Sea Level Rise Crisis Research Paper Example | Topics and Well Written Essays - 1250 words

Sea Level Rise Crisis - Research Paper Example Global warming has given rise to the climate changes which is one of the most addressed global problems. Millions of people are getting influenced with the variations in the climate conditions which have affected the lifestyle of many individuals all over the world. Thanks to the introduction of the new technologies and the greater energy efficiency methods which have given birth to problems such as green houses gases affects, one of the many reasons behind the climate changes. â€Å"Over the last hundred years, the earth’s average temperature has increased by three quarters of a degree centigrade (1.3 F) this seemingly minor change may strike some people as inconsequential. However if global warming adjusts just another 4 C (7F) or so to the atmospheric temperature, both Greenland and Antarctica can be on their way to meltdown† (Jerry 2008.) The extreme changes in the climate conditions couple with the green house gases emission will cause the glaciers to melt, which w ill as a result cause the sea water to heat and will expand thermally. One of the biggest threat imposed by global warming to the world is that of the rising sea levels, for which the consequences are going to be catastrophic. As discussed above, the expansion of the sea water causes the sea level to increase, because the water warms up due to the constantly changing climatic conditions. Rate of change in the sea level from the year 1870-2000 was 1.70 mm whereas in comparison to this figure the rate of change in the sea level from 1993 to 2012 is 3.12 mm. (NASA 2012) As per the recent reports, one of the massive ice shelves of Antarctica are also decreasing because of the warm water that resides below the ice shelves. Due to the shrinkage of the ice levels, the sea water level will start rising at a much faster rate than what the scientists have been predicting so far. The western chunk of Antarctica is losing 23 feet of its floating ice sheet each year. (Mail Online 2012) However a fter intense research, the scientists have been able to conclude that the rise in the sea level is directly associated with the thermal expansion, which is the water of the ocean getting warm causes it to expand. Secondly, the change in the sea level can also be associated with the land based ice which is melting at a rapid speed due to global warming and the emission of the green house gases. Since most of the stored water on land is found in the form of glaciers and ice sheets, this means that melt down of these forms will directly result in the sea level increment. Rising sea level is a justification or rather a proof that the world today faces a threat from the anthropogenic (human based) warming contributions, which in the late 20th century has caused the sea level to rise to new levels. The contribution to the rising levels is associated with Greenland, Antarctica, and the melt down of other important ice sheets and glaciers. The effects of the constant changes in the climate conditions and then the rising sea levels can have devastating effects on the human kind. As per the increases which have been mentioned above, it is also been shared that with respect to these changes, there will be a vast number of influences on the coastal systems. Coast erosion, changes in the quality of the water, high storm flooding are few of the many effects that this rise will bring along with itself. There will also be changes in the surface water quality which will result in the monetary losses as well as non monetary

Support for High-Definition IP Cameras Assignment

Support for High-Definition IP Cameras - Assignment Example Another core advantage of the camera is the fact that it uses the Ethernet cable as the core suppliers of power, thus fitting the university requirements (PoE). It is applicable both in the indoor and outdoor settings. It has a 360o span of view, equipped with the rotating camera, thus making it possible for strategic positioning within the school halls, cafeteria, pavements and other areas that require adequate surveillance. It has HDTV options, providing high quality full HD images and videos, which is excellent for adequate surveillance. The organization should purchase up to 200 cameras, the same as the one prescribed above, which will be linked to one network, but will be segmented into individual units, with each having its own identity, through the use of its IP address, though they will all be managed by one administrator, which will constitute of the organization’s server, and a minor technology department that will be developed by the institution specifically for surveillance. These cameras will be operated with their location. For instance, the engineering school section of camera will all be operated by one person, though anyone within the surveillance office, or registered in the security management website, which will also be developed alongside the department, can access them from home or anywhere using the internet. The network management will decide on where the views can be accessed by the students within the school network and premises or if they will not have any security clearance to access any of the cameras. The cameras will all be positioned in areas where they cannot offer conflicting views, through the use of different angles of view, to prevent redundancy and duplication of images, view or videos. This will also prevent blind spots within the view. With these cameras being connected to computers, the storage uplink is definitely certified. The cameras also have temporary storage more than 1 GB. With

