EVIDENCE –BASED PRACTICES 1
Evidence-Based Practices
Stephanie Petit-homme
Miami Regional University
Professor: Garcia Mercedes
07/05/2021
Evidence-Based Practices to Guide Clinical Practices
In other terms recognized as evidence-based medication, evidence-based scientific practice is elucidated as the careful, obvious, and judicious use of the best indication in creating results for the outstanding care of separate patients. It helps those who brand the choices to device best healthcare practices while drawing the roadmaps for the health system. In clinical trials, the integration of the EBCP entails clinical respiratory medicine considers two fundamental principles. For example, the principle is the hierarchy of the evidence and the art of clinical decision-making.
The interrelationship between the theory, research, and EBP
The relationship between the theory, research, and the EBP supports the three recognition programs. They still relate in terms of the magnet model component of modern knowledge, innovation, and advancement. They describe in a way in which they lead to the promotion of quality in a setting that makes supports professional practices. Second, there is the identification of excellence in giving nursing services to sick people or the people who stay around. For instance, the model, which is other terms the magnet theory, has got five components ( Reddy, 2018).
The first constituent includes transformational management; the additional is structural authorization. The third one is archetypal specialized practices, new information, invention, and upgrading. Lastly, in the model, there are the empirical quality outcomes. For the achievement of the aims of the goals that have been set, there is a need to make sure that the theory, current knowledge innovation, and the improvements and the components that are found in view all the nurses who are located in the levels of the healthcare company need to get involved.
The research has its primary purpose for the help of coming up with knowledge or the validation done for the knowledge that has always been there from before based on the theory. There is systematic, scientific questioning in the research to give the answers to some of the specific questions. It can use the test hypotheses and the rigorous method, the primary purpose of the study being for investigation knowing of the new things and the exploration. There is a need to understand the philosophy of science.
Second, on the EBP, there is no development of the new knowledge or even the learning being validated. The primary purpose of the EBP is to translate the evidence and then apply it to medical executive. It uses the indication available to brand patient-care choices. The EBP goes yonder the exploration as fine as the persevering penchants and ideals. The EBP retains into deliberation that the best indication is for the opinion leaders and the experts. Even though there is the existence of definitiv ...
evidence based practice is best for the people working with patients
ebp should be used by the heath care provider.
ebp based upon clinical experties
best research evidence
patient preference and values
EVB-Evidence Based Practice- principles,purposes,valuechristenashantaram
This brief out the principles,purposes,value involved in EVB-Evidence Based Practice and helps health, scoial care practisioner to know more about the EVB-Evidence Based Practicein health and scocial care international base.
EVIDENCE-BASED PRACTICE IN NURSING.docxHaraLakambini
-Evidence-based Practice in Nursing
-Steps of Evidence-Based Practice
-Hierarchy of Evidence | Quantitative Questions
-Elements of Evidence-Based Practice
-Nursing Research
-Types of Research
-Rights of Human Subject
-Comparison of Nursing Process with Research Process Table
-Performance Improvement in Nursing
-Examples of Performance Improvement Models
-Relationship between Evidence-Based Practice, Research, and Performance Improvement
-Similarities and Differences among Evidence-Based Practice, Research, and Performance Improvement
Evidence based nursing practice is one of most important for perfect and accurate in terms of saving a life.this presentation covers almost all aspect of EBD
evidence based practice is best for the people working with patients
ebp should be used by the heath care provider.
ebp based upon clinical experties
best research evidence
patient preference and values
EVB-Evidence Based Practice- principles,purposes,valuechristenashantaram
This brief out the principles,purposes,value involved in EVB-Evidence Based Practice and helps health, scoial care practisioner to know more about the EVB-Evidence Based Practicein health and scocial care international base.
EVIDENCE-BASED PRACTICE IN NURSING.docxHaraLakambini
-Evidence-based Practice in Nursing
-Steps of Evidence-Based Practice
-Hierarchy of Evidence | Quantitative Questions
-Elements of Evidence-Based Practice
-Nursing Research
-Types of Research
-Rights of Human Subject
-Comparison of Nursing Process with Research Process Table
-Performance Improvement in Nursing
-Examples of Performance Improvement Models
-Relationship between Evidence-Based Practice, Research, and Performance Improvement
-Similarities and Differences among Evidence-Based Practice, Research, and Performance Improvement
Evidence based nursing practice is one of most important for perfect and accurate in terms of saving a life.this presentation covers almost all aspect of EBD
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
Research studies show thatevidence-based practice(EBP) leads t.docxronak56
Research studies show thatevidence-based practice(EBP) leads to higher qual-
ity care, improved patient out-
comes, reduced costs, and greater
nurse satisfaction than traditional
approaches to care.1-5 Despite
these favorable findings, many
nurses remain inconsistent in their
implementation of evidence-based
care. Moreover, some nurses,
whose education predates the in-
clusion of EBP in the nursing cur-
riculum, still lack the computer
and Internet search skills neces-
sary to implement these practices.
