ENG125: Introduction to Literature
Types of Conflicts Found in Literature
Below is a list of possible conflicts found in literature. Select each conflict to learn more. To help you
better understand each conflict and how it might be apparent, examples from popular culture have been
provided. Please also note that it is possible for a text to have more than one conflict at work. The
repeated references to conflicts in The Simpsons provide further context on how multiple conflicts might
be present in a single work. Other examples of conflict are also provided.
Click on each type of conflict to learn more.
Individual versus Individual
Individual versus Nature
Individual versus Society
Individual versus Technology
Individual versus Self
Individual versus Individual (Kahn vs. Captain Kirk, Tom vs. Jerry) Return
Example: Homer Simpson’s profound dislike of Ned Flanders in The Simpsons is
unavoidably obvious. The two men are as different as night and day. Though Ned Flanders
seems unaware that he is Homer Simpson’s antagonist, to everyone who watches, it is
obvious that Ned plays this role.
Example: One of the funniest movies about individuals opposing each other is called The
Ref, where a cat burglar gets caught in a house with a warring husband and wife. Other
members of this dysfunctional family also add to the conflict. View The Ref (1994) fan
trailer or explore the film on the Internet Movie Database (IMDB).
http://www.youtube.com/watch?v=_26ROmuSyTQ&feature=youtu.be
http://www.youtube.com/watch?v=_26ROmuSyTQ&feature=youtu.be
http://www.imdb.com/title/tt0110955/
ENG125: Introduction to Literature
Individual versus Nature Return
Example: One of the first episodes of The Simpsons features a hilarious scenario in which
Homer takes the family camping in the woods. Things end disastrously for Homer and Bart,
while Marge, Lisa, and Maggie successfully brave the wild. This episode has an interesting
underlying argument at work about the relationship between humans today and nature.
Example: Several books and movies show mountain climbers daring to scale the most
formidable and highest mountains on earth where they face extremely difficult climates and
terrain. These accounts are usually full of adventure, action, and hardship. Here is an
example of human versus mountain in the video Touching the Void Atheism. You may also
explore the article “Mt. Everest: Why do people keep climbing it?”
Example: Many horror films feature scary and dangerous animals. One of the most popular
movies of all time is Alfred Hitchcock’s The Birds. Watch Crows Attack the Students - The
Birds (6/11) Movie CLIP (1963) HD.
Example: One of the most famous American novels, Moby Dick, features Captain Ahab
determined to kill the large white whale that took his leg.
Individual versus Society (V for Vendetta, Adventures of Huckleberry Finn, 1984) Return
...
ENG125 Introduction to Literature List of Literary T.docxSALU18
ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
First-person point of view
Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or pl ...
The Simpsons, Hyper-Irony, and the Meaning of LifeBy Carl Mathes.docxjoshua2345678
The Simpsons, Hyper-Irony, and the Meaning of Life
By Carl Matheson
From “The Simpsons and Philosophy: The D'oh! of Homer” by Open Court Publishing.
Disaffected youth #1: Here comes that cannonball guy. He's cool.
Disaffected youth #2: Are you being sarcastic, dude?
Disaffected youth #1: I don't even know anymore.
("Homerpalooza," season seven)
What separates the comedies that were shown on television fifty, forty, or even twenty five years ago from those of today? First, we may notice technological differences, the difference between black and white and color, the difference between film stock (or even kinescope) and video. Then there are the numerous social differences. For instance, the myth of the universal traditional two-parent family is not as secure as it was in the fifties and sixties, and the comedies of the different eras reflect changes in its status � although even early comedies of the widow/widower happy fifties, sixties and seventies were full of non-traditional families, such as are found in The Partridge Family, The Ghost and Mrs. Muir, Julia, The Jerry van Dyke Show, Family Affair, The Courtship of Eddie's Father, The Andy Griffith Show, The Brady Bunch, Bachelor Father, and My Little Margie. Also, one may note the ways in which issues such as race have received different treatments over the decades.
But, I would like to concentrate on a deeper transformation: today's comedies, at least most of them, are funny in different ways from those of decades past. In both texture and substance the comedy of The Simpsons and Seinfeld is worlds apart from the comedy of Leave it to Beaver and The Jack Benny Show, and is even vastly different from much more recent comedies, such as Mash and Maude. First, today's comedies tend to be highly quotational: many of today's comedies essentially depend on the device of referring to or quoting other works of popular culture. Second, they are hyper-ironic: the flavor of humor offered by today's comedies is colder, based less on a shared sense of humanity than on a sense of world-weary cleverer-than-thou-ness. In this essay I would like to explore the way in which The Simpsons uses both quotationalism and hyper-ironism and relate these devices to currents in the contemporary history of ideas.
Quotationalism
Television comedy has never completely foregone the pleasure of using pop culture as a straight-man. However, early instances of quotation tended to be opportunistic; they did not comprise the substance of the genre. Hence, in sketch comedy, one would find occasional references to popular culture in Wayne and Shuster and Johnny Carson, but these references were really treated as just one more source of material. The roots of quotationalism as a main source of material can be found in the early seventies with the two visionary comedies, Mary Hartman Mary Hartman, which lampooned soap eras by being an ongoing soap opera, and Fernwood 2Night, which, as a small-budget talk show, took on small-bud.
ENG125 Introduction to Literature List of Literary T.docxSALU18
ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
First-person point of view
Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or pl ...
The Simpsons, Hyper-Irony, and the Meaning of LifeBy Carl Mathes.docxjoshua2345678
The Simpsons, Hyper-Irony, and the Meaning of Life
By Carl Matheson
From “The Simpsons and Philosophy: The D'oh! of Homer” by Open Court Publishing.
Disaffected youth #1: Here comes that cannonball guy. He's cool.
Disaffected youth #2: Are you being sarcastic, dude?
Disaffected youth #1: I don't even know anymore.
("Homerpalooza," season seven)
What separates the comedies that were shown on television fifty, forty, or even twenty five years ago from those of today? First, we may notice technological differences, the difference between black and white and color, the difference between film stock (or even kinescope) and video. Then there are the numerous social differences. For instance, the myth of the universal traditional two-parent family is not as secure as it was in the fifties and sixties, and the comedies of the different eras reflect changes in its status � although even early comedies of the widow/widower happy fifties, sixties and seventies were full of non-traditional families, such as are found in The Partridge Family, The Ghost and Mrs. Muir, Julia, The Jerry van Dyke Show, Family Affair, The Courtship of Eddie's Father, The Andy Griffith Show, The Brady Bunch, Bachelor Father, and My Little Margie. Also, one may note the ways in which issues such as race have received different treatments over the decades.
But, I would like to concentrate on a deeper transformation: today's comedies, at least most of them, are funny in different ways from those of decades past. In both texture and substance the comedy of The Simpsons and Seinfeld is worlds apart from the comedy of Leave it to Beaver and The Jack Benny Show, and is even vastly different from much more recent comedies, such as Mash and Maude. First, today's comedies tend to be highly quotational: many of today's comedies essentially depend on the device of referring to or quoting other works of popular culture. Second, they are hyper-ironic: the flavor of humor offered by today's comedies is colder, based less on a shared sense of humanity than on a sense of world-weary cleverer-than-thou-ness. In this essay I would like to explore the way in which The Simpsons uses both quotationalism and hyper-ironism and relate these devices to currents in the contemporary history of ideas.
Quotationalism
Television comedy has never completely foregone the pleasure of using pop culture as a straight-man. However, early instances of quotation tended to be opportunistic; they did not comprise the substance of the genre. Hence, in sketch comedy, one would find occasional references to popular culture in Wayne and Shuster and Johnny Carson, but these references were really treated as just one more source of material. The roots of quotationalism as a main source of material can be found in the early seventies with the two visionary comedies, Mary Hartman Mary Hartman, which lampooned soap eras by being an ongoing soap opera, and Fernwood 2Night, which, as a small-budget talk show, took on small-bud.
Saahitya Science Fiction and Fantasy Quiz 2017 - PrelimsVishal Katariya
These are the prelims of the Science Fiction and Fantasy Quiz conducted as part of Saahitya 2017 at IIT Madras. The quiz was done by Nithin Ramesan, Aditya YVV and Vishal Katariya.
ABSURD DRAMA CONVERSATION, Respond to 6 posts IN RELEVANT 5-7 SENT.docxransayo
ABSURD DRAMA CONVERSATION, Respond to 6 posts IN RELEVANT 5-7 SENTENCES each? Please notate each numerical REMARK with matching numerical RESPONSES? Use quotations when necessary?
Modern English Literature
· Absurd DramaOC15 RESPONd to this quote #1
Absurd drama is defined by works of drama created during the modern era. It is known as absurd because of how boldly it strays away from traditional ideals. Samuel Beckett's Waiting for Godot is a play well-known for being apart of the "Theatre of the Absurd". Waiting for Godot is a great example of absurd drama because every element of the play is strange and abnormal. The homelessness and disillusionment is expressed in all aspects of the play; the setting, language, characters, etc. Dictionary.com defines absurd as unreasonable, illogical, and inappropriate. Modern literature expresses a theme of absurdness of culture. Normalcy is no longer a thing and the elements of modernism consists of something disturbing. In Harold Pinter's The Homecoming is absurd because it exposes dysfunction within the household. It is also absurd to think that the pure and innocent house wife could be a sexually pleasing mistress to many men; nevertheless, make her own money doing so.
The absurd element of modern literature is not only expressed through drama. It is also expressed through poetry. In Dulce et Decorum Est, William Yeats expresses absurdness by poetically confronting the ugly truths about war. He completely goes against the fantasized manifest destiny perspective and uses figurative language to convey a negative image of war; "coughing like hags", "drunk with fatigue", "helpless sight", gargling from the froth-corrupted lungs". Yeats paints a picture of the modern society to expose the absurdness of the fantasy of war.
· Absurd dramaCL13 Respond to this quote #2
Absurd drama was mostly written in the 1950's and 1960's. The term was first defined as the human situation as basically meaningless and absurd. Whereas traditional theatre attempts to create a photographic representation of life as we see it, the Theatre of the Absurd aims to create a ritual-like, mythological, archetypal, allegorical vision, closely related to the world of dreams. The focal point of these dreams is often man's fundamental bewilderment and confusion, stemming from the fact that he has no answers to the basic existential questions: why we are alive, why we have to die, why there is injustice and suffering. Waiting for Godot is a great example of this because it embodies so many elements that are included in the definition or characteristics of of an Absurd drama.
· Central Themes in Modern Literature CJ12 Respond to this quote #3
Modern Literature can be best described as being in direct contrast with traditional culture. In Literature, this is displayed in unreliable narrators, non-linear time, a stream of consciousness style, and an overwhelming amount of irony and satire.
· Cen.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American Women and Healthcare
I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me.
.
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Saahitya Science Fiction and Fantasy Quiz 2017 - PrelimsVishal Katariya
These are the prelims of the Science Fiction and Fantasy Quiz conducted as part of Saahitya 2017 at IIT Madras. The quiz was done by Nithin Ramesan, Aditya YVV and Vishal Katariya.
ABSURD DRAMA CONVERSATION, Respond to 6 posts IN RELEVANT 5-7 SENT.docxransayo
ABSURD DRAMA CONVERSATION, Respond to 6 posts IN RELEVANT 5-7 SENTENCES each? Please notate each numerical REMARK with matching numerical RESPONSES? Use quotations when necessary?
Modern English Literature
· Absurd DramaOC15 RESPONd to this quote #1
Absurd drama is defined by works of drama created during the modern era. It is known as absurd because of how boldly it strays away from traditional ideals. Samuel Beckett's Waiting for Godot is a play well-known for being apart of the "Theatre of the Absurd". Waiting for Godot is a great example of absurd drama because every element of the play is strange and abnormal. The homelessness and disillusionment is expressed in all aspects of the play; the setting, language, characters, etc. Dictionary.com defines absurd as unreasonable, illogical, and inappropriate. Modern literature expresses a theme of absurdness of culture. Normalcy is no longer a thing and the elements of modernism consists of something disturbing. In Harold Pinter's The Homecoming is absurd because it exposes dysfunction within the household. It is also absurd to think that the pure and innocent house wife could be a sexually pleasing mistress to many men; nevertheless, make her own money doing so.
The absurd element of modern literature is not only expressed through drama. It is also expressed through poetry. In Dulce et Decorum Est, William Yeats expresses absurdness by poetically confronting the ugly truths about war. He completely goes against the fantasized manifest destiny perspective and uses figurative language to convey a negative image of war; "coughing like hags", "drunk with fatigue", "helpless sight", gargling from the froth-corrupted lungs". Yeats paints a picture of the modern society to expose the absurdness of the fantasy of war.
· Absurd dramaCL13 Respond to this quote #2
Absurd drama was mostly written in the 1950's and 1960's. The term was first defined as the human situation as basically meaningless and absurd. Whereas traditional theatre attempts to create a photographic representation of life as we see it, the Theatre of the Absurd aims to create a ritual-like, mythological, archetypal, allegorical vision, closely related to the world of dreams. The focal point of these dreams is often man's fundamental bewilderment and confusion, stemming from the fact that he has no answers to the basic existential questions: why we are alive, why we have to die, why there is injustice and suffering. Waiting for Godot is a great example of this because it embodies so many elements that are included in the definition or characteristics of of an Absurd drama.
· Central Themes in Modern Literature CJ12 Respond to this quote #3
Modern Literature can be best described as being in direct contrast with traditional culture. In Literature, this is displayed in unreliable narrators, non-linear time, a stream of consciousness style, and an overwhelming amount of irony and satire.