Age of Iron by J.M. Coetzee Essay Example for Free

Age of Iron by J.M. Coetzee Essay The extract from the prose Age of Iron written by J.M. Coetzee is about the depiction of different generations conflicting with one another. This extract is set up as an old wise woman a one-way conversation during the 1990s. This extract illustrates the young boy being forced in listening to the old wise womans opinion about the cons of the apartheid, more specifically being the war. Throughout the prose, the young boy refuses to listen to the voice of authority and shows the old wise woman that with stubbornness and self-determination, young children do not accept what they are told from authority. With the portrayal of the two generations conflicting, the extract suggests that the immense amount of influence of authority can play a major role on younger generations leading them to choose the wrong path. This prose is shown as a one-way conversation and is during the time period of the 1990s which is also known as the South African Apartheid. With the Apartheid regime, the tone of the extract is in a depressed mood because of their struggle to freedom. The old wise womans opinions are demonstrated through her stream of consciousness and moves from quick dialogue with the young boy to descriptions showing the vivid imagery of the war. The depressed plot of this extract shows the social activism of the younger generation and the minorities in South Africa fighting for their own rights. The old womans advice is however being ignored from the young boy who refuses; due to his stubbornness and goes onto the wrong path putting himself into great danger. The setting of this prose most likely takes place in the old womans house because of the depiction that the old woman do[esnt] have bandages in the house. This shows that the young boy illustrates the dramatic beginning by making splashing noises indicating that it was rainy day outside and he needed to go inside somewhere dry. Since the young boy went inside the old womans house without knocking, this shows that there is a family connection between the old woman and the boy however not a strong connection because of the one-way dialogue throughout the prose. However, they do have family connection where the boy visits often because she notices the bandage [is] off and with surprise [she] noticed that the stitches were still in. This line depicts that she cares for the boy and that there is a family connection between the two characters because of the connection of the boy being able to go into her house and the fact that he has visited before with a bandage on. The prose then continues into short dialogue, demonstrating that the narrator is represented as a motherly figure because of the tone of caring in the dialogue such as when did you leave the hospital and you must keep that cut covered, otherwise it will get infected The protagonist in this prose is represented as a mother figure because of the consecutive questions she asks the boy about his cut and exaggerates that it will leave a memento on his forehead for the rest of his life. The protagonist is shown as a hen that loses its chicks because in the prose, the young boy that steps into the protagonists house isnt blood-related to the old woman however, this line depicts that the old woman will still treat him as her own son because of the theme nature vs. nurture. The old woman also recommends to the young boy to go [see] a doctor soon, or a clinic to have the stitches taken out. This quotation also initiates the spark of the young boy choosing the wrong path in life, leading him into great danger because he cleverly moves away from the topic by saying that he must rest [his] arm and his head is not sore. By saying this to the old woman, she immediately thinks that he is running away from someone and by being silent, she starts to show her caring and loving for the boy by telling him advice. Since she asked the young boy with care and love if he was running away from someone, and with no reply, the old woman got worried and starts to explain to the young boy again that he is too young for this kind of thing. The old woman starts to tell explain to the young boy that it is not a good thing to die and that even though he is fighting for his own rights during the war, he should be careful because [they are] throwing away [their] lives before [they] know what life can [really] be. It is also indicated in the prose, that she is an old person because she says so herself when she is explaining to the young boy. She also talks about Bheki, her son who died at a young age because he fought in the war however when she explained to the young boy that war isnt a good thing to participate; he didnt understand because he asked after she had explained about the cons of war. The vivid imagery is brought out into that particular paragraph because she illustrates the war as an age of chivalry where men [hack] other men to death. However her strong opinion against the war didnt work on the young boy because he wasnt influenced at all because his desires were very strong about war. In the prose, the young boy has rebelled against the voice of authority (old woman_ by not paying attention to her when she was talking as she explained through dialogue and imagery that war isnt something to be proud about. However, the young boys desire grew and he became more passionate about the war showing that all of the immense influencing she did was a waste of time. Consequently, she gets furious when he asks where is Bheki. This shows that the young boy wasnt paying attention to the old woman and shows that he is also immature. This specific quotation indicates that the young boy isnt mature because he didnt understand her hint when she said that I told Bheki so [Ill] tell you again. This being the turning point of the prose, the old woman changes her voice of tone from soft and sweet into more of a demanding voice by telling him to sit down. As he follows her orders, she starts to explain that Bheki is actually in a box in a hole with earth heaped on top of him. She says this with great pain and as she quickly brushes that off her shoulders, she then changes her way of explaining to the boy into a more childish way. She starts to use basic terms for the young boy to understand as her diction goes from complex to simple. Her voice changes immediately and the old woman start to explain to the boy as if he was a little child who was learning to ride a bike. As the conclusion starts to approach, her mood also becomes more furious because she knows that compassions is the most important thing and pushes that war is a struggle and pain. With her great influence upon the young boy, he threw off [the] talk and chooses the path of war as a sign of discipline. In the prose Age of Iron the influence of authority is shown throughout the prose. With the old woman trying to lure the young boy out from war is not successful as all the young boys listen to discipline and nothing else. However with him refusing the talk which had weighed down the generation of his grandparents and his generation of his parents; he decided to choose the wrong path leading him into a great deal of danger. Even though, the old wise woman knew what she was talking about and had heard about past experiences through memory and sense-perception, her influence upon the boy was very significant however with the two generations conflicting, the immense amount of influence of the old wise woman wasnt successful which lead the young boy in choosing the wrong path.