As a result, misconceptions about
EBP—that it’s too difficult or too
time-consuming—continue to
flourish.
In the first article in this series
(“Igniting a Spirit of Inquiry: An
Essential Foundation for Evidence-
Based Practice,” November 2009),
we described EBP as a problem-
solving approach to the delivery
of health care that integrates the
best evidence from well-designed
studies and patient care data,
and combines it with patient
preferences and values and nurse
expertise. We also addressed the
contribution of EBP to improved
care and patient outcomes, de-
scribed barriers to EBP as well as
factors facilitating its implementa-
tion, and discussed strategies for
igniting a spirit of inquiry in clin-
ical practice, which is the founda-
tion of EBP, referred to as Step
Zero. (Editor’s note: although
EBP has seven steps, they are
numbered zero to six.) In this
article, we offer a brief overview
of the multistep EBP process.
Future articles will elaborate on
each of the EBP steps, using
the context provided by the
Case Scenario for EBP: Rapid
Response Teams.
Step Zero: Cultivate a spirit of
inquiry. If you’ve been following
this series, you may have already
started asking the kinds of ques-
tions that lay the groundwork
for EBP, for example: in patients
with head injuries, how does
supine positioning compared
with elevating the head of the
bed 30 degrees affect intracranial
pressure? Or, in patients with
supraventricular tachycardia,
how does administering the
!-blocker metoprolol (Lopressor,
Toprol-XL) compared with ad-
ministering no medicine affect
By Bernadette Mazurek Melnyk, PhD,
RN, CPNP/PMHNP, FNAP, FAAN,
Ellen Fineout-Overholt, PhD, RN,
FNAP, FAAN, Susan B. Stillwell, DNP,
RN, CNE, and Kathleen M.
Williamson, PhD, RN
The Seven Steps of Evidence-Based Practice
Following this progressive, sequential approach will lead
to improved health care and patient outcomes.
This is the second article in a new series from the Arizona State University College of Nursing and Health Innova-
tion’s Center for the Advancement of Evidence-Based Practice. Evidence-based practice (EBP) is a problem-solving
approach to the delivery of health care that integrates the best evidence from studies and patient care data with clini-
cian expertise and patient preferences and values. When delivered in a context of caring and in a supportive organi-
zational culture, the highest quality of care and best patient outcomes can be achieved.
The purpose of this s ...
Chapter 4 Knowledge Discovery, Data Mining, and Practice-Based Evi.docxchristinemaritza
Chapter 4 Knowledge Discovery, Data Mining, and Practice-Based Evidence
Mollie R. Cummins
Ginette A. Pepper
Susan D. Horn
The next step to comparative effectiveness research is to conduct more prospective large-scale observational cohort studies with the rigor described here for knowledge discovery and data mining (KDDM) and practice-based evidence (PBE) studies.
Objectives
At the completion of this chapter the reader will be prepared to:
1.Define the goals and processes employed in knowledge discovery and data mining (KDDM) and practice-based evidence (PBE) designs
2.Analyze the strengths and weaknesses of observational designs in general and of KDDM and PBE specifically
3.Identify the roles and activities of the informatics specialist in KDDM and PBE in healthcare environments
Key Terms
Comparative effectiveness research, 69
Confusion matrix, 62
Data mining, 61
Knowledge discovery and data mining (KDDM), 56
Machine learning, 56
Natural language processing (NLP), 58
Practice-based evidence (PBE), 56
Preprocessing, 56
Abstract
The advent of the electronic health record (EHR) and other large electronic datasets has revolutionized efficient access to comprehensive data across large numbers of patients and the concomitant capacity to detect subtle patterns in these data even with missing or less than optimal data quality. This chapter introduces two approaches to knowledge building from clinical data: (1) knowledge discovery and data mining (KDDM) and (2) practice-based evidence (PBE). The use of machine learning methods in retrospective analysis of routinely collected clinical data characterizes KDDM. KDDM enables us to efficiently and effectively analyze large amounts of data and develop clinical knowledge models for decision support. PBE integrates health information technology (health IT) products with cohort identification, prospective data collection, and extensive front-line clinician and patient input for comparative effectiveness research. PBE can uncover best practices and combinations of treatments for specific types of patients while achieving many of the presumed advantages of randomized controlled trials (RCTs).