· Cen.
Similar to ENG125 Introduction to Literature Types of Conflicts.docx (17)
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American Women and Healthcare
I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me.
.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
Advertising Campaign Management
Part 3
Jennifer Sundstrom-Fitzgerald
1
Learning Objectives
Analyze advertising campaign parameters
Identify how a creative brief facilitates effective advertising
Describe the implications of advertising management in the global arena
2
Advertising Campaign Parameters
Advertising goals
Media selection
Tagline
Consistency
Positioning
Campaign duration
Effective advertising campaigns require careful planning and attention to specific parameters including Advertising goals, media selection, tagline, consistency, positioning and campaign duration. We will review each parameter beginning with goals.
3
Advertising Goals
A primary goal of advertising is to build brand awareness among existing and new customers. The creative should inform and persuade them to make purchases and build brand loyalty.
4
Build brand awareness
Inform, persuade, support marketing efforts
Encourage purchase decisions
Building Brand Awareness
Successful brands possess two characteristics. Top-of-mind are brands a consumer mentions first when asked about brands in a particular product category – these are brands in our Evoked Set. Top choice is the brand within a product category that consumers prefer the most. So top choice requires top-of-mind. Brand equity, which is the level of brand strength perceived by consumers, leads to top-of-mind and top choice brands.
This is also applicable on the B2B side when business people are faced with modified rebuy situations. A common dilemma I had was for every Fox Graduation Ceremony, there are three per year, and the need for graduation program booklets. There was a printer who I always wanted to hire because I enjoyed working with them, they always had fair prices and delivered high-quality programs in a timely manner. However, due to non-profit regulations, I had to bid the job to at least three vendors. So my top-of-mind, first choice brand was always included but I had to add two other vendors as well. Tell story about Bill DeVece and misspelled student names and how wonderful he was in fixing these issues.
5
Brand image begins with awareness
Consumers recognize the brand
Brand equity leads to top-of-mind and top choice
B2B important in modified rebuy situations
Building Brand Awareness
Successful brands possess:
Top-of-mind
Top choice
The 10 Most Valuable Brands in the World per 2018 study
Coca Cola brand is a good example of a brand with these characteristics. Here is a recent list of a top 10 most valuable and recognized list of global brands. (click link)
6
Goal to Persuade
Dare to be Devoted Campaign
Every Kiss Begins with Kay Campaign
Another common goal of advertising is to persuade consumers that a particular brand is superior to others and should be their top choice. Both of these brands, owned by the same parent company (Signet), do extensive advertising, but only Kay Jewelers has successfully used the same slogan, “Every Kiss Begins w.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
ENG125 Introduction to Literature Types of Conflicts.docx
1. ENG125: Introduction to Literature
Types of Conflicts Found in Literature
Below is a list of possible conflicts found in literature. Select
each conflict to learn more. To help you
better understand each conflict and how it might be apparent,
examples from popular culture have been
provided. Please also note that it is possible for a text to have
more than one conflict at work. The
repeated references to conflicts in The Simpsons provide further
context on how multiple conflicts might
be present in a single work. Other examples of conflict are also
provided.
Click on each type of conflict to learn more.
Individual versus Individual
Individual versus Nature
Individual versus Society
Individual versus Technology
2. Individual versus Self
Individual versus Individual (Kahn vs. Captain Kirk, Tom vs.
Jerry) Return
in The Simpsons is
unavoidably obvious. The two men are as different as night and
day. Though Ned Flanders
seems unaware that he is Homer Simpson’s antagonist, to
everyone who watches, it is
obvious that Ned plays this role.
opposing each other is called The
Ref, where a cat burglar gets caught in a house with a warring
husband and wife. Other
members of this dysfunctional family also add to the conflict.
View The Ref (1994) fan
trailer or explore the film on the Internet Movie Database
(IMDB).
3. http://www.youtube.com/watch?v=_26ROmuSyTQ&feature=you
tu.be
http://www.youtube.com/watch?v=_26ROmuSyTQ&feature=you
tu.be
http://www.imdb.com/title/tt0110955/
ENG125: Introduction to Literature
Individual versus Nature Return
a hilarious scenario in which
Homer takes the family camping in the woods. Things end
disastrously for Homer and Bart,
while Marge, Lisa, and Maggie successfully brave the wild.
This episode has an interesting
underlying argument at work about the relationship between
humans today and nature.
daring to scale the most
formidable and highest mountains on earth where they face
extremely difficult climates and
terrain. These accounts are usually full of adventure, action, and
hardship. Here is an
example of human versus mountain in the video Touching the
Void Atheism. You may also
4. explore the article “Mt. Everest: Why do people keep climbing
it?”
animals. One of the most popular
movies of all time is Alfred Hitchcock’s The Birds. Watch
Crows Attack the Students - The
Birds (6/11) Movie CLIP (1963) HD.
Dick, features Captain Ahab
determined to kill the large white whale that took his leg.
Individual versus Society (V for Vendetta, Adventures of
Huckleberry Finn, 1984) Return
In The Simpsons, Homer has had infamously
hilarious interactions with
politicians. Mayor Quimby comes across as less than effective
in his work. As a figure who
represents the political system in The Simpsons universe,
Quimby’s portrayal makes an
argument about the conflict between the individual and society.
Additionally, the economics
of the working-class Simpson family is often framed against the
wealth of Mr. Burns,
5. McBain, and other affluent figures.
about a black woman
brought up free in an aristocratic
home during the years of slavery in England. The story features
Belle, the protagonist, and a
young lawyer engaged in challenging and ending the slave
trade. Belle’s struggle also
involves challenging social conceptions of race. Watch the
Belle Trailer to explore further.
https://www.youtube.com/watch?v=nWhmOwGqcMQ
http://news.discovery.com/adventure/activities/mt-everest-why-
do-people-keep-climbing-it-140422.htm
https://www.youtube.com/watch?v=hplpQt424Ls
https://www.youtube.com/watch?v=hplpQt424Ls
http://youtu.be/hFi8YCxq2VU
ENG125: Introduction to Literature
Individual versus Technology (2001: A Space Odyssey, Modern
Times, The Fly) Return
afety technician at
a nuclear power plant, but he is
perpetually doing extremely dangerous things. The technology
itself is portrayed as
6. immensely complicated. Even in an animated sitcom like The
Simpsons, the message about
technology and the human being in our current era is multi-
layered and complicated.
(according to many) is The
Terminator, which tells the story of a lethal robot sent back in
time to murder the mother of
the human army’s leader. View the trailer Terminator 1 Trailer
1984 or explore the Internet
Movie Database (IMDB).
since the monster is man-made and
seeks to destroy its creator.
Individual versus Self (John Nash in A Beautiful Mind, Gregory
House in House, Homer Simpson in The
Simpsons, Hamlet in Hamlet) Return
battle with himself—his eating
habits, his drinking habits, his tendency toward laziness—you
name it. He always acts
against his own best interests.
8. After reading this chapter, you should be able to do the
following:
• Describe and analyze how modern plays differ from plays
in ancient Greece, Shakespearean
England, and the mid-19th century.
• Analyze the themes and concepts presented in this
chapter's literary selections.
• Describe the various types of comedy and its sub-genres.
Introduction Chapter 14
14.1 Introduction
Today’s plays, both in content and production, have changed
significantly from the drama genre
in ancient Greece and Shakespearean England. Theaters are
most often indoor “box theaters”
as described in the introduction to Chapter 12: four walls with
the fourth “removed,” a prosce-
nium arch framing the imaginary fourth wall, curtains to
conceal the stage before and after the
production and between acts. The seating in the theater is
“raked” or tiered, enabling all audi-
ence members to more easily see the stage. Unlike outdoor
Greek theaters and partially exposed
Shakespearean theaters, box theaters are typically enclosed in a
building, enabling creative light-
ing to highlight the action on the stage and enhance the mood.
Stage scenery today is often much
more elaborate, although a playwright or director may choose a
sparse set for special purposes.
Music and sound effects also play a role in creating the mood
and sometimes in moving the story
9. forward. Stagecraft is the term for designing sets, including
scenery, props, lighting, and sound.
Although the physical place and the techniques of presentation
have changed over time, the
content of modern plays is the most important development in
the genre of drama. In the mid-
19th century, the most popular forms of drama were farce and
melodrama. Farce typically
involves physical comedy and wildly exaggerated plot twists
and characters. Modern examples
of farce include television shows like Arrested Development
(2003–2006, 2013) and films like The
Hangover (2009) and The Pink Panther (1963). Melodrama
purports to be a more serious form,
although the plot is predictable, the characters are stereotypical,
and the ending is nearly always
happy. A standard plot of melodrama would include an evil
villain who ties a damsel in distress
to railroad tracks and a dashing hero who rescues her from an
oncoming train with only seconds
to spare. Modern melodramas include soap operas, television
shows, and movies with stock char-
acters and highly predictable outcomes.
By the late 19th century, audiences were looking for more
meaningful experiences in the the-
ater than the predictability of farce and melodrama. Modern
drama was based on realism,
an emerging literary movement. Realists focused on true-to-life
situations involving “regular”
people. They were concerned not with the lives of kings like
Oedipus or Macbeth, but rather with
“regular” people—middle-class folks with common problems
and relatable concerns. Further,
realists considered the psychological make-up of their
10. characters. For example, if Shakespeare
had been a realist, he might have considered the deeper
underlying reasons for Macbeth’s ambi-
tion—perhaps Macbeth’s mother was a demanding perfectionist
who humiliated her young son
when he fell short of her expectations.
The two fathers of modern drama were Russian short story
writer and playwright Anton Chekhov
(1860–1904), who wrote mostly comedies that satirized his
society, and Norwegian playwright
Henrik Ibsen (1828–1906), who wrote serious problem plays
that presented characters strug-
gling with social, cultural, personal, or psychological issues.
In this chapter, our primary focus will be on realism’s themes
found in modern plays. The genre
of modern drama can be divided into two broad categories:
dramas (serious plays, including
problem plays and modern tragedies) and comedies (lighter
plays, including farce, satire, parody,
romantic comedy, and comedies of manners). Of course,
because modern playwrights strive to
portray life realistically, plays may have aspects of both drama
and comedy. Here we will study
four modern plays: two dramas—Riders to the Sea (1902) and
Trifles (1916)—and two comedies—
The Importance of Being Earnest (1895) and Mistaken Identity
(2004, 2008).
Modern Dramas Chapter 14
14.2 Modern Dramas
Riders to the Sea (1902)
11. John Millington Synge (1871–1909)
Playwright and poet J. M. Synge was born near Dublin, Ireland
and died at
age 38 from Hodgkin’s disease. He graduated from Trinity
College in Dublin,
studied in Germany for a time, and traveled extensively in
Europe. Synge was
a part of the Irish Literary Revival, a realist movement that
focused on por-
traying the “real” Irish people, primarily those in the
countryside and on the
west coast who had not been influenced by the culture of the
large British
population in Dublin and Belfast. Between 1898 and 1901,
Synge made reg-
ular trips to the rocky Aran Islands off the west coast in the
Atlantic. There
he lived with peasant families that depended on the sea for their
living—a
setting captured in Riders to the Sea. His most famous play, The
Playboy of
the Western World, is also set in the west of Ireland.
Synge’s Riders to the Sea (1902) is an example of naturalism,
an offshoot
of realism. In naturalistic modern tragedies, there are no flawed
heroes or
calculating antagonists; there are only fragile humans battling
for survival against an unfeeling natu-
ral world. You can think of nature as playing the same role as
fate in Greek tragedies—the protago-
nist has little hope of coming through his or her trials without
succumbing to disaster or death. In
Synge’s play, the characters live in a harsh land, on rugged
13. MEN AND WOMEN
SCENE: An Island off the West of Ireland. [Cottage kitchen,
with
nets, oil-skins, spinning wheel, some new boards standing by
the wall, etc. Cathleen, a girl of about twenty, finishes kneading
Modern Dramas Chapter 14
cake, and puts it down in the pot-oven by the fire; then wipes
her
hands, and begins to spin at the wheel. Nora, a young girl, puts
her head in at the door.]
NORA: [In a low voice.] Where is she?
CATHLEEN: She’s lying down, God help her, and may be
sleeping, if
she’s able.
[NORA comes in softly, and takes a bundle from under
her shawl.]
CATHLEEN: [Spinning the wheel rapidly.] What is it you have?
NORA: The young priest is after bringing them. It’s a shirt and
a
plain stocking were got off a drowned man in Donegal.
[CATHLEEN stops her wheel with a sudden movement, and
leans
out to listen.]
NORA: We’re to find out if it’s Michael’s they are, some time
14. herself will be down looking by the sea.
CATHLEEN: How would they be Michael’s, Nora. How would
he go
the length of that way to the far north?
NORA: The young priest says he’s known the like of it. “If it’s
Michael’s they are,” says he, “you can tell herself he’s got a
clean burial by the grace of God, and if they’re not his, let no
one say a word about them, for she’ll be getting her death,”
says he, “ with crying and lamenting.”
[The door which Nora half closed is blown open by a gust of
wind.]
CATHLEEN: [Looking out anxiously.] Did you ask him would
he stop
Bartley going this day with the horses to the Galway fair?
NORA: “I won’t stop him,” says he, “but let you not be afraid.
Herself does be saying prayers half through the night, and the
Almighty God won’t leave her destitute,” says he, “with no
son living.”
CATHLEEN: Is the sea bad by the white rocks, Nora?
NORA: Middling bad, God help us. There’s a great roaring in
the
west, and it’s worse it’ll be getting when the tide’s turned to
the wind. [She goes over to the table with the bundle.] Shall I
open it now?