Chronicle Of Death Foretold, Marquez

Chronicle Of Death Foretold, Marquez In every society, there exist authority figures that are looked upon by their people to provide a stronghold of security and leadership. A competent leader is one who holds interest in the welfare of his people before his own. He concerns himself with defending justice rather than his status and personal interests. In contrast to these ideal are the authority figures portrayed in Gabriel Garcia Marquezs Chronicle of a Death Foretold and Albert Camus The Stranger. With societies constantly looking to authority figures for guidance, Marquez and Camus both utilize the literary devices of satire and irony to depict follies in the actions of the leaders and to criticize their negative influence on the people. Within the novel, Chronicle of Death Foretold, Marquez specifically uses situational irony and satire of the legal system to portray the ineffectual roles of the societys leaders. Marquez commences his novel by illustrating the townspeople engaging in a thorough preparation for the annual arrival of the bishop. The entire town anticipates for his arrival, bearing gifts and animals. Ironically, however, the bishop exhibits a great amount of apathy toward the people in this town. The author illustrates the scene of the blessing as a fleeting illusion with the bishop making the sign of the cross in the air opposite the crowd on the pierà ¢Ã¢â€š ¬Ã‚ ¦ doing it mechanically [and] without malice or inspiration. (Marquez, 17). It is apparent the bishop simply went through the required motions necessitated to form this physical act, showing minimal-or if any-devotion. As the highest leader of the church, many would agree that it is Bishops responsibility to uphold the intrinsic values of hi s faith teachings. Forgiveness, acceptance, and love are all commonly accepted Christian values. However, its ironic that the bishops blessing completely contradicts such Christian ideals. The bishops attitude toward his own people displays little acceptance or religious devotion. Through the authors description of this involuntary action, the bishop is portrayed as a dispassionate and apathetic character. This very apathetic nature clearly exposes his spiritual faà §ade. Like a child abandoned by the parents, this society is left without much structure or guidance. Without this principled guidance, the society will eventually come to reflect its leader. Therefore, it is not surprising how social apathy comes to be one of the central causes behind the death of Santiago Nasar. Furthermore, Marquez effectively employs the use of satire on the legal system to further elicit the follies of authority figures. During the trial of Santiagos murderers, the Vicario Twins, the narrator recou nts, The lawyer stood by the thesis of homicide in legitimate defense of honor, which was upheld by the court in good faith (48). Here, the legal system is clearly satirized as the two brothers are found innocent at their trial, despite committing a flagitious murder. Legal authorities within the court of law are looked upon to conduct trials in an objective and rational manner. However, this is not the case with the trial. The courts view of reality has become tainted by the high values and reverence that has been placed upon tradition and honor. Marquez criticizes how authority figures from the court places more emphasis on defending societal values such as honor over defending the possible innocence of a man. In turn, people of the town come to approve a crime such as murder if it in is the name of honor because that is what is being condoned