Introduction
Leaders need to foster a shared learning culture for improving healthcare. This extends beyond the local department or institution to a value for creating generalizable knowledge to improve care worldwide. Sound, rigorous methods are needed by researchers and health professionals to create this knowledge and address practical questions about risks, benefits, and costs of interventions as they occur in actual clinical practice. Typical questions are as follows:
•Are treatments used in daily practice associated with intended outcomes?
•Can we predict adverse events in time to prevent or ameliorate them?
•What treatments work best for which patients?
•With limited financial resources, what are the best interventions to use for specific types of patients?
•What types of indi ...
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
Running head Critical Appraisal of ResearchCritical Appraisal o.docxhealdkathaleen
Running head: Critical Appraisal of Research
Critical Appraisal of Research
Part 4B: Critical Appraisal of Research
Walden University: NURS-6052.
October 13, 2019
Part 4B: Critical Appraisal of Research
Given my examination, the best practice that rises out of the exploration I checked on is Evidence-Based Practice (EBP), whereby in a clinical setting, it is considered as a fundamental component for guaranteeing that patients are given quality care just as treatment services. EBP is viewed as reasonable just as meticulous use of clinical practices that depend on current evidence. Also, medical care experts, with the help of EBP, can settle on successful decisions in connection to medicinal services operations. EBP depends on various pieces of evidence that incorporate qualitative just as quantitative research, controlled preliminaries, case reports, expert opinion, and scientific standards.
In this specific case, the clinical practices dependent on EBP help with giving better care just as treatment benefits as per patient values alongside clinical aptitude (Forrest, 2008). EBP depends on evidence gathered from qualitative research. Consequently, the quantitative analysis assumes a significant role in collecting data about current practices to be effected for the improvement of clinical skills and in gathering the patient's values. The research examines that are ineffectively structured, and inadequate reporting is contended to influence quantitative analysis crosswise over various spheres that incorporate medicinal services, future research, decision making, and health policy. In such manner, distinguishing reporting rules including diagnosis test studies (STARD), observational studies (STROBE), meta-analyses of observational studies (MOOSE), consolidated criteria for reporting qualitative research (COREQ) and randomized controlled trials (CONSORT) were used in these peer-reviewed articles.
Recognizing that clinicians have time constraints but then need to give the ideal care to their patients, the evidence-based methodology offers clinicians an advantageous technique for discovering current research to help in making clinical decisions, answer patient questions, and investigate alternative therapies, strategies, or materials. With a comprehension of how to viably use EBDM, professionals can rapidly and helpfully remain current with scientific discoveries on points that are essential to them and their patients.
References
DiBardino, D., Cohen, E. R., & Didwania, A. (2014). Meta‐analysis: multidisciplinary fall prevention strategies in the acute care inpatient population. Journal of hospital medicine, 7(6), 497-503.
Forrest, J. L. (2008). Evidence-based decision making: introduction and formulating good clinical questions. J Contemp Dent Pract, 1(3), 042-052.
Haines, T. P., Hill, K. D., Bennell, K. L., & Osborne, R. H. (2017). Additional exercise for older subacute hospital inpatients to prevent fal ...
Running head CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS.docxtodd271
Running head: CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
5
CRITIQUE OF QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Adenike George
Walden University
NURS 6052: Essentials of Evidence-Based Practice
April 11, 2019
Critique of Quantitative, Qualitative, or Mixed Method Design
Both quantitative and qualitative methods play a pivotal role in nursing research. Qualitative research helps nurses and other healthcare workers to understand the experiences of the patients on health and illness. Quantitative data allows researchers to use an accurate approach in data collection and analysis. When using quantitative techniques, data can be analyzed using either descriptive statistics or inferential statistics which allows the researchers to derive important facts like demographics, preference trends, and differences between the groups. The paper comprehensively critiques quantitative and quantitative techniques of research. Furthermore, the author will also give reasons as to why qualitative methods should be regarded as scientific.
