignity, his image of his rightful.† Examples of this can be seen on pages 1809 through 1810 of the play. This is the scene where Willy goes to his friend Charley to ask for money in order toShow MoreRelated Willy Loman, Redefining the Tragic Hero in Arthur Millers Death of a Salesman1065 Words   |  5 PagesWilly Loman, Redefining the Tragic Hero in Arthur Millers Death of a Salesman      Ã‚  Ã‚   The events in the life of Willy Loman in Arthur Millers Death of a Salesman are no doubt tragic, yet whether or not he can be considered a tragic hero in a traditional sense is a topic requiring some discussion. Aristotle set the criteria for qualities a character must possess in order to be considered a tragic hero. In order to reach a conclusion on this matter, all six criteria must be examined to determineRead MoreArthur Miller s Death Of A Salesman Essay1567 Words   |  7 Pagesis predetermined by fate, while the audience experiences catharsis (Irving 247). Arthur Miller’s play Death of a Salesman is considered to be a tragedy because this literary work has some of the main characteristics of the tragedy genre. In this play, the main character Willy Loman possesses such traits and behaviors that lead to his downfall, and the audience experiences catharsis. Willy Loman as a real tragic hero comes to the decision to commit suicide because of serious fina ncial problems ofRead MoreDeath Of A Salesman By Arthur Miller1573 Words   |  7 Pagesit is predetermined by fate, while the audience experiences catharsis (Bloom 2). Arthur Miller’s play Death of a Salesman is considered to be a tragedy because this literary work has some of the main characteristics of the tragedy genre. In this play, the main character Willy Loman possesses such traits and behaviors that lead to his downfall, and the audience experiences catharsis. Willy Loman as a real tragic hero comes to the decision to commit suicide because of serious financial problems ofRead MoreAnalysis Of Arthur Millers Death Of Salesman 1611 Words   |  7 PagesResearch paper on death of salesman Arthur Miller created stories that express the deepest meanings of struggle. Miller is the most prominent twentieth-century American playwrights. He based his works on his own life, and his observations of the American scene. Arthur Asher Miller was born 17 October 1915 in Manhattan, New York city. He was the son of Jewish immigrants from Poland. His parents had a prosperous clothing company. Unfortunately when the stock market crashed, because his familyRead MoreAnalysis Of Arthur Millers Death Of Salesman 1548 Words   |  7 Pages Research paper on death of salesman Arthur Miller created stories that express the deepest meanings of struggle. Miller is the most prominent twentieth-century American playwrights. He based his works on his own life, and his observations of the American scene. Arthur Asher Miller was born 17 October 1915 in Manhattan, New York city. He was the son of Jewish immigrants from Poland. His parents had a prosperous clothing company. Unfortunately when the stock market crashed, because his familyRead More Arthur Millers Death of a Salesman is A Modern Tragedy Essay1044 Words   |  5 PagesArthur Millers Death of a Salesman is A Modern Tragedy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      In the fourth century B.C., Aristotle set forth his description of dramatic tragedy, and for centuries after, tragedy continued to be defined by his basic observations. It was not until the modern age that playwrights began to deviate somewhat from the basic tenets of Aristotelian tragedy and, in doing so, began to create plays more recognizable to the common people and, thereby, less traditional. Even so, upon examinationRead More Willy Loman as Tragic Hero of Death of a Salesman Essay1519 Words   |  7 PagesWilly Loman as Tragic Hero of Death of a Salesman       Willy Loman, the title character of the play, Death of Salesman, exhibits all the characteristics of a modern tragic hero. This essay will support this thesis by drawing on examples from Medea by Euripedes, Poetics by Aristotle, Oedipus Rex by Sophocles, and Shakespeares Julius Caesar, while comments by Moss, Gordon, and Nourse reinforce the thesis.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Death of Salesman, by Arthur Miller, fits the characteristics of classicRead More Tragic Heroes in Arthur Millers Death of a Salesman and Henrik Ibsens A Dolls House1709 Words   |  7 PagesHeroes in Arthur Millers Death of a Salesman and Henrik Ibsens A Dolls House Dramatists such as Aristotle started to write a series of plays called tragedies. They were as follows: the play revolved around a great man such as a king or war hero, who possessed a tragic flaw. This flaw or discrepancy would eventually become his downfall. These types of plays are still written today, for example, Arthur Millers Death of Salesman and Henrik Ibsens A Dolls House. Death of Salesman shows theRead MoreEssay Death of a Salesman, Tragic Hero. Willy Loman.1503 Words   |  7 PagesTo