in the court of justice. Similar to the way Marquez exposes the folly in the actions of the legal authorities, Camus narration in The Stranger also exposes follies in the actions of the magistrate and judge as seen through the satire on religion and the use of verbal irony. In a particular instance during one of the interviews, the magistrate begins communicating to Meursault about his faith in God. He then begins waving his crucifix almost directly over [Meursaults] head, (Camus, 68) in the hopes of inciting a sense of repentance in Meursault. However, when it is apparent that Meursault is still unaffected, the magistrate becomes enraged and thrusts the crucifix in [Meursaults] face and was screaming irrationally (69). Through such a reaction, it is evident how the rational faà §ade of the magistrate can easily be shattered just like the spiritual faà §ade of the bishop in Chronicle of a Death Foretold. Likewise, just as how Marquez draws attention to the bishops selfishness, Camus also effectively gives way to the selfish nature of the magistrate. Instead of inquiring Meursault about his motives or reasons for his crime like any ration and dignified legal authority should do, the magistrate strives to assert his faith onto others. Yet, even his intentions to do so are flawed, because just like the bishop, the magistrate does not exemplify or teach any true Christian values. He wields the crucifix as a source of power, expecting every criminal to weep at its sight as they have all done in the past. In doing so, the magistrate utilizes the crucifix as a way to reassure himself on the truth of his beliefs, not to bring others close to the faith. This manifestation of the magistrates selfish desires exemplifies how religion is satirized in Camus work. Through the actions of the magistrate, Camus shows how society exploits faith as a defense to avoid taking responsibility for their lives. Instead of using religious faith to find inner peace, the people in the society are taught by autho rity figures, like the magistrate, to use religion for self interest. Later on in the novel, Camus uses verbal irony to convey the follies of yet another legal authority, the judge. Right before the commencement of Meursaults trial, he states, According to [the judge], he was there to conduct in an impartial manner the proceedings of a case which he would consider objectively and that the case will be handled in the spirit of justice (86). The very fact that judge vowed to been entirely impartial is highly unbelievable, especially with a case concerning a murder. The folly to examine here is the fact that everyone has their own prejudices which, undeniably includes the judge. In The Stranger, it is apparent as to how Meursaults disbelief in God and his indifference to the world deeply disturbs society. Society, however, cannot handle to have strangers or outsiders who live by other rules. It demands obedience, and nothing less. In the end, Meursault is condemned to a brutal fate not because of the crime he committed, but the fact that he cannot submit to such societal expectations. Meursaults fate has already been determined even before the trial begins. Nothing about his trial is viewed, argued about, or judged in unbiased expression. As a result, his sentence will not save him any justice either, emphasizing the irony in the words of the judge. In essence, the judge is not present to administer justice but to obliterate those outside of the accepted conformity. Camus uses this fact to criticize how society has the inclination to follow the face-value standards provided by higher authorities.

