Shylock is an ambivalent portrait Essays

Shylock is an ambivalent portrait Essays Shylock is an ambivalent portrait Essay Shylock is an ambivalent portrait Essay Essay Topic: Play Throughout The Merchant of Venice, Shylock is a character with a strong impact on the audience. The response of the audience changes throughout the play, varying from pity to dislike. His Jewish background and persecution provide a case for the audience liking the character and giving him pity, whereas his obsessions with money and his desire to kill Antonio gives the audience a bad impression. The influence he has on the audience has varied over the years, from the Elizabethan times when he first appeared, who saw persecution of Jews everyday, to the modern audience who will dislike characters who are prejudiced. Shylock first appears in Act 1 Scene 1. For the audience, first impressions are vital. His first line when Bassanio offers him the bond is Three Thousand ducats well (Act 1 Scene 3 Line 1). To any audience this gives the impression that he is very concerned about money, especially when he repeats three thousand ducats throughout the scene. Throughout the scene, there is a repetition of the word three, e. g. three thousand ducats, three months, three thousand ducats for three months etc. This repletion not only emphasises Shylocks obsession with money (as he is still pondering over the bond) but also shows how numerically Shylock thinks. The obsession with money is a key part of his character and the first thing that the audience noticed. Shakespeare himself was interested in money and usances himself, he invested much of his money into his theatre, and his knowledge of that subject is reflected in Shylocks character We also learn from this scene the intelligence of Shylock. As soon as Bassanio propositions him, he considers the offer in his mind, and realises how he can get revenge on Antonio, e. . Antonio shall become bound well (line 5). Later on in the scene, Shylock shows his intelligence once again, when he tries to be friendly to Antonio to try and make him sign the bond, e. g. I would be friends with you, and have your love (Line 133). Shylock is a shrewd businessman. He is careful not to lend money out to people who he doesnt know, or people that he knows w ill not pay him back, e. g. My meaning in saying that he is a good man, is to have you understand that he is sufficient (Lines 13-14). He disguises his sinister bond as a joke in hoping to persuade Antonio to seal the bond, when he does he knows that he can kill Antonio if he does not repay him. Shylock stalls with Bassanio not giving him a definite answer until Antonio arrives, this is because he wants to see Antonio and talk to him about his sinister bond. His stalling also gives him time to think his plan through. Shylock, being an orthodox Jew has considerable knowledge of the Bible. In this scene he uses his knowledge to benefit himself. He tells Antonio the story of Uncle Labans sheep and Jacob to justify why he should collect Interest. His interpretation of the story is completely different from the Antonios. Antonio believes that he twists the story to benefit himself. Antonio detests Shylock, he considers him a dog, and he does not agree with Shylock charging interest, i. e. An evil soul producing holy witness is like a villain with a smiling cheek, a goodly apple rotten at the heart. Also In the Rialto you have rated me about my moneys and my usances. Still I have borne it with a patient shrug (Shylock). Much of an Elizabethan audience would have agreed with Antonio on this, as the majority of them would have been Christians. I hate him for he is a Christian illustrates the point that Shylock does not like any Christians. He hates Antonio especially, owing to the persecution he has received from him, e. g. You call me misbeliever, cut throat dog, and spit upon my Jewish gaberdine. Fair sir, you spit on me Wednesday last, you spurned me such a day, another time you called me a dog, and for these courtesies Ill lend you thus much moneys? Shylock has obviously been persecuted due to his Jewish heritage, and this would make the modern audience feel sorry for him. Due to the amount of persecution he has received, Shylock often attracts our sympathies so much that the reader often thinks of how he suffers outside of the play. This shows how deep his suffering must be. Most of the Elizabethan audience would be accustomed to seeing this sort of persecution, but still may not feel that it is right. As a result of his persecution, Shylock hates all Christians, although he obviously has knowledge of the Christian bible, as the Old Testament is part of the Jewish scriptures, e. g. to smell pork, to eat of the habitation which your prophet the Nazarite conjured the devil into. Shylock also considers Antonio a fawning publican; he compares him to a Jewish tax collector. Antonio also lends out money, but does not charge interest, which annoys Shylock, e. g. If you repay me not on such a day, in such a place, such sum or sums as are expressed in the condition, let the forfeit be nominated for an equal pound of your fair flesh, to be cut off and taken in which part of the body pleaseth me. This shows that Shylock seeks revenge, and in some ways gives the audience the impression that he is evil. In fact he is partially breaking the Ten Commandments, (Thou Shalt not Kill, which he would do if Antonio forfeits his bond. ) Antonio is one of the main persecutors of Shylock, but it may not be because of his Jewish heritage that Antonio persecutes him. In the opening scene, Antonio tells us that he is sad and does not know why. When his friend Bassanio asks him to get the bond from Shylock, he has no hesitance about risking his life for it. This, and his general actions to Bassanio might suggest that he is actually in love with Bassanio, but he cannot do anything about it, especially with Portia around. This would explain the intensity of their relationship, and why Antonio is