what extent can Willy Loman be considered a tragic hero according to Aristotle’s rules? Arthur Miller presents his play ‘Death of a Salesman’ in the ancient form of a tragedy. Aristotle has defined his idea of the ‘perfect’ tragedy in his text, ‘Poetics’ (350 BC).Here he suggests that the protagonist must fall from an elevated social standing as a result of a â€Å"fatal flaw† within the character; the fall from the main character creates resolution to the play which is seen as just; finally, AristotleRead MoreExamples Of Everyday Tragedy732 Words   |  3 Pagesflows to mind is death and destruction. Even though this way of thinking is valid, there are several ways to analyze the concept of tragedy. Tragedy is when one suffers an unexpected punishment that has merged together through ones actions. Arthur Miller believes that tragedy can happen to any type of person if youre rich or if youre poor, no matter what, it can happen to all of us. Arthur shows this to us in the book Death of a Salesman where the common man meets t he fate of modern day tragedy.

The Genetic Bases Of Learning And Memory - 927 Words

This paper seeks to exploit and explain findings that express the genetic bases of learning and memory. Learning and memory has played a huge evolutionary advantage to animals capable of effectively gathering information of their environment and able to remember and retrieve the information at a different time. The studies covered focused on drosophila because its cognitive functions are very similar to that of higher vertebrates such as humans. The central theme of this paper is to determine the biological bases of learning and memory by observing how disruption of the central nervous system through gene mutations alters the performance of learning and memory thus affecting the organism behavioral responses. A lot of research has been conducted in twin studies seeking to explain why there is a variation in learning abilities between two people of very similar genetic matter. The results of the studies have credited the environment as the major source of the variance but yet not much have been uncovered about how individuals’ genes contribute in playing a role in learning and memory consolidation until recently. Kaminskaya and colleagues knew that actin cytoskeleton remodeling was crucial for learning but they didn’t know what genes led to the remodeling and how that process would eventually affect learning abilities. Lim-Kinase 1 (LIMK1) gene leads to the phosphorylation of CREB 1 which in turn activates genes linked with memory consolidation such as somatostatin.Show MoreRelatedEssay about Huntingtons Disease1557 Words   |  7 PagesHuntington’s Disease is a brain disorder affecting movement, cognition, and emotions (Schoenstadt). It is a genetic disorder genera lly affecting people in their middle 30s and 40s (Sheth). Worldwide, Huntington’s disease (affects between 3-7 per 100,000 people of European ancestry (Schoenstadt). In the United States alone, 1 in every 30,000 people has Huntington’s disease (Genetic Learning Center). Huntington’s Disease is a multi-faceted disease, with a complex inheritance pattern and a wide rangeRead More Huntingtons Disease Essay1715 Words   |  7 Pagesdeveloping symptoms in their middle 30s and 40s (Sheth). There is an early onset form of Huntington’s disease, beginning in childhood or adolescence, and makes up a small percentage of the Huntington’s population (Sheth). Huntington’s disease is a genetic disorder with a short history, a plethora of symptoms, and devastating consequences, with no current cure in sight. Cases of Huntington’s disease date back to the early seventeenth century, but those records are basic, with no convincing descriptionsRead MoreEssay about Alzheimers Disease1082 Words   |  5 Pagesability to carry out daily activities. 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To compare the biological psychologist would be looking at the make-up of the brain and seeing how it works that way based on genetics and nature or nurture., whereasRead MoreEssay On ACO851 Words   |  4 Pagesgeneration. IV. A suitable method for updating the pheromone. V. A transition rule for determining the probability of an ant traversing from one node in the graph to the next. It was firstly proposed by patel and Rao under the inspiration of teaching-learning phenomenon of a classroom to solve multi-dimensional, linear and nonlinear problem. The effectiveness of the GABASS has been compared with the other population intelligence optimization algorithms based on the best solution, average solution, convergenceRead MoreThe Nervous System And Controversy1143 Words   |  5 Pagesprogresses research involving the nervous system stands in controversy. Just as the nature verses nurture debate explaining the nervous system involves researcher investigate the areas of the brain and spinal cord affected by disorders ,as well as the genetic factors, and environment factors involved in order to synthesize an understanding of the nervous system ‘s function (Gilbert, 2002). Construction of the Nervous System and Its Role in Shaping Behaviors There are two main divisions that compriseRead MoreWhat Is Intelligence? Intelligence778 Words   |  4 Pagestrust themselves, write and list things on paper, use discernment, read, value learning, teach others, reinvent themselves, and are students of life.