CATHLEEN: Maybe she’d wake up on us, and come in before
we’d
done.
15. [Coming to the table.]
It’s a long time we’ll be, and the two of us crying.
NORA: [Goes to the inner door and listens.]
She’s moving about on the bed. She’ll be coming in a minute.
CATHLEEN: Give me the ladder, and I’ll put them up in the
turf-
loft, the way she won’t know of them at all, and maybe when
the tide turns she’ll be going down to see would he be floating
from the east.
Modern Dramas Chapter 14
[They put the ladder against the gable of the chimney;
CATHLEEN goes up a few steps and hides the bundle in the
turf-loft. MAURYA comes from the inner room.]
MAURYA: [Looking up at Cathleen and speaking querulously.]
Isn’t it turf enough you have for this day and evening?
CATHLEEN: There’s a cake baking at the fire for a short space
[Throwing down the turf] and Bartley will want it when the
tide turns if he goes to Connemara.
[NORA picks up the turf and puts it round the pot-oven.]
MAURYA: [Sitting down on a stool at the fire.]
He won’t go this day with the wind rising from the south
and west. He won’t go this day, for the young priest will stop
him surely.
NORA: He’ll not stop him, mother, and I heard Eamon Simon
16. and
Stephen Pheety and Colum Shawn saying he would go.
MAURYA: Where is he itself?
NORA: He went down to see would there be another boat
sailing
in the week, and I’m thinking it won’t be long till he’s here
now, for the tide’s turning at the green head, and the hooker’s
tacking from the east.
CATHLEEN: I hear some one passing the big stones.
NORA: [Looking out.] He’s coming now, and he in a hurry.
BARTLEY: [Comes in and looks round the room. Speaking
sadly and
quietly.] Where is the bit of new rope, Cathleen, was bought in
Connemara?
CATHLEEN: Coming down. Give it to him, Nora; it’s on a nail
by the
white boards. I hung it up this morning, for the pig with the
black feet was eating it.
NORA: [Giving him a rope.] Is that it, Bartley?
MAURYA: You’d do right to leave that rope, Bartley, hanging
by
the boards [BARTLEY takes the rope]. It will be wanting in
this place, I’m telling you, if Michael is washed up tomorrow
morning, or the next morning, or any morning in the week, for
it’s a deep grave we’ll make him by the grace of God.
BARTLEY: [Beginning to work with the rope.] I’ve no halter
the
17. way I can ride down on the mare, and I must go now quickly.
This is the one boat going for two weeks or beyond it, and the
fair will be a good fair for horses I heard them saying below.
MAURYA: It’s a hard thing they’ll be saying below if the body
is
washed up and there’s no man in it to make the coffin, and I
after giving a big price for the finest white boards you’d find in
Connemara. [She looks round at the boards.]
BARTLEY: How would it be washed up, and we after looking
each
day for nine days, and a strong wind blowing a while back from
the west and south?
Modern Dramas Chapter 14
MAURYA: If it wasn’t found itself, that wind is raising the sea,
and
there was a star up against the moon, and it rising in the night.
If it was a hundred horses, or a thousand horses you had itself,
what is the price of a thousand horses against a son where
there is one son only?
BARTLEY: [Working at the halter, to CATHLEEN.] Let you go
down
each day, and see the sheep aren’t jumping in on the rye, and
if the jobber comes you can sell the pig with the black feet if
there is a good price going.
MAURYA: How would the like of her get a good price for a
pig?
BARTLEY: [To CATHLEEN.] If the west wind holds with the
18. last bit
of the moon let you and Nora get up weed enough for another
cock for the kelp. It’s hard set we’ll be from this day with no
one in it but one man to work.
MAURYA: It’s hard set we’ll be surely the day you’re
drownd’d with
the rest. What way will I live and the girls with me, and I an old
woman looking for the grave?
[BARTLEY lays down the halter, takes off his old coat, and
puts on
a newer one of the same flannel.]
BARTLEY: [To NORA.] Is she coming to the pier?
NORA: [Looking out.] She’s passing the green head and letting
fall
her sails.
BARTLEY: [Getting his purse and tobacco.] I’ll have half an
hour
to go down, and you’ll see me coming again in two days, or in
three days, or maybe in four days if the wind is bad.
MAURYA: [Turning round to the fire, and putting her shawl
over
her head.] Isn’t it a hard and cruel man won’t hear a word from
an old woman, and she holding him from the sea? It’s the life
of a young man to be going on the sea, and who would listen
to an old woman with one thing and she saying it over?
BARTLEY: [Taking the halter.] I must go now quickly. I’ll ride
down
on the red mare, and the gray pony’ll run behind me. . . The
blessing of God on you. [He goes out.]
19. MAURYA: [Crying out as he is in the door.] He’s gone now,
God
spare us, and we’ll not see him again. He’s gone now, and
when the black night is falling I’ll have no son left me in the
world.
CATHLEEN: Why wouldn’t you give him your blessing and he
looking round in the door? Isn’t it sorrow enough is on every
one in this house without your sending him out with an
unlucky word behind him, and a hard word in his ear?
[MAURYA takes up the tongs and begins raking the fire
aimlessly
without looking round.]
NORA: [Turning towards her.] You’re taking away the turf from
the cake.
Modern Dramas Chapter 14
CATHLEEN: [Crying out.] The Son of God forgive us, Nora,
we’re
after forgetting his bit of bread. [She comes over to the fire.]
NORA: And it’s destroyed he’ll be going till dark night, and he
after eating nothing since the sun went up.
CATHLEEN: [Turning the cake out of the oven.] It’s destroyed
he’ll
be, surely. There’s no sense left on any person in a house where
an old woman will be talking for ever.
[MAURYA sways herself on her stool.]
20. CATHLEEN: [Cutting off some of the bread and rolling it in a
cloth;
to MAURYA.] Let you go down now to the spring well and give
him this and he passing. You’ll see him then and the dark word
will be broken, and you can say “God speed you,” the way he’ll
be easy in his mind.
MAURYA: [Taking the bread.] Will I be in it as soon as
himself?
CATHLEEN: If you go now quickly.
MAURYA: [Standing up unsteadily.] It’s hard set I am to walk.
CATHLEEN: [Looking at her anxiously.] Give her the stick,
Nora, or
maybe she’ll slip on the big stones.
NORA: What stick?
CATHLEEN: The stick Michael brought from Connemara.
MAURYA: [Taking a stick NORA gives her.] In the big world
the
old people do be leaving things after them for their sons and
children, but in this place it is the young men do be leaving
things behind for them that do be old. [She goes out slowly.]
[NORA goes over to the ladder.]
CATHLEEN: Wait, Nora, maybe she’d turn back quickly. She’s
that
sorry, God help her, you wouldn’t know the thing she’d do.
NORA: Is she gone round by the bush?
21. CATHLEEN: [Looking out.] She’s gone now. Throw it down
quickly,
for the Lord knows when she’ll be out of it again.
NORA: [Getting the bundle from the loft.] The young priest
said
he’d be passing tomorrow, and we might go down and speak
to him below if it’s Michael’s they are surely.
CATHLEEN: [Taking the bundle.] Did he say what way they
were
found?
NORA: [Coming down.] “There were two men,” says he, “and
they
rowing round with poteen before the cocks crowed, and the
oar of one of them caught the body, and they passing the black
cliffs of the north.”
CATHLEEN: [Trying to open the bundle.] Give me a knife,
Nora, the
string’s perished with the salt water, and there’s a black knot
on it you wouldn’t loosen in a week.
Modern Dramas Chapter 14
NORA: [Giving her a knife.] I’ve heard tell it was a long way to
Donegal.
CATHLEEN: [Cutting the string.] It is surely. There was a man
in
here a while ago—the man sold us that knife—and he said if
you set off walking from the rocks beyond, it would be seven
22. days you’d be in Donegal.
NORA: And what time would a man take, and he floating?
[CATHLEEN opens the bundle and takes out a bit of a stocking.
They look at them eagerly.]
CATHLEEN: [In a low voice.] The Lord spare us, Nora! isn’t it
a
queer hard thing to say if it’s his they are surely?
NORA: I’ll get his shirt off the hook the way we can put the one
flannel on the other [she looks through some clothes hanging
in the corner]. It’s not with them, Cathleen, and where will
it be?
CATHLEEN: I’m thinking Bartley put it on him in the morning,
for his own shirt was heavy with the salt in it [pointing to the
corner]. There’s a bit of a sleeve was of the same stuff. Give me
that and it will do.
[NORA brings it to her and they compare the flannel.]
CATHLEEN: It’s the same stuff, Nora; but if it is itself aren’t
there
great rolls of it in the shops of Galway, and isn’t it many
another man may have a shirt of it as well as Michael himself?
NORA: [Who has taken up the stocking and counted the
stitches,
crying out.] It’s Michael, Cathleen, it’s Michael; God spare his
soul, and what will herself say when she hears this story, and
Bartley on the sea?
CATHLEEN: [Taking the stocking.] It’s a plain stocking.
23. NORA: It’s the second one of the third pair I knitted, and I put
up
three score stitches, and I dropped four of them.
CATHLEEN: [Counts the stitches.] It’s that number is in it
[crying
out]. Ah, Nora, isn’t it a bitter thing to think of him floating
that way to the far north, and no one to keen him but the
black hags that do be flying on the sea?
NORA: [Swinging herself round, and throwing out her arms on
the
clothes.] And isn’t it a pitiful thing when there is nothing left
of a man who was a great rower and fisher, but a bit of an old
shirt and a plain stocking?
CATHLEEN: [After an instant.] Tell me is herself coming,
Nora? I
hear a little sound on the path.
NORA: [Looking out.] She is, Cathleen. She’s coming up to the
door.
CATHLEEN: Put these things away before she’ll come in.
Maybe
it’s easier she’ll be after giving her blessing to Bartley, and we
won’t let on we’ve heard anything the time he’s on the sea.
Modern Dramas Chapter 14
NORA: [Helping CATHLEEN to close the bundle.] We’ll put
them
here in the corner.
24. [They put them into a hole in the chimney corner. CATHLEEN
goes
back to the spinning-wheel.]
NORA: Will she see it was crying I was?
CATHLEEN: Keep your back to the door the way the light’ll
not be
on you.
[NORA sits down at the chimney corner, with her back to the
door.
MAURYA comes in very slowly, without looking at the girls,
and
goes over to her stool at the other side of the fire. The cloth
with
the bread is still in her hand. The girls look at each other, and
NORA points to the bundle of bread.]
CATHLEEN: [After spinning for a moment.] You didn’t give
him his
bit of bread?
[MAURYA begins to keen softly, without turning round.]
CATHLEEN: Did you see him riding down?
[MAURYA goes on keening.]
CATHLEEN: [A little impatiently.] God forgive you; isn’t it a
better
thing to raise your voice and tell what you seen, than to be
making lamentation for a thing that’s done? Did you see
Bartley, I’m saying to you.
MAURYA: [With a weak voice.] My heart’s broken from this
25. day.
CATHLEEN: [As before.] Did you see Bartley?
MAURYA: I seen the fearfulest thing.
CATHLEEN: [Leaves her wheel and looks out.] God forgive
you; he’s
riding the mare now over the green head, and the gray pony
behind him.
MAURYA: [Starts, so that her shawl falls back from her head
and
shows her white tossed hair. With a frightened voice.] The gray
pony behind him.
CATHLEEN: [Coming to the fire.] What is it ails you, at all?
MAURYA: [Speaking very slowly.] I’ve seen the fearfulest
thing any
person has seen, since the day Bride Dara seen the dead man
with the child in his arms.
CATHLEEN AND NORA: Uah.
[They crouch down in front of the old woman at the fire.]
NORA: Tell us what it is you seen.
MAURYA: I went down to the spring well, and I stood there
saying
a prayer to myself. Then Bartley came along, and he riding on
the red mare with the gray pony behind him. [She puts up her
hands, as if to hide something from her eyes.] The Son of God
spare us, Nora!
26. Modern Dramas Chapter 14
CATHLEEN: What is it you seen.
MAURYA: I seen Michael himself.
CATHLEEN: [Speaking softly.] You did not, mother; It wasn’t
Michael you seen, for his body is after being found in the far
north, and he’s got a clean burial by the grace of God.
MAURYA: [A little defiantly.] I’m after seeing him this day,
and he
riding and galloping. Bartley came first on the red mare; and I
tried to say “God speed you,” but something choked the words
in my throat. He went by quickly; and “the blessing of God on
you,” says he, and I could say nothing. I looked up then, and I
crying, at the gray pony, and there was Michael upon it with
fine clothes on him, and new shoes on his feet.
CATHLEEN: [Begins to keen.] It’s destroyed we are from this
day.
It’s destroyed, surely.
NORA: Didn’t the young priest say the Almighty God wouldn’t
leave her destitute with no son living?
MAURYA: [In a low voice, but clearly.] It’s little the like of
him
knows of the sea . . . Bartley will be lost now, and let you call
in Eamon and make me a good coffin out of the white boards,
for I won’t live after them. I’ve had a husband, and a husband’s
father, and six sons in this house—six fine men, though it was
a hard birth I had with every one of them and they coming to
the world—and some of them were found and some of them
were not found, but they’re gone now the lot of them . . .
27. There were Stephen, and Shawn, were lost in the great wind,
and found after in the Bay of Gregory of the Golden Mouth,
and carried up the two of them on the one plank, and in by
that door.
[She pauses for a moment, the girls start as if they heard some-
thing through the door that is half open behind them.]