depressed. As a result, Antonio takes it out on Shylock, someone he knows he can get away with persecuting. The Elizabethan audience would consider Shylock a typical Jew. Jews were expelled from the country in 1290, and when many returned in the fifteen hundreds, they only had a limited number of jobs that they could do. Many decided to lend money for interest, as they were allowed to, and Christians were not. As this was all they could do, many had to be very money-tight; to make sure they never lost any money. Jews were always persecuted; many of the Christians hated them for it was them who killed Jesus Christ. Therefore, so far Shylock would appear to be a typical Jewish moneylender, whom many of them would not particularly like due to his money lending and their hate of Christians. As The Merchant of Venice was written in 1596-1597, much of the first audiences would have been aware of the recent execution of another Jew, Rodrigo Lopez in 1594. For many years he was well respected as the Queens physician until the Earl of Essex ruined him. He was hanged for treason. Lopez may have had a strong influence on Shakespeares writing about Jews, e. g. how a prominent man can be ruined because of his Jewish heritage. In Act 2 Scene 1, Jessica, Shylocks daughter says our house is hell, showing the audience that she perhaps considers him a bad father and a bad man. His servant, Launcelot Gobbo also considers him a devil. The people that Shylock sees most often have said negative things about him, so the audience will judge that he is not that a nice person. In Act 2 Scene 5, Shylock is on his way to a supper with the Christians. He is only going to annoy them; this shows the audience that he is not considerate. Shylock says I did dream of money bags tonight which shows how much he cares about his money. He also ensures that his house and daughter are safe from those Christian Fools, before he leaves e. g. Lock up my doors, and when you hear the drum and the vile squealing of the wry-necked fife, clamber not you up to the casements then, not thrust your head into the street to gaze on Christian fools. He is very concerned about his money, but even more he is worried about his daughter seeing Christians, as he considers the Jews a tribe, and they need to marry within the tribe to keep it going, so he feels that she should marry a Jew, not a Christian. At the end of Act 2 Scene 6, Jessica not only leaves her father, but also takes many of his ducats with her and Lorenzo. Any audience would now give pity to Shylock as he has lost a daughter and a considerable sum of money. Jessicas last line before leaving is Farewell, and if my fortune be not crossed, I have a father, you a daughter lost. The audience would not only give pity, but also perhaps see Shylock as a poor father, more concerned about the welfare of the Jewish culture than the happiness of his daughter. In Scene 8, Salerio and Solanio discuss Shylock. We yet again see the Christian persecution of Shylock, i. e. Villain Jew, which would influence the audience. Solanio also overheard Shylock earlier on, after he discovered the desertification of his daughter, e. g. My daughter! O my ducats! O my daughter! Fled with a Christian! O my Christian Ducats! From this it appears that Shylock is just as upset about his daughters betrayal as he is of the loss of his money, which again emphasises his obsession with money, and makes the audience think that he is not that caring of his daughter. He is so angry with her, he says she is dammed for it, but he still persists that she is completely different from the Christians there is more difference between thy flesh and hers than Jet and ivory. He still considers her a Jew who should not see Christians. The audience might see that he has a right to seek revenge after what Jessica did to her. In Act 3 Scene 1, we see Shylock giving reasons for why he should collect the forfeit if it is required, e. g. If it feed nothing else, it will feed my revenge. He hath disgraced me and hindered me half a million. To the audience it would appear that Shylock is just bloodthirsty and cruel. An audience from an Elizabethan era would no doubt think that Jews were cruel anyway, as this was the prejudice that was around at the time. There were untrue stories of Jews being cruel, and of course stories from the bible such as King Herod (a Jew) killing all the babies in Bethlehem under two years. Certainly Jews have been played as cruel villains in other plays, such as Barabas, in The Jew of Malta by Christopher Marlowe, who was based upon Joseph, Duke of Naxos (who was not a Jew). So many of the audience would already assume that Shylock was cruel and bloodthirsty. The Jews are described as the cursed race in this story. Shakespeare was without a doubt influenced by Marlowes play; Barabas, the Jew has a daughter who turns Christian during the play, so it is obvious that Shylock and Jessica were adapted from this play. Shylocks speech about the forfeit in this scene begins with To bait Fish with, after Salerios question if he forfeit, thou wilt not take his flesh, whats that good for? Shylocks response to this question shows again that he is quick-witted and can retort to any comments he does not approve of. In Shylocks speech we hear again of his persecution, for example He hath disgraced me, and hindered me half a million, laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies, and whats his reason? I am a Jew. Hath not a Jew hands, organs, dimensions, senses, affections, passions? An audience would feel sorry Shylock at this point and perhaps agree that it is fair for him to collect his forfeit. Shylock points out that If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why revenge. Shylock points out that if he were a Christian and Antonio were a Jew, no one would have a problem with him collecting his forfeit. He illustrates the division between the rights of the Christians and the rights of the Jews. After this influential speech, much of the audience