† (www.citehr.com) When including intelligence with nature vs. nurture, many thoughts come to mind. As we previously learned in our textbooks, nature is â€Å"the biological inheritance and nurture to its environmental experiences.† (G-7) Nurture in this case would be learning your knowledge from your parents and being born with intelligence and knowledgeRead MorePhobia Is An Irrational Fear1201 Words   |  5 Pagesclassical conditioning, vicarious acquisition and informational/instructional acquisition (6). Vicarious fear acquisition is to develop fear learning by means of watching others reacting fearfully, for example learning of a child to fear any animal by watching their parent fearing the same animal. They proposed that fears and phobias are primarily due to learning experiences in the environment. That the young ones when they see the parents fearing any object, they learn it and later same type of phobiasRead More Learnability of a Language Essay2889 Words   |  12 Pagescompelled to respond to the formal version of the poverty of the stimulus argument, as originally stated in a mathematical learning theory paper by E. Mark Gold. Gold proved that without feedback about hypothesized grammars or examples of ungrammatical constructions, it is impossible to inductively learn the unique grammar that produces an infinite language, even with a learning algorithm that remembers all observed data (Gold 1967). A number of responses to Golds theorem have been offered. GoldRead MoreMilestones in the Developmental Characteristics of Kindergartners1511 Words   |  7 PagesAustin, 2010) (Berk, L. E,2012) cognitive development milestones: †¢ explores relationships, sorting, cause and effect, spatial, symbolic, similarity , function. †¢ Imitates, uses symbols and pretends, recognizes symbols in their environment. †¢ Memory develops to allow imitation of model when the model is not present †¢ Concentration and attention span developing †¢ Can make choices from two objects †¢ Grasps conservation, reasons about transformations, reverses thinking, and understands cause

Distance Learning The New Frontier in Education Free Essays

string(42) " symmetrical to the conventional methods\." Distance learning has started to become more visible in today’s society. It has been recognized as an integral part of the education system. While still not being utilized in all places, it’s spreading and gaining ground as one of the more popular ways to deliver information. We will write a custom essay sample on Distance Learning: The New Frontier in Education or any similar topic only for you Order Now As a means of educating students, distant learning helps plug holes that have been created by a lack of a certified teacher being available. Through distance learning, technology has become an intricate part of how students are educated. Early Beginnings Distance Learning has been considered somewhat of a new idea. However, some of the key concepts that shape distance learning have been around for quite some time. Distance learning has a large portion of its roots in what’s known as correspondence study. According to Webster’s’ Dictionary, correspondence is defined as, â€Å"a course offered by a correspondence school. † Correspondence is defined as, â€Å"1 a: the agreement of things with one another b: a particular similarity c: a relation between sets in which each member of one set is associated with one or more members of the other — compare FUNCTION 5a. This information explains to us that two different parties are engaging in a form of communication with one another. â€Å"The roots of distance learning are at least 160 years old. An advertisement in a Swedish newspaper in 1833 touted, the opportunity to study ‘Composition through the medium of the Post. ’ In 1840, England’s newly established penny post allowed Isaac Pitman to offe r shorthand instruction via correspondence. † This information is very important because it helps in shaping some of the reasons and purpose of why correspondence was necessary. The power of correspondence began to develop even further. Because its advantage was in its ability to send information via the postal service, correspondence created opportunities for people to gain knowledge without physically being present. Not all scholars believe that form information transferrence marked the beginning of distance learning. â€Å"The history of distance education could be tracked back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s. This is an interesting point because it shows that different reference points are used according to a different set of criteria. As correspondence study continued to