A Universe in a Pizza Box :: College Admissions Essay

A Universe in a Pizza Box In one corner of our yard, just to the right of the trash cans and behind an aging fence, there is a stack of several pizza boxes, or at least there was one until last Sunday. These pizza boxes had accumulated almost mysteriously over some weeks in a very neat stack in the dirt beside the garbage cans. They waited patiently to be put out by the curb for the Tuesday morning recycling truck. Somehow though, while the neighboring trash cans moved in and out from the curb, and various loads of glass bottles and aluminum passed through this depot, the pizza boxes remained in the dirt, alone and forgotten. The rains came and softened up the cardboard, the stack sagged in the middle, and was again stiffened by the sun. Something amazing began to happen. It was only after trying to throw out these old boxes in a fit of neatness, that I discovered the miracle that had taken place. I found when I pulled back the first layer, not just soggy cardboard, but a miniature ecosystem teeming with life. A herd of slugs meandered over the plain that read â€Å"Woodstock’s† in faded brown lettering. Suddenly exposed to light, a giant earthworm the width of my small finger writhed in the damp center. Flocks of isopod-like pill bugs dove for the corners and dodged around gleaming piles of earthworm eggs. Dashing about madly, a beetle and a confused, many-legged creature searched for a hiding place. I watched the churning scene in amazement, marveling at the microcosm that these pizza boxes had become. I couldn’t bring myself to simply toss this wealth of life in a garbage can, yet the soggy pile shouldn’t sit in the yard any longer. There were only two individuals around that would appreciate this treasure more than I, and who could actually benefit from it too. A few minutes later I watched in satisfaction as my chickens, like two stately ladies, sampled the smorgasboard I offered. This is why I study zoology, I thought, for the enjoyment of just watching life act out its strange and comedic drama. Earlier, while musing about how I came to study the animal world, I had wished I could tell of some cataclysmic event—a revelation or burning bush—that had told me that this should be my path.

a russian way :: Free Essay Writer

In 1890 there was the Triple Alliance which was an agreement among Germany, Austria-Hungary and Italy to help each other under certain circumstances. The Germans also had a secret Re-Insurance Treaty with Russia to ensure that they never had to fight a war on two fronts. Neither France nor Britain were members of these agreements. In 1893 the Germans refused to renew the Re-Insurance Treaty with Russia, preferring closer links with Austria-Hungary. In 1894 Russia and France came together in an alliance backed up by financial, industrial and military help. Germany now found herself surrounded by potential enemies and having to face the real possibility of fighting a war on two fronts. Faced with this threat the German General Staff began to plan for a war against both France and Russia and this eventually became the Schlieffen Plan with its emphasis on speed and the need to invade neutral Belgium. France and Germany were bitter enemies because of France's defeat in the war of 1870-71 and the resulting loss of Alsace and Lorraine to Germany. Their bitterness was worsened by the actual defeat of 1870, the Siege of Paris and the German march down the Champs Elysee. Britain was isolated in 1890. She had no allies or even friends on the continent. She had quarrelled with France over colonies in Africa and with Russia over a possible Russian threat to Persia and India. The Boer War of 1899-1902 showed how dangerous it was for Britain to have to friends on the continent. The Germans refused to sign an agreement with Britain and so Britain settled her differences with France in the Entente Cordiale of 1904 This agreement was not an alliance but simply an agreement not to quarrel any more about colonies in Africa and North America but growing tension with Germany especially after two crises in Morocco in 1905 and 1911 led to a secret military agreement in 1909 and a secret military agreement in 1912. These agreements which were only known to very few senior members of the government committed Britain to sending an army to France (BEF) in the event of war with Germany and after 1912 the Royal Navy agreed to defend Calais and the other French Channel ports from a German attack. In 1906 the new British super battleship, HMS Dreadnought, was launched. This had more and bigger guns than any other ship in the world and it was faster and better armoured as well.