might agree with Shylock about his view of equality among Christians and Jews. The majority of an Elizabethan audience would still probably consider him evil due to the prejudice of the time. Shylocks image of being bloodthirsty reappears later on in the scene when his friend Tubal informs him of Antonios loss, and Shylocks response is I thank God, I thank God. Is it true, is it true? I thank thee good Tubal, good news, good news! Ha, ha! These lines would suggest that Shylock is cruel as he is so desperate for a chance to take the forfeit of off Antonio. This scene is the first scene in which we see another Jew, and at the end of the scene there is a reference to the local Synagogue. This tells everyone that the Jewish community has been well established, so this might a reason for the audience to feel less sorry for Shylock. Also the Jews must also have quite a bit of money if they have built their own Synagogue. In Act Three, Scene Three, Antonio has been arrested for not repaying the bond and is making one last plea to Shylock. Shylock is obsessed with revenge on his Christian persecutor, and will not forgive him or even listen to what Antonio has to say. All he wants is his bond, e. g. (Antonio) I pray thee hear me speak. (Shylock) Ill have my bond. I will not hear thee speak. Ill have my bond, and therefore speak no more. This scene once again emphasises to the audience the amount of murderous hatred that Shylock has, and also how difficult it is to change the law. Act Four Scene 1 sees the Duke of Venices first appearance. A good friend of Antonios, he describes Shylock as an inhuman wretch. Once again, the audience will be influenced by the feelings of another character. The rest of the characters see Shylock as an evil devil as he enters the courtroom. Much of the audience would not approve of him wanting to kill Antonio. Shylock retaliates to the remarks that he should not collect his bond, with his quick wittedness in the forms of another speech, in which he compares Antonio to a pig. In Antonios speech, he is still being racist against Shylock, saying a Jewish Heart; he does not once call him a man, always a Jew. Bassanio offers him six thousand ducats for the bond, but Shylock refuses. From what we already know about how greedy Shylock is about money, this seems very strange, showing how desperate he is to kill Antonio. Shylock gets more and more aggravated waiting for his bond to become legal, again showing how deep his wounds are from Antonio. Shylock calls Portia Daniel, referring to the Old Testament, where Daniel was a wise Judge. This again illustrates this knowledge of the bible, and how he considers this justice. Shylock shows no mercy and no forgiveness, which are two basic elements of Christianity; many of Antonios Christian friends expected Shylock to forgive Antonio. Shylock makes several powerful speeches throughout the play, the only character other than Portia to do so. He wins battles of words against Antonio many times, e. g. Signior Antonio, many a time and oft in the Rialto you have rated me about my money and my usances. Still I have borne it with a patient shrug (Act One Scene Three). Also in Act Three Scene 1, To bait fish withal. If it will feed nothing else, it will feed my revenge. He hath disgraced me . These speeches show that Shylock is quick witted, able to retaliate with words and quite intelligent. The Merchant of Venice could be more described as a romantic comedy than a tragedy. Therefore you would perhaps not expect not to see an evil villain in it. The audience may not be expecting an evil character, so may not consider him a villain, but more of a victim. In many plays, especially ones which have Jews featured, there was an evil character (e. g. The Jew of Malta), so, the audience would be accustomed to this, so may picture Shylock as that evil character. Throughout the play, Shylock is compared to both Antonio and Portia. Whereas Antonio is seen simply as a typical example of mankind (who goes through different stages of emotions), and Portia as Wisdom, Shylock is seen for a lot of the time as the Devil. Throughout the play, there are numerous references to Shylock and the Devil, e. . The devil can cite scripture for his own purposes (Act One, Scene Three), The Jew is the very devil incarnation (Act Two Scene Two), lest the devil cross my prayer, for here he comes in the likeness of a Jew. (Act Three Scene One) Shylocks response to Portia turning the case against him in Act Four Scene One is My deeds upon my head. This recalls the time when the Jews called for the execution of Christ, so this line again shows that he is a Christian hater. All of these references indicate to the audience that Shylock is similar to the devil, so many of them will accept his persecution and consider him a villain. This would have been the case especially in the Elizabethan era when all Jews were considered cruel. Throughout the years, Shylock has changed, in the way the actor portrays him and in the way the audience sees him. Up until the eighteenth century, he would have been seen as a slightly comical character, whose purpose is to be mocked. He then changed into the villain of the play, in one portrayal he was so sinister, grotesque and so ferocious a villain that after King George II watched it, he is reported to have had a sleepless night. He then was more portrayed as an injured man, followed by an outrageous father. Today a modern audience sees him as a persecuted man, who seeks revenge on those who wrong him. We also see him as a typical Jew, wanting to preserve his culture. Some people even consider him an Old Testament Prophet. In conclusion, Shylock appears to the audience as a tragic villain, a man who is obsessed with money, revenge on people who wrong him. There is a lot of emphasis on comparing him to the devil, which much of the audience would agree with. His persecution by the Christians gives him some pity but his humbling end leaves the impression of a broken man.