evolve, the implementation of correspondence schools began to expand. Several different correspondence schools were opened inside and outside of the United States: In 1891, Thomas J. Foster, editor of the Mining Herald, a daily newspaper in eastern Pennsylvania, began offering a correspondence course in mining and the prevention of mine accidents. His business developed into the International Correspondence Schools, a commercial school whose enrollment exploded in the first two decades of the 20th Century, from 225,000 in 1900 to more than 2 million in 1920. In Britain, we are informed that correspondence began to progress, â€Å"with the founding of a number of correspondence institutions, such as Skerry’s College in Edinburgh in 1878 and University Correspondence College in London in 1887. † As time progressed, distance learning received more support with the development of different communication mediums. Radio began to find its way into the mix of distance education. In the 1920’s, at least 176 radio stations were constructed at educational institutions, although most were gone by the end of the decade. † The development of televised courses began to receive a major push as well: In the early 1930’s experimental television teaching programs were produced at the University of Iowa, Purdue U niversity and Kansas State College. However, it was not until the 1950’s that college credit courses were offered via broadcast television: Western Reserve University was the first to offer a continuous series of such courses, beginning in 1951. The development of fiber optics paved the way for distance learning to make greater strides. It allowed for fast expansion of live, two-way, high-quality audio and video systems in distance education. With the introduction of the computer, teaching at a distance was able to really take off by leaps and bounds. Online courses found its way onto a number of colleges and universities. This was a great stepping stone for the development of such institutions as the British Open University, the American Open University, Nova Southeastern University and the University of Phoenix. These schools offer an enormous amount of courses online. According to Teaching and learning at a Distance; it is vital to the study of distance learning to combine theory because â€Å"it directly impacts the practice of the field. † There are many theorists whom express their ideologies that pertain to the historical background of distance learning. There are several scholars that note how important the role of theory and distance education intertwine, including; Borje Holmberg, Michael Moore, Otto Peters and many others. Theorists’ Desmond Keegan exemplifies the significance of theory and distance education when he expressed in 1988†¦ Lack of accepted theory has weakened distance education: there has been a lack of identity, a sense of belonging to the periphery and the lack of a touchstone against which decisions on methods, on media, on financing, on student support, when they have to be made, can be made with confidence. Keegan in his theories, implements how distance learning is vital in not only the classroom, but also how it encompasses the areas of politics, finance, and socialism. According to this theorist this type of education not only affects the classroom, it covers several properties of the world. Bjore Holmberg’s ideas promote that like any type of education. This type is no different in that it is according to him, trial-and-error with mere attentiveness to the theoretical stand point in making decisions. The ideas between Holmberg and Keegan contrast in that, Holmberg views distance learning as a representation of a deviation from conventional learning, while Keegan’s theories deduce that this type of instruction is a discrete type of education is symmetrical to the conventional methods. You read "Distance Learning: The New Frontier in Education" in category "Papers" Contemporary Issues Distance Learning has created a wealth of opportunities for education to reach people in a variety of formats. With progress come concerns and issues that must also be addressed. There are several areas that have become red flags in the process of delivering education through the non-traditional classroom setting. Several policy issues have come about that are being examined. These areas of development deal with academic, fiscal and geographic: Institutions will need to develop policies that clarify everything from academic calendar to transferability. When a course is offered at one institution through a traditional classroom model, the academic calendar, for example, is the purview of that college or university. In certain cases, state regulations influence the calendar. But when a college enters into a consortia arrangement with other institutions on different academic calendars, it can become very confusing for the learners. In fact, some semesters or quarters end too late for courses to transfer to another college. Since distance learning models