Analysis of Hamlet Act II.2 Essay

Act 2, Scene 2 is an important scene for the audience’s impressions of Hamlet, as it is the first time we can see the â€Å"antic disposition† of which he has previously spoken. He enters the scene on page 50, and immediately enters into conversation with Polonius. We can see that the act of his madness relies upon rhetoric devices such as puns and double meanings, which are deliberately intended to confuse. On page 51, for example, when Polonius asks him what matter he reads, he replies: HAMLET: Between who? In this, Hamlet is playing on the double meaning of the word â€Å"matter†- although Polonius intends it to mean his reading matter, Hamlet knows it could also mean personal matters, and picks the wrong interpretation, intending Polonius to think that his mental instability is such that he cannot follow the conversation. Although there are these occasions upon which Hamlet seems to be truly mad, the audience can see that he is being rather clever in constructing his act. When Polonius clarifies the meaning of the word â€Å"matter† which he intended, Hamlet responds with a thinly veiled attack on him: HAMLET: The satirical rogue says here that old men have grey beards, (†¦ ) and that they have a plentiful lack of wit. Here, Hamlet pretends to discuss the â€Å"slanders† of which he reads, but the audience can see that he is commenting on Polonius as an old man. By mentioning the â€Å"plentiful lack of wit†, he recognises how obvious Polonius’ motives are in conversing with him, and attacking his methods. Although Polonius does not pick up on this, he does see that there is more to the â€Å"madness† of Hamlet than is seen, commenting â€Å"there is method in’t. † While Hamlet’s act here seems rather convincing, as soon as Rosencrantz and Guildenstern enter his madness begins to slip. His conversation with the two is coherent, as he directly questions them to see how honest they are. For example, on pages 53-54: HAMLET:Were you not sent for? Is it your own inclining? Is it a free visitation? This short, direct questioning shows his cynicism of the two- he knows that they did not come of their own free will, and is simply testing them to prove their honesty. When they are hesitant to answer, he decides they have not passed his test, and afterwards treats them with a contempt or disregard. This wariness in his personality will become important later in the scene when he contrives a means of testing Claudius. Furthermore, the coherency with which he asks these questions show the sanity underlying his act of madness. Hamlet himself recognises this, when on page 57 he comments â€Å"I am but mad north-north-west. â€Å", implying that although there are times when he acts with seeming insanity, he is also capable of coherent conversation. This also emphasises to the audience that what they see is simply an act, and underneath the madness there is a young man obsessed with avenging the death of his father. Although his mood during this first part of the conversation is that of anger and mistrust towards his two friends, there is an abrupt change in his speech and actions when the players are mentioned to him. In fact, his speech becomes uplifted and he appears to be genuinely excited about the upcoming play. For example, on page 55: HAMLET: He that plays the king shall be welcome- his majesty shall have tribute of me. This is rather ironic- while he shall welcome the actor who plays the king, in reality it is a king who is the source of all his problems. This shows Hamlet’s love for actors in that while very few people in his life are trustworthy and it is hard to distinguish their actions from the meanings behind them, one can be certain that the actors will be acting. After this, he then goes on to list the many characters who appear in a play, explaining what they shall do and how he shall enjoy it- â€Å"the lover shall not sigh gratis†. This also shows that he is knowledgable on the matter of the theatre, as he is acquainted with the many parts which are played. It also shows his excitement, as he speaks more a long time on the matter. His speech is not organised into short, direct questioning as before, but instead he speaks in longer, freer sentences. This change in syntax clearly shows his mood- whereas before his short sentences showed doubt and mistrustfulness, these longer sentences show that he is what he is saying is exactly what he thinks- in contrast to the earlier part of the conversation, he now clearly seems to be relishing and enjoying the words as he says them. This is the first time that the audience is made aware of Hamlet’s love of drama, which is an important part of his personality and will become vital later on in the scene, when the audience is made aware of his plans. It also explains how, when faced with the dilemma of how he should react to the news of the