NORA: [In a whisper.] Did you hear that, Cathleen? Did you
hear a
noise in the north-east?
CATHLEEN: [In a whisper.] There’s some one after crying out
by the
seashore.
MAURYA: [Continues without hearing anything.] There was
Sheamus and his father, and his own father again, were lost
in a dark night, and not a stick or sign was seen of them when
the sun went up. There was Patch after was drowned out of
a curagh that turned over. I was sitting here with Bartley, and
he a baby, lying on my two knees, and I seen two women, and
three women, and four women coming in, and they crossing
themselves, and not saying a word. I looked out then, and
there were men coming after them, and they holding a thing in
the half of a red sail, and water dripping out of it—it was a dry
day, Nora—and leaving a track to the door.
[She pauses again with her hand stretched out towards the
door. It opens softly and old women begin to come in, crossing
themselves on the threshold, and kneeling down in front of the
stage with red petticoats over their heads.]
Modern Dramas Chapter 14
28. MAURYA: [Half in a dream, to CATHLEEN.] Is it Patch, or
Michael,
or what is it at all?
CATHLEEN: Michael is after being found in the far north, and
when he is found there how could he be here in this place?
MAURYA: There does be a power of young men floating round
in
the sea, and what way would they know if it was Michael they
had, or another man like him, for when a man is nine days in
the sea, and the wind blowing, it’s hard set his own mother
would be to say what man was it.
CATHLEEN: It’s Michael, God spare him, for they’re after
sending
us a bit of his clothes from the far north.
[She reaches out and hands MAURYA the clothes that belonged
to
Michael, MAURYA stands up slowly, and takes them in her
hands.
NORA looks out.]
NORA: They’re carrying a thing among them and there’s water
dripping out of it and leaving a track by the big stones. [In a
whisper to the women who have come in.] Is it Bartley it is?
ONE OF THE WOMEN: It is surely, God rest his soul.
[Two younger women come in and pull out the table. Then men
carry in the body of Bartley, laid on a plank, with a bit of a sail
over it, and lay it on the table.]
CATHLEEN: [To the women, as they are doing so.] What way
29. was
he drowned?
ONE OF THE WOMEN: The gray pony knocked him into the
sea,
and he was washed out where there is a great surf on the
white rocks.
[MAURYA has gone over and knelt down at the head of the
table.
The women are keening softly and swaying themselves with a
slow
movement. CATHLEEN and NORA kneel at the other end of the
table. The men kneel near the door.]
MAURYA: [Raising her head and speaking as if she did not see
the people around her.] They’re all gone now, and there isn’t
anything more the sea can do to me . . . I’ll have no call now
to be up crying and praying when the wind breaks from the
south, and you can hear the surf is in the east, and the surf is
in the west, making a great stir with the two noises, and they
hitting one on the other. I’ll have no call now to be going down
and getting Holy Water in the dark nights after Samhain, and I
won’t care what way the sea is when the other women will be
keening. [To NORA.] Give me the Holy Water, Nora, there’s a
small sup still on the dresser. [NORA gives it to her.]
MAURYA: [Drops Michael’s clothes across Bartley’s feet, and
sprinkles the Holy Water over him.] It isn’t that I haven’t
prayed
for you, Bartley, to the Almighty God. It isn’t that I haven’t
said
prayers in the dark night till you wouldn’t know what I’d be
saying; but it’s a great rest I’ll have now, and it’s time surely.
It’s
a great rest I’ll have now, and great sleeping in the long nights
30. Modern Dramas Chapter 14
after Samhain, if it’s only a bit of wet flour we do have to eat,
and maybe a fish that would be stinking. [She kneels down
again, crossing herself, and saying prayers under her breath.]
CATHLEEN: [To an old man.] Maybe yourself and Eamon
would
make a coffin when the sun rises. We have fine white boards
herself bought, God help her, thinking Michael would be
found, and I have a new cake you can eat while you’ll be
working.
THE OLD MAN: [Looking at the boards.] Are there nails with
them?
CATHLEEN: There are not, Colum; we didn’t think of the nails.
ANOTHER MAN: It’s a great wonder she wouldn’t think of the
nails, and all the coffins she’s seen made already.
CATHLEEN: It’s getting old she is, and broken.
[MAURYA stands up again very slowly and spreads out the
pieces
of Michael’s clothes beside the body, sprinkling them with the
last
of the Holy Water.]
NORA: [In a whisper to CATHLEEN.] She’s quiet now and
easy; but
the day Michael was drowned you could hear her crying out
from this to the spring well. It’s fonder she was of Michael, and
31. would any one have thought that?
CATHLEEN: [Slowly and clearly.] An old woman will be soon
tired
with anything she will do, and isn’t it nine days herself is after
crying and keening, and making great sorrow in the house?
MAURYA: [Puts the empty cup mouth downwards on the table,
and lays her hands together on Bartley’s feet.] They’re all
together this time, and the end is come. May the Almighty God
have mercy on Bartley’s soul, and on Michael’s soul, and on the
souls of Sheamus and Patch, and Stephen and Shawn [bending
her head]; and may He have mercy on my soul, Nora, and on
the soul of every one is left living in the world. [She pauses,
and the keen rises a little more loudly from the women, then
sinks away.]
MAURYA: [Continuing.] Michael has a clean burial in the far
north,
by the grace of the Almighty God. Bartley will have a fine
coffin out of the white boards, and a deep grave surely. What
more can we want than that? No man at all can be living for
ever, and we must be satisfied. [She kneels down again and the
curtain falls slowly.]
This selection is in the public domain.
Modern Dramas Chapter 14
R E S P O N S E A N D R E F L E C T I O N Q U E S T I O N
S
Connecting
32. 1. Did you have an emotional reaction to this play? If so, did
your emotions change as the play con-
tinued? Describe and use quotations from the text.
Considering
2. “Keening” is referred to several times in the play. A “keen”
is a traditional lament for the dead.
What effect does the women’s keening have?
3. How is a feeling of isolation developed and sustained in the
play? Give examples.
4. Identify ways that Synge uses symbolism effectively. Give
examples.
Concluding
5. The play is an example of naturalism, or how an indifferent
universe creates a sense of powerless-
ness within people. How does Maurya deal with this? Give
examples. Her response is the key to
the major theme. State the theme in one sentence.
6. Synge adapted the final line in the play from a letter he
received from a woman he met on one of
his visits to the Aran Islands. Explain why you think Maurya’s
final statement—which is acquies-
cent and passive—is (or is not) realistic in the context of the
horrible details presented in the play.
Trifles (1916)
Susan Glaspell (1876–1948)
Glaspell was born in Davenport, Iowa. After graduating from
Drake
33. University, she worked as a reporter for the Des Moines Daily
News before
turning to writing full time. She and her husband, George Cram
Cook,
moved to Greenwich Village, New York and founded the
Provincetown
Players, an amateur group of writers who were instrumental in
populariz-
ing dramatic productions and supporting the first performances
of Eugene
O’Neill’s early plays. She and her husband lived simply in
Greece for a few
years; after Cook died, Glaspell returned to the United States.
Glaspell wrote
short stories and novels as well as plays, several of which were
bestsellers.
In 1931, she was awarded the Pulitzer Prize for her play
Alison’s House. In
her works, she explored feminist and other social issues in the
search for a
20th-century American identity.
In Trifles, a problem play, Glaspell explores the role of women
in the early 20th century. Note that
the first performance, in 1916, was four years prior to
ratification of the 19th Amendment, women’s
suffrage, which gave women the right to vote. The play’s
perspective is harsh; its values are oppres-
sive; the women’s opinions are overlooked; their roles are
considered trivial—cooking, cleaning,
sewing, gossiping—rather than serious and important, like the
men’s.
ASSOCIATED PRESS
As you read Trifles, consider and make notes on the following:
34. 1. The importance of the title, Trifles. Look for direct and
indirect references to “trifles,” things
of little value, substance, or importance. Both the men and the
women refer to them. In par-
ticular, notice how the men’s attitudes toward trifles are
different from the women’s.
Modern Dramas Chapter 14
2. The plot structure. Note the stages: exposition, rising action,
climax, falling action, resolution.
What is the dramatic question? Is there more than one?
3. Glaspell’s use of symbols
4. The importance of setting in creating the mood
5. How the items above contribute to the theme
Trifles
(First performed by the Provincetown Players at the Wharf
Theatre, Provincetown, MA, August 8, 1916)
Susan Glaspell
CHARACTERS
GEORGE HENDERSON (County Attorney)
HENRY PETERS (Sheriff)
LEWIS HALE, A neighboring farmer
MRS PETERS
MRS HALE
SCENE: The kitchen is the now abandoned farmhouse of JOHN
WRIGHT, a gloomy kitchen, and left without having been put in
35. order—unwashed pans under the sink, a loaf of bread outside
the
bread-box, a dish-towel on the table—other signs of
incompleted
work. At the rear the outer door opens and the SHERIFF comes
in
followed by the COUNTY ATTORNEY and HALE. The
SHERIFF and
HALE are men in middle life, the COUNTY ATTORNEY is a
young
man; all are much bundled up and go at once to the stove. They
are followed by the two women—the SHERIFF’s wife first; she
is
a slight wiry woman, a thin nervous face. MRS HALE is larger
and
would ordinarily be called more comfortable looking, but she is
disturbed now and looks fearfully about as she enters. The
women
have come in slowly, and stand close together near the door.
COUNTY ATTORNEY: [rubbing his hands] This feels good.
Come up
to the fire, ladies.
MRS PETERS: [after taking a step forward] I’m not—cold.
SHERIFF: [unbuttoning his overcoat and stepping away from
the
stove as if to mark the beginning of official business] Now,
Mr Hale, before we move things about, you explain to Mr
Henderson just what you saw when you came here yesterday
morning.
COUNTY ATTORNEY: By the way, has anything been moved?
Are
things just as you left them yesterday?
36. SHERIFF: [looking about] It’s just the same. When it dropped
below zero last night I thought I’d better send Frank out this
morning to make a fire for us—no use getting pneumonia with
a big case on, but I told him not to touch anything except the
stove—and you know Frank.
COUNTY ATTORNEY: Somebody should have been left here
yesterday.
Modern Dramas Chapter 14
SHERIFF: Oh—yesterday. When I had to send Frank to Morris
Center for that man who went crazy—I want you to know I
had my hands full yesterday. I knew you could get back from
Omaha by today and as long as I went over everything here
myself—
COUNTY ATTORNEY: Well, Mr Hale, tell just what happened
when
you came here yesterday morning.
HALE: Harry and I had started to town with a load of potatoes.
We came along the road from my place and as I got here I said,
‘I’m going to see if I can’t get John Wright to go in with me on
a party telephone.’ I spoke to Wright about it once before and
he put me off, saying folks talked too much anyway, and all he
asked was peace and quiet—I guess you know about how much
he talked himself; but I thought maybe if I went to the house
and talked about it before his wife, though I said to Harry that
I didn’t know as what his wife wanted made much difference
to John—
COUNTY ATTORNEY: Let’s talk about that later, Mr Hale. I
37. do want
to talk about that, but tell now just what happened when you
got to the house.
HALE: I didn’t hear or see anything; I knocked at the door, and
still
it was all quiet inside. I knew they must be up, it was past eight
o’clock. So I knocked again, and I thought I heard somebody
say, ‘Come in.’ I wasn’t sure, I’m not sure yet, but I opened the
door—this door [indicating the door by which the two women
are still standing] and there in that rocker—[pointing to it] sat
Mrs Wright.
[They all look at the rocker.]
COUNTY ATTORNEY: What—was she doing?
HALE: She was rockin’ back and forth. She had her apron in
her
hand and was kind of—pleating it.
COUNTY ATTORNEY: And how did she—look?
HALE: Well, she looked queer.
COUNTY ATTORNEY: How do you mean—queer?
HALE: Well, as if she didn’t know what she was going to do
next.
And kind of done up.
COUNTY ATTORNEY: How did she seem to feel about your
coming?
HALE: Why, I don’t think she minded—one way or other. She
didn’t
38. pay much attention. I said, ‘How do, Mrs Wright it’s cold, ain’t
it?’ And she said, ‘Is it?’—and went on kind of pleating at her
apron. Well, I was surprised; she didn’t ask me to come up to
the stove, or to set down, but just sat there, not even looking
at me, so I said, ‘I want to see John.’ And then she—laughed.
I guess you would call it a laugh. I thought of Harry and the
team outside, so I said a little sharp: ‘Can’t I see John?’ ‘No’,
she
says, kind o’ dull like. ‘Ain’t he home?’ says I. ‘Yes’, says she,
‘he’s
Modern Dramas Chapter 14
home’. ‘Then why can’t I see him?’ I asked her, out of patience.
‘‘Cause he’s dead’, says she. ‘Dead?’ says I. She just nodded
her head, not getting a bit excited, but rockin’ back and forth.
‘Why—where is he?’ says I, not knowing what to say. She just
pointed upstairs—like that [himself pointing to the room above]
I got up, with the idea of going up there. I walked from there to
here—then I says, ‘Why, what did he die of?’ ‘He died of a rope
round his neck’, says she, and just went on pleatin’ at her
apron.
Well, I went out and called Harry. I thought I might—need help.
We went upstairs and there he was lyin’—
COUNTY ATTORNEY: I think I’d rather have you go into that
upstairs, where you can point it all out. Just go on now with
the rest of the story.
HALE: Well, my first thought was to get that rope off. It looked
. . .