can complicate this process, flexibility is required. This is an issue that I personally encountered while taking an online Spanish course at Pulaski Technical College in the summer of 2007. In order to enroll for Spanish 2 I had to show that I had passed Spanish 1. The deadline was 2 days before grades were to be posted. I was fortunate enough to receive help from the administration but it was an intervention that would be constant on the part of the university. There’s also the question of integrity on the part of the students. While the use of CIV technology can alleviate some of this, other forms of distance learning continue to deal with this problem. The issue of students allowing others to complete their assignments has been around for quite some time. With distance learning, it looks to be just as prevalent. Fiscal concerns are consistent for a number of reasons. In most cases, distant education comes with a higher price tag than the conventional classroom setting: One certain way to guarantee problems in a distance learning program is to overlook the role of receiving institutions – those who do not offer the courses but provide the resources for learners to participate. This includes â€Å"receive† sites for interactive television courses and colleges that provide their computer laboratories to learners not enrolled at that institution. Contractual arrangements often provide a source of revenue to these receive sites, but in some cases policies do not provide, or prohibit, revenue sharing. Eventually, these receive sites become a source of frustration and potential revenue loss, which can diminish an otherwise well-run program. Distance learning policies must address the issue of equitable fiscal arrangements with receive sites and all other partners. These issues must be clarified in advance of program offerings, for without them, sound fiscal planning is impossible. Students are experiencing, what is called, geographic â€Å"out-of-state† fees for distance classes. This is a major concern because the internet is a boundless instrument that does not limit the learners’ ability to acquire knowledge on the basis of physical location. Asking students to pay extra fees for such this reason is of major concern: Setting tuition clearly is a fiscal issue; however, it also is a key aspect of the geographic service issue. Is â€Å"out-of-state† currently a relevant categorization for learners? Will â€Å"out of country† rates still apply? If we are to recognize the overarching reach of today’s distance learning, existing policies need close examination and new policies may be needed to redefine tuition rates and service area restrictions. Another issue deals with the availability of instructors. While most of the curriculum is uploaded to the site in online courses, students may have questions that aren’t explained in the information. The difficulty comes in trying to contact the teacher through email or via telephone. The instructor may not respond in a timely manner, which puts the student at a disadvantage if the assignment is due before the question gets answered: Respondents were asked to rank the differences between traditional course delivery and distance delivery. The scale was according to importance, one having the most importance and six the least importance. The order in which possible choices were ranked was not of importance in this question. The rankings provided by each respondent for each difference was what was being examined. Results can be seen in Table 4. The primary choice for most important was â€Å"interaction with instructor† with 40 out of 107 (37. 4 percent) responses. Ronn Atkinson, social studies teacher at the Distant Learning Center in Maumelle, suggests that, â€Å"not all kids in Arkansas have access to the internet. It’s either a question of accessibility or affordability. CIV is very expensive. Buying the system and paying the line charges, etc. Some districts can’t afford it on their own without help. † Futuristic Implications Distance learning has made some very interesting strides and looks to be a mainstay in the future. This alternate form of education looks to be the growing as it takes on different shapes. Distance learning will take the place of traditional classrooms because of the accessibility that students have to computers. The overhead cost of running and operating an educational institution from a building will be a big determining factor in the success of distance learning: Despite the challenges distance education presents to our traditional conceptions of education and instructional delivery, distance education enrollment at community colleges has increased greatly over the last decade, suggesting that distance education offers an alternative to the traditional classroom experience that accommodates many students’ individual circumstances and educational needs. Although the goals and outcomes of distance education are still somewhat unclear, it is generally agreed upon, however, that the marriage of