The overall value of quantitative and Qualitative Research
Quantitative studies allow the researchers to present data in terms of numbers. Since data is in numeric form, researchers can apply statistical techniques in analyzing it. These include descriptive statistics like mean, mode, median, standard deviation and inferential statistics such as ANOVA, t-tests, correlation and regression analysis. Statistical analysis allows us to derive important facts from data such as preference trends, demographics, and differences between groups. For instance, by conducting a mixed methods study to determine the feeding experiences of infants among teen mothers in North Carolina, Tucker and colleagues were able to compare breastfeeding trends among various population groups. The multiple groups compared were likely to initiate breastfeeding as follows: Hispanic teens 89%, Black American teens 41%, and White teens 52% (Tucker et al., 2011).
The high strength of quantitative analysis lies in providing data that is descriptive. The descriptive statistics helps us to capture a snapshot of the population. When analyzed appropriate, the descriptive data enables us to make general conclusions concerning the population. For instance, through detailed data analysis, Tucker and co-researchers were able to observe that there were a large number of adolescents who ceased breastfeeding within the first month drawing the need for nurses to conduct individualized follow-ups the early days after hospital discharge. These follow-ups would significantly assist in addressing the conventional technical problems and offer support in managing back to school transition (Tucker et al., 2011).
Qualitative research allows researchers to determine the client’s perspective on healthcare. It enables researchers to observe certain behaviors and experiences amo.
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docxBetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docxBetseyCalderon89
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
More Related Content
Similar to EVIDENCE –BASED PRACTICES1Evidence-Based Pract
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
Research studies show thatevidence-based practice(EBP) leads t.docxronak56
Research studies show thatevidence-based practice(EBP) leads to higher qual-
ity care, improved patient out-
comes, reduced costs, and greater
nurse satisfaction than traditional
approaches to care.1-5 Despite
these favorable findings, many
nurses remain inconsistent in their
implementation of evidence-based
care. Moreover, some nurses,
whose education predates the in-
clusion of EBP in the nursing cur-
riculum, still lack the computer
and Internet search skills neces-
sary to implement these practices.
As a result, misconceptions about
EBP—that it’s too difficult or too
time-consuming—continue to
flourish.
In the first article in this series
(“Igniting a Spirit of Inquiry: An
Essential Foundation for Evidence-
Based Practice,” November 2009),
we described EBP as a problem-
solving approach to the delivery
of health care that integrates the
best evidence from well-designed
studies and patient care data,
and combines it with patient
preferences and values and nurse
expertise. We also addressed the
contribution of EBP to improved
care and patient outcomes, de-
scribed barriers to EBP as well as
factors facilitating its implementa-
tion, and discussed strategies for
igniting a spirit of inquiry in clin-
ical practice, which is the founda-
tion of EBP, referred to as Step
Zero. (Editor’s note: although
EBP has seven steps, they are
numbered zero to six.) In this
article, we offer a brief overview
of the multistep EBP process.
Future articles will elaborate on
each of the EBP steps, using
the context provided by the
Case Scenario for EBP: Rapid
Response Teams.
Step Zero: Cultivate a spirit of
inquiry. If you’ve been following
this series, you may have already
started asking the kinds of ques-
tions that lay the groundwork
for EBP, for example: in patients
with head injuries, how does
supine positioning compared
with elevating the head of the
bed 30 degrees affect intracranial
pressure? Or, in patients with
supraventricular tachycardia,
how does administering the
!-blocker metoprolol (Lopressor,
Toprol-XL) compared with ad-
ministering no medicine affect
By Bernadette Mazurek Melnyk, PhD,
RN, CPNP/PMHNP, FNAP, FAAN,
Ellen Fineout-Overholt, PhD, RN,
FNAP, FAAN, Susan B. Stillwell, DNP,
RN, CNE, and Kathleen M.
Williamson, PhD, RN
The Seven Steps of Evidence-Based Practice
Following this progressive, sequential approach will lead
to improved health care and patient outcomes.
This is the second article in a new series from the Arizona State University College of Nursing and Health Innova-
tion’s Center for the Advancement of Evidence-Based Practice. Evidence-based practice (EBP) is a problem-solving
approach to the delivery of health care that integrates the best evidence from studies and patient care data with clini-
cian expertise and patient preferences and values. When delivered in a context of caring and in a supportive organi-
zational culture, the highest quality of care and best patient outcomes can be achieved.
The purpose of this s ...