[stops, his face twitches] . . .
but Harry, he went up to him, and he said, ‘No, he’s dead all
right, and we’d better not touch anything.’ So we went back
39. down stairs. She was still sitting that same way. ‘Has anybody
been notified?’ I asked. ‘No’, says she unconcerned. ‘Who did
this, Mrs Wright?’ said Harry. He said it business-like—and she
stopped pleatin’ of her apron. ‘I don’t know’, she says. ‘You
don’t know?’ says Harry. ‘No’, says she. ‘Weren’t you sleepin’
in
the bed with him?’ says Harry. ‘Yes’, says she, ‘but I was on
the
inside’. ‘Somebody slipped a rope round his neck and strangled
him and you didn’t wake up?’ says Harry. ‘I didn’t wake up’,
she
said after him. We must ‘a looked as if we didn’t see how that
could be, for after a minute she said, ‘I sleep sound’. Harry was
going to ask her more questions but I said maybe we ought
to let her tell her story first to the coroner, or the sheriff, so
Harry went fast as he could to Rivers’ place, where there’s a
telephone.
COUNTY ATTORNEY: And what did Mrs Wright do when she
knew
that you had gone for the coroner?
HALE: She moved from that chair to this one over here
[pointing
to a small chair in the corner] and just sat there with her hands
held together and looking down. I got a feeling that I ought
to make some conversation, so I said I had come in to see if
John wanted to put in a telephone, and at that she started to
laugh, and then she stopped and looked at me—scared, [the
COUNTY ATTORNEY, who has had his notebook out, makes a
note] I dunno, maybe it wasn’t scared. I wouldn’t like to say it
was. Soon Harry got back, and then Dr Lloyd came, and you, Mr
Peters, and so I guess that’s all I know that you don’t.
COUNTY ATTORNEY: [looking around] I guess we’ll go
upstairs
40. first—and then out to the barn and around there, [to the
SHERIFF] You’re convinced that there was nothing important
here—nothing that would point to any motive.
SHERIFF: Nothing here but kitchen things.
Modern Dramas Chapter 14
[The COUNTY ATTORNEY, after again looking around the
kitchen,
opens the door of a cupboard closet. He gets up on a chair and
looks on a shelf. Pulls his hand away, sticky.]
COUNTY ATTORNEY: Here’s a nice mess.
[The women draw nearer.]
MRS PETERS: [to the other woman] Oh, her fruit; it did freeze,
[to
the LAWYER] She worried about that when it turned so cold.
She said the fire’d go out and her jars would break.
SHERIFF: Well, can you beat the women! Held for murder and
worryin’ about her preserves.
COUNTY ATTORNEY: I guess before we’re through she may
have
something more serious than preserves to worry about.
HALE: Well, women are used to worrying over trifles.
[The two women move a little closer together.]
COUNTY ATTORNEY: [with the gallantry of a young
41. politician]
And yet, for all their worries, what would we do without the
ladies? [the women do not unbend. He goes to the sink, takes
a dipperful of water from the pail and pouring it into a basin,
washes his hands. Starts to wipe them on the roller-towel, turns
it for a cleaner place] Dirty towels! [kicks his foot against the
pans under the sink] Not much of a housekeeper, would you
say, ladies?
MRS HALE: [stiffly] There’s a great deal of work to be done on
a farm.
COUNTY ATTORNEY: To be sure. And yet [with a little bow
to her] I
know there are some Dickson county farmhouses which do not
have such roller towels. [He gives it a pull to expose its length
again.]
MRS HALE: Those towels get dirty awful quick. Men’s hands
aren’t
always as clean as they might be.
COUNTY ATTORNEY: Ah, loyal to your sex, I see. But you
and Mrs
Wright were neighbors. I suppose you were friends, too.
MRS HALE: [shaking her head] I’ve not seen much of her of
late
years. I’ve not been in this house—it’s more than a year.
COUNTY ATTORNEY: And why was that? You didn’t like her?
MRS HALE: I liked her all well enough. Farmers’ wives have
their
hands full, Mr Henderson. And then—
42. COUNTY ATTORNEY: Yes—?
MRS HALE: [looking about] It never seemed a very cheerful
place.
COUNTY ATTORNEY: No—it’s not cheerful. I shouldn’t say
she had
the homemaking instinct.
MRS HALE: Well, I don’t know as Wright had, either.
COUNTY ATTORNEY: You mean that they didn’t get on very
well?
Modern Dramas Chapter 14
MRS HALE: No, I don’t mean anything. But I don’t think a
place’d
be any cheerfuller for John Wright’s being in it.
COUNTY ATTORNEY: I’d like to talk more of that a little
later. I
want to get the lay of things upstairs now. [He goes to the left,
where three steps lead to a stair door.]
SHERIFF: I suppose anything Mrs Peters does’ll be all right.
She
was to take in some clothes for her, you know, and a few little
things. We left in such a hurry yesterday.
COUNTY ATTORNEY: Yes, but I would like to see what you
take,
Mrs Peters, and keep an eye out for anything that might be of
use to us.
43. MRS PETERS: Yes, Mr Henderson.
[The women listen to the men’s steps on the stairs, then look
about the kitchen.]
MRS HALE: I’d hate to have men coming into my kitchen,
snooping
around and criticising. [She arranges the pans under sink which
the LAWYER had shoved out of place.]
MRS PETERS: Of course it’s no more than their duty.
MRS HALE: Duty’s all right, but I guess that deputy sheriff
that
came out to make the fire might have got a little of this on.
[gives the roller towel a pull] Wish I’d thought of that sooner.
Seems mean to talk about her for not having things slicked up
when she had to come away in such a hurry.
MRS PETERS: [who has gone to a small table in the left rear
corner
of the room, and lifted one end of a towel that covers a pan]
She had bread set. [Stands still.]
MRS HALE: [eyes fixed on a loaf of bread beside the bread-
box,
which is on a low shelf at the other side of the room. Moves
slowly toward it] She was going to put this in there, [picks
up loaf, then abruptly drops it. In a manner of returning to
familiar things] It’s a shame about her fruit. I wonder if it’s all
gone. [gets up on the chair and looks] I think there’s some here
that’s all right, Mrs Peters. Yes—here; [holding it toward the
window] this is cherries, too. [looking again] I declare I believe
that’s the only one. [gets down, bottle in her hand. Goes to
the sink and wipes it off on the outside] She’ll feel awful bad
44. after all her hard work in the hot weather. I remember the
afternoon I put up my cherries last summer.
[She puts the bottle on the big kitchen table, center of the
room. With a sigh, is about to sit down in the rocking-chair.
Before she is seated realizes what chair it is; with a slow look at
it, steps back. The chair which she has touched rocks back and
forth.]
MRS PETERS: Well, I must get those things from the front
room
closet, [she goes to the door at the right, but after looking into
the other room, steps back] You coming with me, Mrs Hale?
You could help me carry them.
Modern Dramas Chapter 14
[They go in the other room; reappear, MRS PETERS carrying a
dress
and skirt, MRS HALE following with a pair of shoes.]
MRS PETERS: My, it’s cold in there. [She puts the clothes on
the big
table, and hurries to the stove.]
MRS HALE: [examining the skirt] Wright was close. I think
maybe
that’s why she kept so much to herself. She didn’t even belong
to the Ladies Aid. I suppose she felt she couldn’t do her part,
and then you don’t enjoy things when you feel shabby. She
used to wear pretty clothes and be lively, when she was Minnie
Foster, one of the town girls singing in the choir. But that—oh,
that was thirty years ago. This all you was to take in?
45. MRS PETERS: She said she wanted an apron. Funny thing to
want,
for there isn’t much to get you dirty in jail, goodness knows.
But I suppose just to make her feel more natural. She said they
was in the top drawer in this cupboard. Yes, here. And then her
little shawl that always hung behind the door. [opens stair door
and looks] Yes, here it is. [Quickly shuts door leading upstairs.]
MRS HALE: [abruptly moving toward her] Mrs Peters?
MRS PETERS: Yes, Mrs Hale?
MRS HALE: Do you think she did it?
MRS PETERS: [in a frightened voice] Oh, I don’t know.
MRS HALE: Well, I don’t think she did. Asking for an apron
and her
little shawl. Worrying about her fruit.
MRS PETERS: [starts to speak, glances up, where footsteps are
heard in the room above. In a low voice] Mr Peters says it looks
bad for her. Mr Henderson is awful sarcastic in a speech and
he’ll make fun of her sayin’ she didn’t wake up.
MRS HALE: Well, I guess John Wright didn’t wake when they
was
slipping that rope under his neck.
MRS PETERS: No, it’s strange. It must have been done awful
crafty
and still. They say it was such a—funny way to kill a man,
rigging it all up like that.
MRS HALE: That’s just what Mr Hale said. There was a gun in
the
46. house. He says that’s what he can’t understand.
MRS PETERS: Mr Henderson said coming out that what was
needed for the case was a motive; something to show anger,
or—sudden feeling.
MRS HALE: [who is standing by the table] Well, I don’t see
any
signs of anger around here, [she puts her hand on the dish
towel which lies on the table, stands looking down at table,
one half of which is clean, the other half messy] It’s wiped to
here, [makes a move as if to finish work, then turns and looks
at loaf of bread outside the breadbox. Drops towel. In that
voice of coming back to familiar things.] Wonder how they are
finding things upstairs. I hope she had it a little more red-up
up there. You know, it seems kind of sneaking. Locking her up
Modern Dramas Chapter 14
in town and then coming out here and trying to get her own
house to turn against her!
MRS PETERS: But Mrs Hale, the law is the law.
MRS HALE: I s’pose ‘tis, [unbuttoning her coat] Better loosen
up
your things, Mrs Peters. You won’t feel them when you go out.
[MRS PETERS takes off her fur tippet, goes to hang it on hook
at
back of room, stands looking at the under part of the small
corner
table.]
47. MRS PETERS: She was piecing a quilt. [She brings the large
sewing
basket and they look at the bright pieces.]
MRS HALE: It’s log cabin pattern. Pretty, isn’t it? I wonder if
she
was goin’ to quilt it or just knot it?
[Footsteps have been heard coming down the stairs. The
SHERIFF
enters followed by HALE and the COUNTY ATTORNEY.]
SHERIFF: They wonder if she was going to quilt it or just knot
it!
[The men laugh, the women look abashed.]
COUNTY ATTORNEY: [rubbing his hands over the stove]
Frank’s fire
didn’t do much up there, did it? Well, let’s go out to the barn
and get that cleared up.
[The men go outside.]
MRS HALE: [resentfully] I don’t know as there’s anything so
strange, our takin’ up our time with little things while we’re
waiting for them to get the evidence. [she sits down at the big
table smoothing out a block with decision] I don’t see as it’s
anything to laugh about.
MRS PETERS: [apologetically] Of course they’ve got awful
important things on their minds. [Pulls up a chair and joins
MRS
HALE at the table.]
MRS HALE: [examining another block] Mrs Peters, look at this
48. one. Here, this is the one she was working on, and look at the
sewing! All the rest of it has been so nice and even. And look
at this! It’s all over the place! Why, it looks as if she didn’t
know
what she was about!
[After she has said this they look at each other, then start to
glance
back at the door. After an instant MRS HALE has pulled at a
knot
and ripped the sewing.]
MRS PETERS: Oh, what are you doing, Mrs Hale?
MRS HALE: [mildly] Just pulling out a stitch or two that’s not
sewed
very good. [threading a needle] Bad sewing always made me
fidgety.
MRS PETERS: [nervously] I don’t think we ought to touch
things.
MRS HALE: I’ll just finish up this end. [suddenly stopping and
leaning forward] Mrs Peters?
MRS PETERS: Yes, Mrs Hale?
Modern Dramas Chapter 14
MRS HALE: What do you suppose she was so nervous about?
MRS PETERS: Oh—I don’t know. I don’t know as she was
nervous.
I sometimes sew awful queer when I’m just tired. [MRS HALE
49. starts to say something, looks at MRS PETERS, then goes on
sewing] Well I must get these things wrapped up. They may
be through sooner than we think, [putting apron and other
things together] I wonder where I can find a piece of paper,
and string.
MRS HALE: In that cupboard, maybe.
MRS PETERS: [looking in cupboard] Why, here’s a bird-cage,
[holds
it up] Did she have a bird, Mrs Hale?
MRS HALE: Why, I don’t know whether she did or not—I’ve
not
been here for so long. There was a man around last year selling
canaries cheap, but I don’t know as she took one; maybe she
did. She used to sing real pretty herself.
MRS PETERS: [glancing around] Seems funny to think of a bird
here. But she must have had one, or why would she have a
cage? I wonder what happened to it.
MRS HALE: I s’pose maybe the cat got it.
MRS PETERS: No, she didn’t have a cat. She’s got that feeling
some
people have about cats—being afraid of them. My cat got in
her room and she was real upset and asked me to take it out.
MRS HALE: My sister Bessie was like that. Queer, ain’t it?
MRS PETERS: [examining the cage] Why, look at this door. It’s
broke. One hinge is pulled apart.
MRS HALE: [looking too] Looks as if someone must have been
rough with it.
50. MRS PETERS: Why, yes. [She brings the cage forward and puts
it on
the table.]
MRS HALE: I wish if they’re going to find any evidence they’d
be
about it. I don’t like this place.
MRS PETERS: But I’m awful glad you came with me, Mrs
Hale. It
would be lonesome for me sitting here alone.
MRS HALE: It would, wouldn’t it? [dropping her sewing] But I
tell you what I do wish, Mrs Peters. I wish I had come over
sometimes when she was here. I—[looking around the room]—
wish I had.
MRS PETERS: But of course you were awful busy, Mrs Hale—
your
house and your children.