technology and higher education will be a lasting one, and by the year 2000 more students will be instructed via more media than was ever thought possible. Though distance learning has become a very viable asset to education, a very key component to learning may be lost in the shuffle. The instructor’s ability to inspire the students through classroom lectures and instruction would most definitely not have the same effect on a student via online learning: How can we substitute for the inspiration of personal interaction with faculty members? In all of my years at Miami-Dade Community College, I never received a letter complementing a college program without reference to a faculty member or other staff member who had inspired or contributed to the development of the writer. Almost all of us can point to an individual, very often a faculty member, who had major impact on our lives. Is there a way to keep that inspiration in a distance learning situation? Is there something to be substituted? Compressed Interactive Video (CIV) has become a very interesting form of technology. This medium allows students to be taught a subject by a teacher in another location outside of the school building. So if a student is interested in taking a sociology course and their school does not offer it, he/she can utilize this system. More students are taking advantage of this technology each year. While CIV is still pretty expensive, over time it will become more affordable. Once that happens, it will help in the progression of home schooled students. Conclusion The power of learning at a distance has reached unparalleled heights in its ability to educate students. While there are some concerns as to whether or not it’s the â€Å"cure all,† there doesn’t seem to be much concern whether or not it is the medium of the future. It is cost efficient and looks to be the ultimate replacement of school building instruction. Distance learning is the truly the way of the new frontier. Bibliography Simonson, Michael; Smaldino, Sharon; Albright, Michael; Zvacek, Susan. Teaching at a Distance. Upper Saddle River, NJ: Merrill Prentice Hall, 2000. Gellman-Danley, B. , Fetzner, M. J. (1998). Asking the Really Tough Questions: Policy Issues for Distance Learning Online Journal of Distance Learning Administration, Volume I, Number 1, Spring, State University of West Georgia, Distance Education. Schmidt, E. K. Gallegos. A. (2001). Distance Learning: Issues and Concerns of Distance Learners, Journal of Industrial Technology, Volume 17, Number 3 – May 2001 to July 2001. McCabe, Robert H. (1996). Ten questions for the future of distance learning, Community College Week, 10415726, 7/29/96, Vol. 8, Issue 26 The Future of Distance Learning. (1994). Retrieved April 25, 2009, from EducationAtlas. com Website: http://www. educationatlas. com/the-future-of-distance-learning. html Research in Distance Learning. (2009) The History of Distance Education. Retrieved April 25, 2009 from MA Distributed Learning Web site: http://www. digitalschool. net/edu/DL_history_mJeffries. html How to cite Distance Learning: The New Frontier in Education, Papers

Hamlet essay on emotion, fate and reason free essay sample

Losing a loved one can take a harsh hit on one’s frame of mind. In the Shakespearian play Hamlet, the death of Hamlets father caused many problems, all of which eventually lead up to the tragic death of Hamlet. Each event that happens in the play is impacted by reason, fate and emotion. The events throughout the play that lead to hamlets downfall are determined by the roles of reason, fate and emotion. These three roles are key factors of the play. Reason plays the role of advancing the plot, especially when hamlet devises a plan to reassure the predication of his father’s ghost. Hamlet speaking to himself devises a plan, â€Å"For murder, though it have no tongue, will speak with most miraculous organ. I’ll have these players play something like the murder of my father before mine uncle. Ill observes his looks. Ill tents him to the quick. If he do blench, I know my course† (II.ii.ll-572-567). This advances the plot because, hamlet discovers his next steps he takes towards his father. Hamlets use of reason reassures him that his uncle is guilty. This causes hamlet to seek revenge, which triggers the play. This plan upsets Claudius, leads hamlet into falsely killing Polonius and eventually leading him to his downfall. Another role of reason is when it acts on Hamlets superego and he overthinks his chance to kill Claudius. While Claudius is praying, Hamlet spying on him says, â€Å"Now might I do it pat. Now he is a-praying. And not I’ll do ’t. And so he goes to heaven. And so am I revenged. – That would be scanned. A villain kills my father and, for that, I, his sole son, do this same villain send to heaven. Oh, this is hire and salary, not revenge† (III.iii.ll-74-80). Due to Hamlets reasoning his superego causes him to overthink and not kill Claudius. Hamlet had the fear of Claudius going to heaven, being killed