Chapter 4 Knowledge Discovery, Data Mining, and Practice-Based Evi.docxchristinemaritza
Chapter 4 Knowledge Discovery, Data Mining, and Practice-Based Evidence
Mollie R. Cummins
Ginette A. Pepper
Susan D. Horn
The next step to comparative effectiveness research is to conduct more prospective large-scale observational cohort studies with the rigor described here for knowledge discovery and data mining (KDDM) and practice-based evidence (PBE) studies.
Objectives
At the completion of this chapter the reader will be prepared to:
1.Define the goals and processes employed in knowledge discovery and data mining (KDDM) and practice-based evidence (PBE) designs
2.Analyze the strengths and weaknesses of observational designs in general and of KDDM and PBE specifically
3.Identify the roles and activities of the informatics specialist in KDDM and PBE in healthcare environments
Key Terms
Comparative effectiveness research, 69
Confusion matrix, 62
Data mining, 61
Knowledge discovery and data mining (KDDM), 56
Machine learning, 56
Natural language processing (NLP), 58
Practice-based evidence (PBE), 56
Preprocessing, 56
Abstract
The advent of the electronic health record (EHR) and other large electronic datasets has revolutionized efficient access to comprehensive data across large numbers of patients and the concomitant capacity to detect subtle patterns in these data even with missing or less than optimal data quality. This chapter introduces two approaches to knowledge building from clinical data: (1) knowledge discovery and data mining (KDDM) and (2) practice-based evidence (PBE). The use of machine learning methods in retrospective analysis of routinely collected clinical data characterizes KDDM. KDDM enables us to efficiently and effectively analyze large amounts of data and develop clinical knowledge models for decision support. PBE integrates health information technology (health IT) products with cohort identification, prospective data collection, and extensive front-line clinician and patient input for comparative effectiveness research. PBE can uncover best practices and combinations of treatments for specific types of patients while achieving many of the presumed advantages of randomized controlled trials (RCTs).
Introduction
Leaders need to foster a shared learning culture for improving healthcare. This extends beyond the local department or institution to a value for creating generalizable knowledge to improve care worldwide. Sound, rigorous methods are needed by researchers and health professionals to create this knowledge and address practical questions about risks, benefits, and costs of interventions as they occur in actual clinical practice. Typical questions are as follows:
•Are treatments used in daily practice associated with intended outcomes?
•Can we predict adverse events in time to prevent or ameliorate them?
•What treatments work best for which patients?
•With limited financial resources, what are the best interventions to use for specific types of patients?
•What types of indi ...
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
Running head Critical Appraisal of ResearchCritical Appraisal o.docxhealdkathaleen
Running head: Critical Appraisal of Research
Critical Appraisal of Research
Part 4B: Critical Appraisal of Research
Walden University: NURS-6052.
October 13, 2019
Part 4B: Critical Appraisal of Research
Given my examination, the best practice that rises out of the exploration I checked on is Evidence-Based Practice (EBP), whereby in a clinical setting, it is considered as a fundamental component for guaranteeing that patients are given quality care just as treatment services. EBP is viewed as reasonable just as meticulous use of clinical practices that depend on current evidence. Also, medical care experts, with the help of EBP, can settle on successful decisions in connection to medicinal services operations. EBP depends on various pieces of evidence that incorporate qualitative just as quantitative research, controlled preliminaries, case reports, expert opinion, and scientific standards.
In this specific case, the clinical practices dependent on EBP help with giving better care just as treatment benefits as per patient values alongside clinical aptitude (Forrest, 2008). EBP depends on evidence gathered from qualitative research. Consequently, the quantitative analysis assumes a significant role in collecting data about current practices to be effected for the improvement of clinical skills and in gathering the patient's values. The research examines that are ineffectively structured, and inadequate reporting is contended to influence quantitative analysis crosswise over various spheres that incorporate medicinal services, future research, decision making, and health policy. In such manner, distinguishing reporting rules including diagnosis test studies (STARD), observational studies (STROBE), meta-analyses of observational studies (MOOSE), consolidated criteria for reporting qualitative research (COREQ) and randomized controlled trials (CONSORT) were used in these peer-reviewed articles.
Recognizing that clinicians have time constraints but then need to give the ideal care to their patients, the evidence-based methodology offers clinicians an advantageous technique for discovering current research to help in making clinical decisions, answer patient questions, and investigate alternative therapies, strategies, or materials. With a comprehension of how to viably use EBDM, professionals can rapidly and helpfully remain current with scientific discoveries on points that are essential to them and their patients.