MRS HALE: I could’ve come. I stayed away because it weren’t
cheerful—and that’s why I ought to have come. I—I’ve never
liked this place. Maybe because it’s down in a hollow and you
don’t see the road. I dunno what it is, but it’s a lonesome place
and always was. I wish I had come over to see Minnie Foster
sometimes. I can see now—[shakes her head]
Modern Dramas Chapter 14
MRS PETERS: Well, you mustn’t reproach yourself, Mrs Hale.
Somehow we just don’t see how it is with other folks until—
something comes up.
51. MRS HALE: Not having children makes less work—but it
makes a
quiet house, and Wright out to work all day, and no company
when he did come in. Did you know John Wright, Mrs Peters?
MRS PETERS: Not to know him; I’ve seen him in town. They
say he
was a good man.
MRS HALE: Yes—good; he didn’t drink, and kept his word as
well
as most, I guess, and paid his debts. But he was a hard man,
Mrs Peters. Just to pass the time of day with him—[shivers]
Like
a raw wind that gets to the bone, [pauses, her eye falling on
the cage] I should think she would ‘a wanted a bird. But what
do you suppose went with it?
MRS PETERS: I don’t know, unless it got sick and died. [She
reaches
over and swings the broken door, swings it again, both women
watch it.]
MRS HALE: You weren’t raised round here, were you? [MRS
PETERS
shakes her head] You didn’t know—her?
MRS PETERS: Not till they brought her yesterday.
MRS HALE: She—come to think of it, she was kind of like a
bird
herself—real sweet and pretty, but kind of timid and—fluttery.
How—she—did—change. [silence; then as if struck by a happy
thought and relieved to get back to everyday things] Tell you
what, Mrs Peters, why don’t you take the quilt in with you? It
52. might take up her mind.
MRS PETERS: Why, I think that’s a real nice idea, Mrs Hale.
There
couldn’t possibly be any objection to it, could there? Now, just
what would I take? I wonder if her patches are in here—and
her things.
[They look in the sewing basket.]
MRS HALE: Here’s some red. I expect this has got sewing
things
in it. [brings out a fancy box] What a pretty box. Looks like
something somebody would give you. Maybe her scissors are in
here. [Opens box. Suddenly puts her hand to her nose] Why—
[MRS PETERS bends nearer, then turns her face away] There’s
something wrapped up in this piece of silk.
MRS PETERS: Why, this isn’t her scissors.
MRS HALE: [lifting the silk] Oh, Mrs Peters—it’s—
[MRS PETERS bends closer.]
MRS PETERS: It’s the bird.
MRS HALE: [jumping up] But, Mrs Peters—look at it! It’s
neck!
Look at its neck! It’s all—other side to.
MRS PETERS: Somebody—wrung—its—neck.
Modern Dramas Chapter 14
53. [Their eyes meet. A look of growing comprehension, of horror.
Steps are heard outside. MRS HALE slips box under quilt
pieces,
and sinks into her chair. Enter SHERIFF and COUNTY
ATTORNEY.
MRS PETERS rises.]
COUNTY ATTORNEY: [as one turning from serious things to
little
pleasantries] Well ladies, have you decided whether she was
going to quilt it or knot it?
MRS PETERS: We think she was going to—knot it.
COUNTY ATTORNEY: Well, that’s interesting, I’m sure.
[seeing the
birdcage] Has the bird flown?
MRS HALE: [putting more quilt pieces over the box] We think
the—cat got it.
COUNTY ATTORNEY: [preoccupied] Is there a cat?
[MRS HALE glances in a quick covert way at MRS PETERS.]
MRS PETERS: Well, not now. They’re superstitious, you know.
They
leave.
COUNTY ATTORNEY: [to SHERIFF PETERS, continuing an
interrupted conversation] No sign at all of anyone having come
from the outside. Their own rope. Now let’s go up again and
go over it piece by piece. [they start upstairs] It would have to
have been someone who knew just the—
[MRS PETERS sits down. The two women sit there not looking
54. at
one another, but as if peering into something and at the same
time holding back. When they talk now it is in the manner of
feel-
ing their way over strange ground, as if afraid of what they are
saying, but as if they can not help saying it.]
MRS HALE: She liked the bird. She was going to bury it in that
pretty box.
MRS PETERS: [in a whisper] When I was a girl—my kitten—
there
was a boy took a hatchet, and before my eyes—and before I
could get there—[covers her face an instant] If they hadn’t held
me back I would have—[catches herself, looks upstairs where
steps are heard, falters weakly]—hurt him.
MRS HALE: [with a slow look around her] I wonder how it
would
seem never to have had any children around, [pause] No,
Wright wouldn’t like the bird—a thing that sang. She used to
sing. He killed that, too.
MRS PETERS: [moving uneasily] We don’t know who killed
the bird.
MRS HALE: I knew John Wright.
MRS PETERS: It was an awful thing was done in this house that
night, Mrs Hale. Killing a man while he slept, slipping a rope
around his neck that choked the life out of him.
MRS HALE: His neck. Choked the life out of him.
[Her hand goes out and rests on the bird-cage.]
55. Modern Dramas Chapter 14
MRS PETERS: [with rising voice] We don’t know who killed
him. We
don’t know.
MRS HALE: [her own feeling not interrupted] If there’d been
years
and years of nothing, then a bird to sing to you, it would be
awful—still, after the bird was still.
MRS PETERS: [something within her speaking] I know what
stillness
is. When we homesteaded in Dakota, and my first baby died—
after he was two years old, and me with no other then—
MRS HALE: [moving] How soon do you suppose they’ll be
through,
looking for the evidence?
MRS PETERS: I know what stillness is. [pulling herself back]
The law
has got to punish crime, Mrs Hale.
MRS HALE: [not as if answering that] I wish you’d seen
Minnie
Foster when she wore a white dress with blue ribbons and
stood up there in the choir and sang. [a look around the room]
Oh, I wish I’d come over here once in a while! That was a
crime!
That was a crime! Who’s going to punish that?
MRS PETERS: [looking upstairs] We mustn’t—take on.
MRS HALE: I might have known she needed help! I know how
56. things can be—for women. I tell you, it’s queer, Mrs Peters. We
live close together and we live far apart. We all go through the
same things—it’s all just a different kind of the same thing,
[brushes her eyes, noticing the bottle of fruit, reaches out for
it] If I was you, I wouldn’t tell her her fruit was gone. Tell her
it
ain’t. Tell her it’s all right. Take this in to prove it to her.
She—
she may never know whether it was broke or not.
MRS PETERS: [takes the bottle, looks about for something to
wrap
it in; takes petticoat from the clothes brought from the other
room, very nervously begins winding this around the bottle.
In a false voice] My, it’s a good thing the men couldn’t hear
us. Wouldn’t they just laugh! Getting all stirred up over a little
thing like a—dead canary. As if that could have anything to do
with—with—wouldn’t they laugh!
[The men are heard coming down stairs.]
MRS HALE: [under her breath] Maybe they would—maybe they
wouldn’t.
COUNTY ATTORNEY: No, Peters, it’s all perfectly clear
except
a reason for doing it. But you know juries when it comes to
women. If there was some definite thing. Something to show—
something to make a story about—a thing that would connect
up with this strange way of doing it—
[The women’s eyes meet for an instant. Enter HALE from outer
door.]
HALE: Well, I’ve got the team around. Pretty cold out there.
57. Modern Dramas Chapter 14
COUNTY ATTORNEY: I’m going to stay here a while by
myself, [to
the SHERIFF] You can send Frank out for me, can’t you? I want
to go over everything. I’m not satisfied that we can’t do better.
SHERIFF: Do you want to see what Mrs Peters is going to take
in?
[The LAWYER goes to the table, picks up the apron, laughs.]
COUNTY ATTORNEY: Oh, I guess they’re not very dangerous
things the ladies have picked out. [Moves a few things about,
disturbing the quilt pieces which cover the box. Steps back] No,
Mrs Peters doesn’t need supervising. For that matter, a sheriff’s
wife is married to the law. Ever think of it that way, Mrs
Peters?
MRS PETERS: Not—just that way.
SHERIFF: [chuckling] Married to the law. [moves toward the
other
room] I just want you to come in here a minute, George. We
ought to take a look at these windows.
COUNTY ATTORNEY: [scoffingly] Oh, windows!
SHERIFF: We’ll be right out, Mr Hale.
[HALE goes outside. The SHERIFF follows the COUNTY
ATTORNEY
into the other room. Then MRS HALE rises, hands tight
together,
58. looking intensely at MRS PETERS, whose eyes make a slow
turn,
finally meeting MRS HALE’s. A moment MRS HALE holds her,
then her own eyes point the way to where the box is concealed.
Suddenly MRS PETERS throws back quilt pieces and tries to
put the
box in the bag she is wearing. It is too big. She opens box,
starts
to take bird out, cannot touch it, goes to pieces, stands there
helpless. Sound of a knob turning in the other room. MRS
HALE
snatches the box and puts it in the pocket of her big coat. Enter
COUNTY ATTORNEY and SHERIFF.]
COUNTY ATTORNEY: [facetiously] Well, Henry, at least we
found
out that she was not going to quilt it. She was going to—what
is it you call it, ladies?
MRS HALE: [her hand against her pocket] We call it—knot it,
Mr
Henderson.
[CURTAIN]
This selection is in the public domain.
Modern Comedies Chapter 14
R E S P O N S E A N D R E F L E C T I O N Q U E S T I O N
S
Connecting
1. Give examples of each stage of the plot: exposition, rising
59. action, climax, falling action, resolu-
tion. The first dramatic question is “will the characters discover
the motive for the murder?”
When is this question answered (crisis point)? What is the
second dramatic question? When is
this question answered (the final crisis, always referred to as
the climax)?
2. How does Glaspell develop and sustain a feeling of isolation?
3. Give at least three examples of verbal irony—when
characters use words to convey a meaning
that is different from their literal meaning.
Considering
4. How are the dead bird and its cage used as symbols? Are
there additional symbols?
5. The key motif in the play is the many references, direct and
indirect, to “trifles.” Give examples of
references to “trifles.” A motif serves to highlight the theme;
state the theme. What insights are
revealed by the “trifles” the women pay attention to?
6. Give examples of Glaspell’s commentary about the role of
women. What staging and dramatic
devices does Glaspell use to emphasize the importance of the
men and the comparative unim-
portance of the women?
Concluding
7. Are Mrs. Peters and Mrs. Hale justified in their actions to
protect Mrs. Wright? Do you think
Glaspell considers “the pursuit of justice” a theme in this play?
60. 14.3 Modern Comedies
In these chapters on drama, we have focused on serious plays:
classical Greek, Shakespearean,
modern tragedies, and modern problem plays. We are going to
wrap up this section, and this text,
on a lighter note. Comedy is the sub-genre of drama designed to
make us laugh.
Like tragedies, comedies typically contain the standard plot
elements—exposition, rising action,
climax, falling action, and resolution—but with much different
results for the comedic protago-
nist. The rising action is full of humorous problems and
setbacks, including misunderstandings,
missed opportunities, and ill-conceived schemes. The climax,
instead of providing a grim answer
to the dramatic question, provides a happy reversal for the hero
or heroine. The falling action
neatly ties up loose ends, and the resolution provides a happy
ending—a wedding, a promotion,
an elevation in social status.
Comedies fall into two basic types, high and low, although
modern comedies often have elements
of both. High comedy is more intellectual. The focus is on
witty, smart dialogue and clever plot
twists. Satire, the most typical form of high comedy, points out
flaws and issues in society—
hypocrisy, corruption, bigotry, or unfairness of some kind. A
comedy of manners is type of
satire that makes fun of the pretentious behavior of the upper
classes.
Low comedy, on the other hand, usually avoids any underlying
serious commentary and typi-
61. cally involves physical elements like pratfalls (think of Kramer
in Seinfeld [1989–1998]) and pie-
in-the-face antics. Additionally, low comedy often replaces
clever, intellectual dialogue with
sexual innuendo and “bathroom humor.” Parody, a classic form
of low comedy, makes fun of a
particular genre—for example, the films in the Scary Movie
series (2000–2013) parody the genre
of horror films.
Modern Comedies Chapter 14
In modern drama, most comedic sub-genres, even those
mentioned above, embody elements
of both high and low comedy. Farce, as we discussed earlier in
this chapter, typically involves
physical comedy and wildly exaggerated plot twists and
characters—again, consider Seinfeld,
which also includes high comedy’s clever dialogue.
Tragicomedies appear to be headed for
tragic endings, but instead resolve happily. Character
comedies focus on the protagonist as
the source of laughter, whereas situation comedies focus on the
setting or plot as the comedic
source. Romantic comedy, a favorite style in modern film,
introduces two characters who are
often an unlikely match, follows them through a series of
misunderstandings and near-romantic
moments, and ultimately results in their happy union, usually
including an engagement or wed-
ding. Black comedy (also known as dark comedy) combines
serious, often gruesome, plot ele-
ments like murder or kidnapping with comedic ones. The Coen
brothers are masters of black
62. comedy with classics of the sub-genre like Fargo (1996) and
The Big Lebowski (1998).
We will close this chapter with two modern comedies, Oscar
Wilde’s classic comedy of man-
ners, The Importance of Being Earnest (1895), and Sharon E.
Cooper’s Mistaken Identity (2004,
revised 2008), a short, modern, one-act play that focuses on the
connection, or lack of connec-
tion, between two people on a blind date.