while praying. Hamlet misses his chance to kill Claudius, which establishes and allows Claudius to remain alive. This causes Hamlet to confront Gertrude about Claudius, and as he does so he mistakenly kills Polonius. Claudius worries that Hamlet is trying to kill him. On the other hand, Laertes wants to revenge his father’s death. Therefore this mistake murder leads Hamlet to his downfall as Claudius and Laertes want to kill him. The use of reason helps advance the plot, when Claudius and Laertes make a plan to kill Hamlet. Claudius convinces Laertes to kill hamlet, Laertes eager and agrees as he says â€Å"I will do‘t. And for that purpose I’ll anoint my sword. I bought an unction of a mountebank, so mortal†¦with this contagion, that if I gall him slightly it may be death† (IV.VII.ll-140-142, l-147). Claudius and Laertes develop a well-reasoned plan with multiple fail safes. Ultimately both paths to revenge end in death, which leads to hamlets downfall. Reason is an important role as it advances the plot leading closer to hamlets downfall. The first major instance of fate altering the course leading to hamlets downfall is when hamlet first encounters his father’s ghost. Early on in the play, the ghost tells hamlet â€Å"But know, thou noble youth, the serpent that did sting thy father’s life now wears his crown† (I.V.ll-37-40). The use of fate in this scene inserts an unlikely plot event, which primarily triggers hamlets quest for revenge for his father. The event of Hamlet encountering his father’s ghost gives Hamlet a reason to get revenge, which once he goes through with it leads him to his downfall. This is one of the few uses of fate in the play. The second instance of fate changing the course of events is when hamlet is, rescued by pirates. Hamlet sends a letter to Horatio which reads â€Å"†¦Ere we were two days old at sea, a pirate of very warlike appointment gave us chase†¦on the instant, they got clear of out ship so I became alone prisoner. They have dealt with me like thieves of mercy, but they knew what they did; I am to do a good turn for them†¦ These good fellows will bring thee where I am† (IV.VI.l-14, ll-17-20, l-24). This event in the play is highly unlikely to happen in the real world. The assumption is Shakespeare using fate to save Hamlet and send him back to Denmark. Hamlet going back to Denmark leads him into Claudius and Laertes’s plan to kill him, which leads hamlet to his downfall. Fate is used again in this unlikely plot. Emotion plays a large part in influencing the choices hamlet makes. As soon as hamlet is told by the ghost that his father was murdered by Claudius he  eagers out â€Å"Haste me to know‘t that I, with the wings as swift as meditation or the thoughts of love, may sweep to my revenge† (I.V.ll-29-30). Hamlet’s strong love for his father cause him to be in shock and outraged when his father’s ghost tells him that his father was murdered by Claudius. Hamlet would have taken the ghost as an illusion or being unreal if it was not for his strong feelings for his father and his death. Throughout the play he juggles the idea of revenge, when hamlet decides to go through with his revenge, it backfires and causes Claudius and Laertes to take action and which ultimately leads to his downfall. This is the emotion Hamlet portrays throughout the play. Another role of Emotion in the play is, forcing Claudius to kill Hamlet. When Claudius finds out Hamlet kills Polonius he reacts and begs â€Å" And, England, if my love thou hold’st at aught- As my great power thereof may give thee sense†¦By letters congruing to that effect, the present death of Hamlet. Do it, England, for like the hectic in my blood he rages, and thou must cure me† (IV.iii.ll-60-61, ll-66-69). Claudius is worried and takes hamlet as a threat to him. As Claudius’s emotions build up, with anger, guilt, confusion and despair he wants to kill hamlet. Claudius takes hamlet as a threat; he wants to get rid of him, and plans to kill him. Claudius uses the point of Hamlet Killing Polonius to convince Laertes to kill him, which then ultimately leads hamlet to his downfall. These are the strong emotions Claudius shows making him want to kill Hamlet. Emotion is also utilized as a foil, particularly in the actions of Laertes to hamlet. When Laertes is told his father was murdered by hamlet and his sister has gone insane he yells â€Å"conscience and grace, to the profoundest pit! I dare damnation†¦let come what comes, only I’ll be revenged most thoroughly for my father† (IV.V.l-130, ll-133-134). Laertes’s strong feelings for his father cause him to be out raged and upset when he finds out he is murdered. Laertes’s emotions foil Hamlet’s emotion as when they both find out about their father’s death they want instant revenge. Hamlet killing Polonius plays a large part in Laertes’ seeking revenge against Hamlet, which ultimately leads to his downfall. Emotion plays a big part in effectively influencing the events and characters of the play all which lead  to hamlets downfall.