Strength Assignments Essay Example | Topics and Well Written Essays - 500 words

Strength Assignments - Essay Example The proposal got accepted. Since it was my idea, my team members looked up to me to know the details and where to start. I began by searching my knowledge base all I knew about selling Babson hats. I assigned Martha to fill in the information gaps by searching over the internet. She refused as she said she did not like the idea of selling Babson hats and warned that she was going to leave the team. I thought I could easily convince her since all other members agreed. With the consent of others, I came up with the idea that we all would take her to Pizza Hut for lunch if she did not leave. That came out to be a magic trick. Thus, we all started and it was me who assigned everyone his task. When somebody disagreed, I sat down with him, listened to his objection and would come up with a sound alternative that was acceptable to everyone. That was the biggest strength I found me, that is, I could help others to find compromises between differing viewpoints. I also tried to introduce new a nd fresh ideas to the team which everyone welcomed. We had arguments over the project most of which were so time-consuming that we would not know when the class time was over. This was because we seldom reached a decision acceptable to all members. Everyone had his objections which I tried to resolve using my wits and logic. I would not get swayed by emotional arguments often raised by Bob whom I had named Mr. Emotion and everybody had laughed so much. The only weakness I found in me was that I occasionally became aggressive when somebody came late for discussion or left early or did not meet deadlines. I think I could better convince them to be punctual by being nice instead of being aggressive. I always tried to remain on the positive side during all arguments and this was what all members of my team loved when they felt disappointed or distressed over the project. I tried to lift their spirits through my humor and commitment. I always praised them