The Importance of Being Earnest (1895)
Oscar Wilde (1854–1900)
Wilde was born in Dublin, Ireland, where his father was a
prominent doc-
tor and his mother was an accomplished poet. Wilde was witty,
exuberant,
and an excellent student, fluent in French, German, Latin, and
Greek. After
completing his studies at Trinity College in Dublin, he attended
Magdalen
College at Oxford on a scholarship. He began his career as a
poet, living
in London and giving lectures in America. In 1884, he married
Constance
Lloyd, a wealthy Englishwoman. The couple had two sons.
Wilde published
one novel, The Picture of Dorian Gray (1891), and is
remembered primar-
ily for his plays, especially An Ideal Husband and The
Importance of Being
Earnest, both written in 1895. Also that year, Wilde was
sentenced to two
years in prison for having a homosexual affair. After his
63. release, he moved
to Paris, penniless and emotionally and physically exhausted.
He died there
three years later, at age 46, of meningitis.
Wilde’s most famous play, The Importance of Being Earnest
(1895), is a comedy of manners that
satirizes the superficial values, behavior, and lifestyle of the
aristocracy in Victorian England. The
play is full of verbal irony, when words mean the opposite of
their literal definition. Even the title
falsely suggests that the play will offer insights about being
earnest and sincere. On the contrary,
the two main characters, Jack and Algernon, are neither earnest
nor sincere, but rather spoiled and
self- centered. Both have gone to the extreme of inventing
fictitious people who provide excuses for
each to avoid any tedious family or social obligations. They
simply “must” visit the ailing “Bunbury”
or the irresponsible “Ernest” any time they want to escape
responsibility and pursue their own rec-
reational interests.
Napoleon Sarony/
The Bridgeman Art Library/
Getty
As you read The Importance of Being Earnest, consider and
make notes on the following:
1. The meaning of “being earnest” and the verbal irony in
Wilde’s use of the name “Ernest”
2. The theme—message or idea—that permeates the play
3. The role of the women: Lady Bracknell, Gwendolen, and
Cecily
64. Modern Comedies Chapter 14
4. The role of the non-aristocrats: the servants, the governess,
and the reverend
5. Examples of verbal irony (there are many!)
6. Examples of the aristocratic characters’ attitudes toward the
lower classes
7. Examples of the aristocratic characters’ moral character
The Importance of Being Earnest
A Trivial Comedy for Serious People
Oscar Wilde (1895)
THE PERSONS IN THE PLAY
JOHN WORTHING, J.P.
ALGERNON MONCRIEFF
REV. CANON CHASUBLE, D.D.
MERRIMAN, Butler
LANE, Manservant
LADY BRACKNELL
HON. GWENDOLEN FAIRFAX
CECILY CARDEW
MISS PRISM, Governess
THE SCENES OF THE PLAY
ACT I. Algernon Moncrieff’s Flat in Half-Moon Street, W.
ACT II. The Garden at the Manor House, Woolton.
ACT III. Drawing-Room at the Manor House, Woolton.
TIME
The Present.
65. FIRST ACT
SCENE: Morning-room in Algernon’s flat in Half-Moon Street.
The
room is luxuriously and artistically furnished. The sound of a
piano
is heard in the adjoining room.
LANE is arranging afternoon tea on the table, and after the
music
has ceased,
[ALGERNON enters.]
ALGERNON: Did you hear what I was playing, Lane?
LANE: I didn’t think it polite to listen, sir.
ALGERNON: I’m sorry for that, for your sake. I don’t play
accurately—any one can play accurately—but I play with
wonderful expression. As far as the piano is concerned,
sentiment is my forte. I keep science for Life.
LANE: Yes, sir.
ALGERNON: And, speaking of the science of Life, have you
got the
cucumber sandwiches cut for Lady Bracknell?
LANE: Yes, sir.
[Hands them on a salver.]
ALGERNON: [Inspects them, takes two, and sits down on the
sofa.]
Oh! . . . by the way, Lane, I see from your book that on
66. Modern Comedies Chapter 14
Thursday night, when Lord Shoreman and Mr. Worthing were
dining with me, eight bottles of champagne are entered as
having been consumed.
LANE: Yes, sir; eight bottles and a pint.
ALGERNON: Why is it that at a bachelor’s establishment the
servants invariably drink the champagne? I ask merely for
information.
LANE: I attribute it to the superior quality of the wine, sir. I
have
often observed that in married households the champagne is
rarely of a first-rate brand.
ALGERNON: Good heavens! Is marriage so demoralising as
that?
LANE: I believe it is a very pleasant state, sir. I have had very
little
experience of it myself up to the present. I have only been
married once. That was in consequence of a misunderstanding
between myself and a young person.
ALGERNON: [Languidly.] I don’t know that I am much
interested in
your family life, Lane.
LANE: No, sir; it is not a very interesting subject. I never think
of
it myself.
67. ALGERNON: Very natural, I am sure. That will do, Lane, thank
you.
LANE: Thank you, sir. [LANE goes out.]
ALGERNON: Lane’s views on marriage seem somewhat lax.
Really,
if the lower orders don’t set us a good example, what on earth
is the use of them? They seem, as a class, to have absolutely no
sense of moral responsibility.
[Enter LANE.]
LANE: Mr. Ernest Worthing.
[Enter JACK.]
[LANE goes out.]
ALGERNON: How are you, my dear Ernest? What brings you
up
to town?
JACK: Oh, pleasure, pleasure! What else should bring one
anywhere? Eating as usual, I see, Algy!
ALGERNON: [Stiffly.] I believe it is customary in good society
to
take some slight refreshment at five o’clock. Where have you
been since last Thursday?
JACK: [Sitting down on the sofa.] In the country.
ALGERNON: What on earth do you do there?
JACK: [Pulling off his gloves.] When one is in town one amuses
68. oneself. When one is in the country one amuses other people.
It is excessively boring.
ALGERNON: And who are the people you amuse?
JACK: [Airily.] Oh, neighbours, neighbours.
Modern Comedies Chapter 14
ALGERNON: Got nice neighbours in your part of Shropshire?
JACK: Perfectly horrid! Never speak to one of them.
ALGERNON: How immensely you must amuse them! [Goes
over
and takes sandwich.] By the way, Shropshire is your county, is
it not?
JACK: Eh? Shropshire? Yes, of course. Hallo! Why all these
cups?
Why cucumber sandwiches? Why such reckless extravagance in
one so young? Who is coming to tea?
ALGERNON: Oh! merely Aunt Augusta and Gwendolen.
JACK: How perfectly delightful!
ALGERNON: Yes, that is all very well; but I am afraid Aunt
Augusta
won’t quite approve of your being here.
JACK: May I ask why?
ALGERNON: My dear fellow, the way you flirt with Gwendolen
69. is
perfectly disgraceful. It is almost as bad as the way Gwendolen
flirts with you.
JACK: I am in love with Gwendolen. I have come up to town
expressly to propose to her.
ALGERNON: I thought you had come up for pleasure? . . . I
call that
business.
JACK: How utterly unromantic you are!
ALGERNON: I really don’t see anything romantic in proposing.
It
is very romantic to be in love. But there is nothing romantic
about a definite proposal. Why, one may be accepted. One
usually is, I believe. Then the excitement is all over. The very
essence of romance is uncertainty. If ever I get married, I’ll
certainly try to forget the fact.
JACK: I have no doubt about that, dear Algy. The Divorce
Court
was specially invented for people whose memories are so
curiously constituted.
ALGERNON: Oh! there is no use speculating on that subject.
Divorces are made in Heaven—[JACK puts out his hand to take
a sandwich. ALGERNON at once interferes.] Please don’t touch
the cucumber sandwiches. They are ordered specially for Aunt
Augusta. [Takes one and eats it.]
JACK: Well, you have been eating them all the time.
ALGERNON: That is quite a different matter. She is my aunt.
[Takes
70. plate from below.] Have some bread and butter. The bread
and butter is for Gwendolen. Gwendolen is devoted to bread
and butter.
JACK: [Advancing to table and helping himself.] And very good
bread and butter it is too.
ALGERNON: Well, my dear fellow, you need not eat as if you
were
going to eat it all. You behave as if you were married to her
Modern Comedies Chapter 14
already. You are not married to her already, and I don’t think
you ever will be.
JACK: Why on earth do you say that?
ALGERNON: Well, in the first place girls never marry the men
they
flirt with. Girls don’t think it right.
JACK: Oh, that is nonsense!
ALGERNON: It isn’t. It is a great truth. It accounts for the
extraordinary number of bachelors that one sees all over the
place. In the second place, I don’t give my consent.
JACK: Your consent!
ALGERNON: My dear fellow, Gwendolen is my first cousin.
And
before I allow you to marry her, you will have to clear up the
whole question of Cecily. [Rings bell.]
71. JACK: Cecily! What on earth do you mean? What do you mean,
Algy, by Cecily! I don’t know any one of the name of Cecily.
[Enter LANE.]
ALGERNON: Bring me that cigarette case Mr. Worthing left in
the
smoking-room the last time he dined here.
LANE: Yes, sir. [LANE goes out.]
JACK: Do you mean to say you have had my cigarette case all
this
time? I wish to goodness you had let me know. I have been
writing frantic letters to Scotland Yard about it. I was very
nearly offering a large reward.
ALGERNON: Well, I wish you would offer one. I happen to be
more
than usually hard up.
JACK: There is no good offering a large reward now that the
thing
is found.
[Enter LANE with the cigarette case on a salver. ALGERNON
takes it
at once. LANE goes out.]
ALGERNON: I think that is rather mean of you, Ernest, I must
say.
[Opens case and examines it.] However, it makes no matter, for,
now that I look at the inscription inside, I find that the thing
isn’t yours after all.
72. JACK: Of course it’s mine. [Moving to him.] You have seen me
with
it a hundred times, and you have no right whatsoever to read
what is written inside. It is a very ungentlemanly thing to read
a private cigarette case.
ALGERNON: Oh! it is absurd to have a hard and fast rule about
what one should read and what one shouldn’t. More than half
of modern culture depends on what one shouldn’t read.
JACK: I am quite aware of the fact, and I don’t propose to
discuss
modern culture. It isn’t the sort of thing one should talk of in
private. I simply want my cigarette case back.
Modern Comedies Chapter 14
ALGERNON: Yes; but this isn’t your cigarette case. This
cigarette
case is a present from some one of the name of Cecily, and you
said you didn’t know any one of that name.
JACK: Well, if you want to know, Cecily happens to be my
aunt.
ALGERNON: Your aunt!
JACK: Yes. Charming old lady she is, too. Lives at Tunbridge
Wells.
Just give it back to me, Algy.
ALGERNON: [Retreating to back of sofa.] But why does she
call
herself little Cecily if she is your aunt and lives at Tunbridge
73. Wells? [Reading.] ‘From little Cecily with her fondest love.’
JACK: [Moving to sofa and kneeling upon it.] My dear fellow,
what
on earth is there in that? Some aunts are tall, some aunts are
not tall. That is a matter that surely an aunt may be allowed to
decide for herself. You seem to think that every aunt should
be exactly like your aunt! That is absurd! For Heaven’s sake
give me back my cigarette case. [Follows ALGERNON round
the
room.]
ALGERNON: Yes. But why does your aunt call you her uncle?
‘From
little Cecily, with her fondest love to her dear Uncle Jack.’
There
is no objection, I admit, to an aunt being a small aunt, but why
an aunt, no matter what her size may be, should call her own
nephew her uncle, I can’t quite make out. Besides, your name
isn’t Jack at all; it is Ernest.
JACK: It isn’t Ernest; it’s Jack.
ALGERNON: You have always told me it was Ernest. I have
introduced you to every one as Ernest. You answer to the
name of Ernest. You look as if your name was Ernest. You are
the most earnest-looking person I ever saw in my life. It is
perfectly absurd your saying that your name isn’t Ernest. It’s
on your cards. Here is one of them. [Taking it from case.] ‘Mr.
Ernest Worthing, B. 4, The Albany.’ I’ll keep this as a proof
that
your name is Ernest if ever you attempt to deny it to me, or to
Gwendolen, or to any one else. [Puts the card in his pocket.]
JACK: Well, my name is Ernest in town and Jack in the country,
and
74. the cigarette case was given to me in the country.
ALGERNON: Yes, but that does not account for the fact that
your
small Aunt Cecily, who lives at Tunbridge Wells, calls you her
dear uncle. Come, old boy, you had much better have the thing
out at once.
JACK: My dear Algy, you talk exactly as if you were a dentist.
It
is very vulgar to talk like a dentist when one isn’t a dentist. It
produces a false impression.
ALGERNON: Well, that is exactly what dentists always do.
Now, go
on! Tell me the whole thing. I may mention that I have always
suspected you of being a confirmed and secret Bunburyist; and
I am quite sure of it now.
JACK: Bunburyist? What on earth do you mean by a
Bunburyist?
Modern Comedies Chapter 14
ALGERNON: I’ll reveal to you the meaning of that
incomparable
expression as soon as you are kind enough to inform me why
you are Ernest in town and Jack in the country.
JACK: Well, produce my cigarette case first.
ALGERNON: Here it is. [Hands cigarette case.] Now produce
your
explanation, and pray make it improbable. [Sits on sofa.]
75. JACK: My dear fellow, there is nothing improbable about my
explanation at all. In fact it’s perfectly ordinary. Old Mr.
Thomas Cardew, who adopted me when I was a little boy,
made me in his will guardian to his grand-daughter, Miss Cecily
Cardew. Cecily, who addresses me as her uncle from motives of
respect that you could not possibly appreciate, lives at my place
in the country under the charge of her admirable governess,
Miss Prism.
ALGERNON: Where is that place in the country, by the way?