ghost, his immediate reaction is to put on an act. At the end of the scene, Hamlet is left alone and speaks his second soliloquy of the play. As is typical of Shakespearean dramas, soliloquies are used to give the audience an insight into the character’s innermost thoughts and feelings without worrying about the opinions and reactions of other characters towards them. The speech is organised into three main parts: the first, a comment on the player he has just seen perform, followed by a self-critical analysis, before he goes on to explain his plan of action. He begins by speaking about the player, who has put such great emotion into his performances that he weeps during them. Hamlet contrasts this with the state of emotional turmoil in which he resides, although he is not allowed to show it externally. During the soloiloquy, Shakepeare uses several rhetoric devices to communicate this distress to the audience- for example, the frequent use of exclamation marks, which suggest a passion behind his speech. By line 568, he uses a great deal of rhetorical questions: HAMLET: Am I a coward? Who calls me villain? Breaks my pate across? These questions serve to increase his anger, and as he says them his speech becomes increasingly passionate. At this point, he is talking about himself- by saying â€Å"Who calls me villain? † he is opening up to criticism from others, but then swiftly moves on to speak about himself. HAMLET: But I am pigeon-livered and lack gall During this section of the soliloquy, Hamlet reveals his attitude to the revenge which he has sworn to take. He shows the audience his conflicting feelings- on one hand, we can see that he feels he is cowardly for not having acted sooner. This shows a contrast between what he feels he should be and what he actually is, which is further reinforced when he explains â€Å"ere this/I should ha’ fatted all the region kites/ With this slave’s offal. † This shows that he feels that he should have taken revenge by now in order to remain true to his dead father, and yet he is reluctant to act too quickly. To add to this feeling, he has just ben watching the players speak of Pyrrhus, who was a man of revenge and action- what Hamlet feels he should be. He is also clearly filled with loathing towards his uncle- at one point referring to him as: HAMLET: Remorseless, treacherous, lecherous, kindless villain! This list of negative adjectives very clearly show the audience how passionate he is upon this issue. By this point, his extreme hatred of Claudius is obvious, and by describing him in this way Hamlet is only working himself into greater fits of passion and determination to act upon the situation. However, Hamlet is not, like his father, a man of war and fighting, but instead rather more cunning in his revenge- in this respect, he could almost be described as like Claudius. He realises that passion is not the way to solve his problems, saying on page 63: HAMLET: About, my brains. This signifies a change in his thoughts- whereas before he was speaking with passion and anger, he has now regained some control over his emotions and can speak with a greater coherency. It shows his belief that, in order to exact his vengance most effectively, he will need to remain calm and collected while thinking about it. As revenge is clearly the most urgent matter on his mind at this tiime, then, there is a need for him to think carefully, and by saying â€Å"About, my brains. † he is recognising this. It is at this point in the scene that the cynical facet of Hamlet’s personality comes back into importance- we can see that he needs evidence before he acts, as he declares towards the end of page 63: HAMLET: I’ll have grounds more relative than this. To the audience, this is further reinforcement of his suspicious nature- rather than simply take revenge without thought, he must first devise a plan to test the truth of the ghost’s words. This in in keeping with what we have been told of his past- namely, that he is a scholar from Wittenberg, which at the time was one of the most prestigious universities in Europe. Therefore, his questioning nature is in keeping with this- for, being educated, he is less likely simply to accept what others tell him wthout proof. We see this during his â€Å"testing† of the motives of Rosencrantz and Guildenstern earlier on in the scene, but only now does it begin to relate directly to the central plot. This concludes Act 2:2, during which Hamlet as a character has greatly developed. We see his plans begin to come together, as he feigns the â€Å"antic disposition† which was spoken of in previous scenes. The audience also begins to see his character develop, as we are introduced to such elements of his personality as his love for drama and his cynicism, all of which fashion the style which revenge will take, and ultimately guide the play to its inevitable ending.