Impact o Mergers and Acquisitions on Financial Performance Essay

Impact o Mergers and Acquisitions on Financial Performance - Essay Example The context of this study represents understanding mergers and acquisitions, and their impact upon financial performance. The preceding statement carries a broad number of facets that need to be considered and equated in delving into such an inquiry. Mergers and acquisitions represent the decision of one and or both companies whereby combining their operations, merger, represents an arrangement that will enhance shareholder value through the synergies of operation that will occur (Mullins, 2003). In general, mergers occur through the pooling of the company's stock, which is derived at via a ratio that is specified through stock price, market capitalization and other measures, with the formation of a new company, usually representing the name of one or both of the two entities involved (Mullins, 2003). An acquisition differs from a merger in that it represents the takeover of one company of another that can be termed as being either friendly, or hostile (investopedia, 2008). In equating the word acquisition, one also needs to be cognizant of how the takeover is phrased by the companies in question. Not all so called acquisitions are acquisitions, but in fact mergers if both companies agreed to the terms and are cooperating in the analysis of benefits for shareholders as well as the futures of the firms, then in effect, this type of acquisition is in reality a merger, interchangeable words, depending upon circumstances and conditions (diffen.com, 2007). When the targeted company is not seeking or does not want to be acquired, then these are always termed as being acquisitions, many of which are called hostile (diffen.com, 2007). 2.0 The Rationales Behind Mergers and Acquisitions In order to equate the impact upon financial performance as represented by mergers and acquisitions, the rationales and decisions behind these activities will aid in providing insight as to the purpose(s) of management in seeking this course of action. Canals (1997, p. 1) helps to provide

Morality Play Essay Example for Free

Morality Play Essay Cudgels- short thick stick used as weapon (n. ) mea maxima culpa -my mistake, my fault humani nil a me alienum- I am a human being, I consider nothing that is human alien to me. tonsure- the act of cutting the hair or shaving the head. artem illam ignominiosam- the art of her disgrace malodorous- an unpleasant odor; foul-smelling retinue- a group of advisers, assistants, or others accompanying an important person leman- a lover, sweetheart or paramour pretium- price ignorantia Juris non excusit- ignorance of the law does not excuse ubi stabilitas ibireligio-where ever stability is, there will be religion. Jongleurs- medieval wandering entertainers who played instruments, sang and danced, juggled, and performed plays. brawlers- a noisy quarrel, squabble, or fight. passe- old fashioned; out-of-style esse- being; existence. sorties- attacks redolent- (adj. ) fragrant, smelling strongly; tending to arouse memories or create an aura timorous- (adj) fearful; timid; demonstrating fear prating- to talk excessively and pointlessly; babble japer- to joke, gib petulance- (n. ) rudeness, irritability vagabond- A person who wanders from place to place preening- devoting effort to make one attractive lewdness- indecent. abscene. Offensive in a sexual way conjuring- the performance of magical tricks cavil- (v. ) to find fault in a petty way, carp; a trivial objection or criticism cupidity- (n. ) an eager desire for something; greed scruple- a feeling of doubt or hesitation with regard to the morality or propriety of a course of action folly- lack of good sense; foolish action or undertaking patron- (politics) granting favors or giving contracts or making appointments to office in return for political support animosity- (n. ) strong dislike; bitter hostility emulate- to copy; to try to equal or excel lulling- cause to get calm, sleep or rest.