JACK: That is nothing to you, dear boy. You are not going to
be invited . . . I may tell you candidly that the place is not in
Shropshire.
ALGERNON: I suspected that, my dear fellow! I have
Bunburyed all
over Shropshire on two separate occasions. Now, go on. Why
are you Ernest in town and Jack in the country?
JACK: My dear Algy, I don’t know whether you will be able to
understand my real motives. You are hardly serious enough.
When one is placed in the position of guardian, one has to
adopt a very high moral tone on all subjects. It’s one’s duty to
do so. And as a high moral tone can hardly be said to conduce
very much to either one’s health or one’s happiness, in order
to get up to town I have always pretended to have a younger
brother of the name of Ernest, who lives in the Albany, and
gets into the most dreadful scrapes. That, my dear Algy, is the
whole truth pure and simple.
ALGERNON: The truth is rarely pure and never simple. Modern
life
would be very tedious if it were either, and modern literature a
complete impossibility!
76. JACK: That wouldn’t be at all a bad thing.
ALGERNON: Literary criticism is not your forte, my dear
fellow.
Don’t try it. You should leave that to people who haven’t been
at a University. They do it so well in the daily papers. What you
really are is a Bunburyist. I was quite right in saying you were
a Bunburyist. You are one of the most advanced Bunburyists
I know.
JACK: What on earth do you mean?
ALGERNON: You have invented a very useful younger brother
called Ernest, in order that you may be able to come up
to town as often as you like. I have invented an invaluable
permanent invalid called Bunbury, in order that I may be able
to go down into the country whenever I choose. Bunbury is
Modern Comedies Chapter 14
perfectly invaluable. If it wasn’t for Bunbury’s extraordinary
bad health, for instance, I wouldn’t be able to dine with you
at Willis’s to-night, for I have been really engaged to Aunt
Augusta for more than a week.
JACK: I haven’t asked you to dine with me anywhere to-night.
ALGERNON: I know. You are absurdly careless about sending
out
invitations. It is very foolish of you. Nothing annoys people so
much as not receiving invitations.
JACK: You had much better dine with your Aunt Augusta.
77. ALGERNON: I haven’t the smallest intention of doing anything
of
the kind. To begin with, I dined there on Monday, and once a
week is quite enough to dine with one’s own relations. In the
second place, whenever I do dine there I am always treated as
a member of the family, and sent down with either no woman
at all, or two. In the third place, I know perfectly well whom
she will place me next to, to-night. She will place me next Mary
Farquhar, who always flirts with her own husband across the
dinner-table. That is not very pleasant. Indeed, it is not even
decent . . . and that sort of thing is enormously on the increase.
The amount of women in London who flirt with their own
husbands is perfectly scandalous. It looks so bad. It is simply
washing one’s clean linen in public. Besides, now that I know
you to be a confirmed Bunburyist I naturally want to talk to
you about Bunburying. I want to tell you the rules.
JACK: I’m not a Bunburyist at all. If Gwendolen accepts me, I
am
going to kill my brother, indeed I think I’ll kill him in any case.
Cecily is a little too much interested in him. It is rather a bore.
So I am going to get rid of Ernest. And I strongly advise you to
do the same with Mr. . . . with your invalid friend who has the
absurd name.
ALGERNON: Nothing will induce me to part with Bunbury,
and if you ever get married, which seems to me extremely
problematic, you will be very glad to know Bunbury. A man
who marries without knowing Bunbury has a very tedious time
of it.
JACK: That is nonsense. If I marry a charming girl like
Gwendolen,
and she is the only girl I ever saw in my life that I would marry,
I
78. certainly won’t want to know Bunbury.
ALGERNON: Then your wife will. You don’t seem to realise,
that in
married life three is company and two is none.
JACK: [Sententiously.] That, my dear young friend, is the
theory
that the corrupt French Drama has been propounding for the
last fifty years.
ALGERNON: Yes; and that the happy English home has proved
in
half the time.
JACK: For heaven’s sake, don’t try to be cynical. It’s perfectly
easy
to be cynical.
Modern Comedies Chapter 14
ALGERNON: My dear fellow, it isn’t easy to be anything
nowadays.
There’s such a lot of beastly competition about. [The sound of
an electric bell is heard.] Ah! that must be Aunt Augusta. Only
relatives, or creditors, ever ring in that Wagnerian manner.
Now, if I get her out of the way for ten minutes, so that you
can have an opportunity for proposing to Gwendolen, may I
dine with you to-night at Willis’s?
JACK: I suppose so, if you want to.
ALGERNON: Yes, but you must be serious about it. I hate
people
79. who are not serious about meals. It is so shallow of them.
[Enter LANE.]
LANE: Lady Bracknell and Miss Fairfax.
[ALGERNON goes forward to meet them. Enter LADY
BRACKNELL
and GWENDOLEN.]
LADY BRACKNELL: Good afternoon, dear Algernon, I hope
you are
behaving very well.
ALGERNON: I’m feeling very well, Aunt Augusta.
LADY BRACKNELL: That’s not quite the same thing. In fact
the two
things rarely go together. [Sees JACK and bows to him with icy
coldness.]
ALGERNON: [To GWENDOLEN.] Dear me, you are smart!
GWENDOLEN: I am always smart! Am I not, Mr. Worthing?
JACK: You’re quite perfect, Miss Fairfax.
GWENDOLEN: Oh! I hope I am not that. It would leave no
room
for developments, and I intend to develop in many directions.
[GWENDOLEN and JACK sit down together in the corner.]
LADY BRACKNELL: I’m sorry if we are a little late, Algernon,
but
I was obliged to call on dear Lady Harbury. I hadn’t been
there since her poor husband’s death. I never saw a woman
80. so altered; she looks quite twenty years younger. And now I’ll
have a cup of tea, and one of those nice cucumber sandwiches
you promised me.
ALGERNON: Certainly, Aunt Augusta. [Goes over to tea-table.]
LADY BRACKNELL: Won’t you come and sit here,
Gwendolen?
GWENDOLEN: Thanks, mamma, I’m quite comfortable where I
am.
ALGERNON: [Picking up empty plate in horror.] Good
heavens!
Lane! Why are there no cucumber sandwiches? I ordered them
specially.
LANE: [Gravely.] There were no cucumbers in the market this
morning, sir. I went down twice.
ALGERNON: No cucumbers!
LANE: No, sir. Not even for ready money.
ALGERNON: That will do, Lane, thank you.
Modern Comedies Chapter 14
LANE: Thank you, sir. [Goes out.]
ALGERNON: I am greatly distressed, Aunt Augusta, about
there
being no cucumbers, not even for ready money.
81. LADY BRACKNELL: It really makes no matter, Algernon. I
had some
crumpets with Lady Harbury, who seems to me to be living
entirely for pleasure now.
ALGERNON: I hear her hair has turned quite gold from grief.
LADY BRACKNELL: It certainly has changed its colour. From
what
cause I, of course, cannot say. [ALGERNON crosses and hands
tea.] Thank you. I’ve quite a treat for you to-night, Algernon. I
am going to send you down with Mary Farquhar. She is such a
nice woman, and so attentive to her husband. It’s delightful to
watch them.
ALGERNON: I am afraid, Aunt Augusta, I shall have to give up
the
pleasure of dining with you to-night after all.
LADY BRACKNELL: [Frowning.] I hope not, Algernon. It
would
put my table completely out. Your uncle would have to dine
upstairs. Fortunately he is accustomed to that.
ALGERNON: It is a great bore, and, I need hardly say, a
terrible
disappointment to me, but the fact is I have just had a telegram
to say that my poor friend Bunbury is very ill again. [Exchanges
glances with JACK.] They seem to think I should be with him.
LADY BRACKNELL: It is very strange. This Mr. Bunbury
seems to
suffer from curiously bad health.
ALGERNON: Yes; poor Bunbury is a dreadful invalid.
82. LADY BRACKNELL: Well, I must say, Algernon, that I think it
is
high time that Mr. Bunbury made up his mind whether he was
going to live or to die. This shilly-shallying with the question is
absurd. Nor do I in any way approve of the modern sympathy
with invalids. I consider it morbid. Illness of any kind is hardly
a thing to be encouraged in others. Health is the primary duty
of life. I am always telling that to your poor uncle, but he never
seems to take much notice . . . as far as any improvement in his
ailment goes. I should be much obliged if you would ask Mr.
Bunbury, from me, to be kind enough not to have a relapse on
Saturday, for I rely on you to arrange my music for me. It is my
last reception, and one wants something that will encourage
conversation, particularly at the end of the season when every
one has practically said whatever they had to say, which, in
most cases, was probably not much.
ALGERNON: I’ll speak to Bunbury, Aunt Augusta, if he is still
conscious, and I think I can promise you he’ll be all right by
Saturday. Of course the music is a great difficulty. You see, if
one plays good music, people don’t listen, and if one plays bad
music people don’t talk. But I’ll run over the programme I’ve
drawn out, if you will kindly come into the next room for a
moment.
Modern Comedies Chapter 14
LADY BRACKNELL: Thank you, Algernon. It is very
thoughtful
of you. [Rising, and following ALGERNON.] I’m sure the
programme will be delightful, after a few expurgations. French
songs I cannot possibly allow. People always seem to think that
they are improper, and either look shocked, which is vulgar,
or laugh, which is worse. But German sounds a thoroughly
83. respectable language, and indeed, I believe is so. Gwendolen,
you will accompany me.
GWENDOLEN: Certainly, mamma.
[LADY BRACKNELL and ALGERNON go into the music-
room,
GWENDOLEN remains behind.]
JACK: Charming day it has been, Miss Fairfax.
GWENDOLEN: Pray don’t talk to me about the weather, Mr.
Worthing. Whenever people talk to me about the weather, I
always feel quite certain that they mean something else. And
that makes me so nervous.
JACK: I do mean something else.
GWENDOLEN: I thought so. In fact, I am never wrong.
JACK: And I would like to be allowed to take advantage of
Lady
Bracknell’s temporary absence . . .
GWENDOLEN: I would certainly advise you to do so. Mamma
has a
way of coming back suddenly into a room that I have often had
to speak to her about.
JACK: [Nervously.] Miss Fairfax, ever since I met you I have
admired
you more than any girl . . . I have ever met since . . . I met you.
GWENDOLEN: Yes, I am quite well aware of the fact. And I
often wish that in public, at any rate, you had been more
demonstrative. For me you have always had an irresistible
84. fascination. Even before I met you I was far from indifferent to
you. [JACK looks at her in amazement.] We live, as I hope you
know, Mr. Worthing, in an age of ideals. The fact is constantly
mentioned in the more expensive monthly magazines, and
has reached the provincial pulpits, I am told; and my ideal has
always been to love some one of the name of Ernest. There is
something in that name that inspires absolute confidence. The
moment Algernon first mentioned to me that he had a friend
called Ernest, I knew I was destined to love you.
JACK: You really love me, Gwendolen?
GWENDOLEN: Passionately!
JACK: Darling! You don’t know how happy you’ve made me.
GWENDOLEN: My own Ernest!
JACK: But you don’t really mean to say that you couldn’t love
me if
my name wasn’t Ernest?
GWENDOLEN: But your name is Ernest.
Modern Comedies Chapter 14
JACK: Yes, I know it is. But supposing it was something else?
Do
you mean to say you couldn’t love me then?
GWENDOLEN: [Glibly.] Ah! that is clearly a metaphysical
speculation, and like most metaphysical speculations has very
little reference at all to the actual facts of real life, as we
know them.
85. JACK: Personally, darling, to speak quite candidly, I don’t
much
care about the name of Ernest . . . I don’t think the name suits
me at all.
GWENDOLEN: It suits you perfectly. It is a divine name. It has
a
music of its own. It produces vibrations.
JACK: Well, really, Gwendolen, I must say that I think there
are
lots of other much nicer names. I think Jack, for instance, a
charming name.
GWENDOLEN: Jack? . . . No, there is very little music in the
name Jack, if any at all, indeed. It does not thrill. It produces
absolutely no vibrations . . . I have known several Jacks, and
they all, without exception, were more than usually plain.
Besides, Jack is a notorious domesticity for John! And I pity
any woman who is married to a man called John. She would
probably never be allowed to know the entrancing pleasure of
a single moment’s solitude. The only really safe name is Ernest.
JACK: Gwendolen, I must get christened at once—I mean we
must
get married at once. There is no time to be lost.
GWENDOLEN: Married, Mr. Worthing?
JACK: [Astounded.] Well . . . surely. You know that I love you,
and you led me to believe, Miss Fairfax, that you were not
absolutely indifferent to me.
GWENDOLEN: I adore you. But you haven’t proposed to me
yet.
86. Nothing has been said at all about marriage. The subject has
not even been touched on.
JACK: Well . . . may I propose to you now?
GWENDOLEN: I think it would be an admirable opportunity.
And
to spare you any possible disappointment, Mr. Worthing, I
think it only fair to tell you quite frankly before-hand that I am
fully determined to accept you.
JACK: Gwendolen!
GWENDOLEN: Yes, Mr. Worthing, what have you got to say to
me?
JACK: You know what I have got to say to you.
GWENDOLEN: Yes, but you don’t say it.
JACK: Gwendolen, will you marry me? [Goes on his knees.]
GWENDOLEN: Of course I will, darling. How long you have
been
about it! I am afraid you have had very little experience in how
to propose.
Modern Comedies Chapter 14
JACK: My own one, I have never loved any one in the world
but you.
GWENDOLEN: Yes, but men often propose for practice. I know
my brother Gerald does. All my girl-friends tell me so. What