English Language Learning Essay example -- Education, Gujarati Familie

The overall aim of this research is to explore historical and contemporary discourses of social policies of identity, assimilation, multiculturalism and sense of belonging in relationship to the ‘practices of the everyday’ (Lewis 2004) and to explore how the individuals make sense of their world through and by their experiences and practices of it. I will particularly focus on the area of language learning as a part of identity formation to find out how participants are involved in the act of making their language learning possible in spite of all the challenges. By this I mean not to reveal what 'really' happens, but rather to analyse participant's accounts in relation to the political discourses surrounding language, assimilation and community cohesion. Duke (2002: 42) argues taking a qualitative route in relation to researching social policy is essential when trying to 'delve into parts of the policy process which quantitative methods cannot reach. They have the pot ential to explore innovation, originality, complexity, interactions, conflicts and contradictions'. This research is, therefore, an attempt to find answers to the problems and predicaments related to English language learning under different political agenda and to demonstrate how these varying determinants had an effect on the process of language learning and identity formation of Gujarati women in the diaspora. THE CONTEXT OF RESEARCH: It is important to contextualise the process of identity formation of Gujarati women with what was happening in Britain in regard to race relation at both the time of their arrival and the various stages of settlement since. The 1970s was a period when many Gujarati families arrived in the UK as refugees or economic migrants... ...r levels of ability In English for refugees and other migrants to the U. K. by linking language ability with employment potential (DFES Publications,2010). Thus on one hand, the government is stressing the importance of English language learning, on the other hand, the funding for the programmes that provide language training is being cut. There is no doubt that how the migrant women learnt/learn English is shaped by these policies which had/have direct impact on their learning. This research aims to highlight the discrepancies in the policy doctrines and their implementation by comparing the impact of the policies on the process of English language learning of Gujarati women under different political regimes. It focuses on how identities are shaped as an outcome of the political agenda by the qualitative study of the learning journeys of Gujarati women in London.

Substantive vs. Not Substantive

Class discussion is an important aspect of the learning process. In academic institutions, this activity is the common practice among education practitioners in order to stimulate the minds of their students. Through class discussion, an exchange of ideas, opinions and perspectives transpire. With this, participants are encouraged to vocalize their understanding on a particular subject matter which helps in honing their different skills and developing different types of intelligence.However, if a teacher is not properly conducting a discussion, there is a tendency for the students to respond with mediocre or below average answers or thoughts. To produce thorough analyses and an in-depth discussion, teachers should initiate an open-ended discussion which usually starts with a question that does not require a a right or wrong answer. Through this, students will not be apprehensive about sharing their ideas because the notion of being humiliated will be eliminated.Also, teachers should not hesitate to make follow up questions in order to test whether students were able to fully comprehend the lecture or lesson. Another strategy to create a great discussion is avoiding monopoly. Every participant should be given equal opportunities to express their ideas. This can prevent certain individuals from controlling the flow and content of the discussion. As a result, every aspect of the subject can be explored or analyzed. Furthermore, encouraging students to relate or apply the topic to their daily experiences can produce a meaningful discussion (Saskatoon Public Schools, 2008).Moreover, to differentiate substantive from non-substantive responses in a discussion, teachers must look at relevance, logic, substance and objectivity. The relevance of the response to the topic should be the primary quality to be reviewed to determine if it is substantial or not. Then, the significance of the answer to the topic. Find out whether the response is essential to the advancement of the topic. The more unusual the answer the better but it must be logical. Also, it is important to provide answers that are objective in order to minimize limiting one's knowledge about a particular subject matter.

Literary Devices In Waiting For Godot - 770 Words

It seems that the daily life of Vladimir and Estragon in Waiting for Godot simply consists of trying to pass time while waiting for a stranger named Godot to arrive. There seems to be a lack of major meaning and purpose to their lives, and unfortunately it does contain endless suffering. Samuel Beckett portrays the solution for their problem as making their own choices and taking action in life. However, neither Vladimir nor Estragon are able to comprehend this solution. These characters rarely manage to make a conscious decision; finally when one is made they cannot join a physical action to their choice. For instance, at the end of both acts the two men agree they will leave, but rather take action they do not move. Under these†¦show more content†¦Pozzo and Lucky also have repeated days, even though they do not remember the past events. For them, they end up running into Vladimir and Estragon on both days. Lucky also suffers similarly to how the two main characters suffer in life. The choice of staying with Pozzo makes Lucky’s life unpleasant. Pozzo treats Lucky like a slave, overworks him, and uses vulgar language towards him. One may wonder why Lucky puts up with this treatment and why he does not just quit. According to Pozzo, Lucky’s existence is based upon pleasing Pozzo, which is Lucky’s meaning in life. He also says that if Lucky were to ever be freed it would make Lucky’s life insignificant. Pozzo would go as far as to say, â€Å"old dogs have more dignity† (31.) Most people would not find Lucky’s situation lucky at all. The fact that his name is Lucky and his state of existence is so unlucky is ironic. Beckett uses this irony in a dark, humorous way while also conveying his message that one should let the actions taken in life stem from a conscious choice of one’s own rather than blindly following others. 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