References
DiBardino, D., Cohen, E. R., & Didwania, A. (2014). Meta‐analysis: multidisciplinary fall prevention strategies in the acute care inpatient population. Journal of hospital medicine, 7(6), 497-503.
Forrest, J. L. (2008). Evidence-based decision making: introduction and formulating good clinical questions. J Contemp Dent Pract, 1(3), 042-052.
Haines, T. P., Hill, K. D., Bennell, K. L., & Osborne, R. H. (2017). Additional exercise for older subacute hospital inpatients to prevent fal ...
Running head CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS.docxtodd271
Running head: CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
5
CRITIQUE OF QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Adenike George
Walden University
NURS 6052: Essentials of Evidence-Based Practice
April 11, 2019
Critique of Quantitative, Qualitative, or Mixed Method Design
Both quantitative and qualitative methods play a pivotal role in nursing research. Qualitative research helps nurses and other healthcare workers to understand the experiences of the patients on health and illness. Quantitative data allows researchers to use an accurate approach in data collection and analysis. When using quantitative techniques, data can be analyzed using either descriptive statistics or inferential statistics which allows the researchers to derive important facts like demographics, preference trends, and differences between the groups. The paper comprehensively critiques quantitative and quantitative techniques of research. Furthermore, the author will also give reasons as to why qualitative methods should be regarded as scientific.
The overall value of quantitative and Qualitative Research
Quantitative studies allow the researchers to present data in terms of numbers. Since data is in numeric form, researchers can apply statistical techniques in analyzing it. These include descriptive statistics like mean, mode, median, standard deviation and inferential statistics such as ANOVA, t-tests, correlation and regression analysis. Statistical analysis allows us to derive important facts from data such as preference trends, demographics, and differences between groups. For instance, by conducting a mixed methods study to determine the feeding experiences of infants among teen mothers in North Carolina, Tucker and colleagues were able to compare breastfeeding trends among various population groups. The multiple groups compared were likely to initiate breastfeeding as follows: Hispanic teens 89%, Black American teens 41%, and White teens 52% (Tucker et al., 2011).
The high strength of quantitative analysis lies in providing data that is descriptive. The descriptive statistics helps us to capture a snapshot of the population. When analyzed appropriate, the descriptive data enables us to make general conclusions concerning the population. For instance, through detailed data analysis, Tucker and co-researchers were able to observe that there were a large number of adolescents who ceased breastfeeding within the first month drawing the need for nurses to conduct individualized follow-ups the early days after hospital discharge. These follow-ups would significantly assist in addressing the conventional technical problems and offer support in managing back to school transition (Tucker et al., 2011).
Qualitative research allows researchers to determine the client’s perspective on healthcare. It enables researchers to observe certain behaviors and experiences amo.
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docxBetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docxBetseyCalderon89
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
Make sure you put it in your own words and references for each pleas.docxBetseyCalderon89
Make sure you put it in your own words and references for each please.
Benefit of Photosynthesis
1).
§
Describe two (2) ways that YOU benefit from the process of photosynthesis.
§
What happens when plants receive too much sun? Why?
§
How does the mapping of photosynthesis by NASA in space relate to climate change?
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
Fermentation
2).
·
Fermentation and cellular respiration are BOTH used for energy-production in cells. As cellular beings, humans have the ability to perform both processes. Since energy production is markedly lower during fermentation, do you think it is a good idea for human cells to perform both processes? Why/why? EXPLAIN your response.
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
3).
o
AUTOTROPHS & HETEROTROPHS
Autotrophs make their own food using energy they get directly from the environment, and carbon from inorganic sources such as CO
2
. By metabolic pathways of photosynthesis, plants and other autotrophs capture the energy of light and use it to build sugars from water and carbon dioxide. Heterotrophs get energy and carbon molecules from molecules that other organisms have already assembled.
Earth's early atmosphere held very little free oxygen, and chemoautotrophs were common. When the noncyclic pathway of photosynthesis evolved, oxygen released by photoautotrophs permanently changed the atmosphere, and it was a selective force that favored evolution of aerobic respiration. Photoautotrophs remove CO
2
from the atmosphere; the metabolic activity of most organisms puts it back. Human activities disrupt this cycle by adding extra CO
2
to the atmosphere. The resulting imbalance is contributing to global warming.
Can you do some additional research and find at least one specific heterotroph?
o
4).
THE EVOLUTION OF PHOTOSYNTHESIS
Life theoretically originated on Earth 3.4 to 4 billion years ago. The atmosphere was thin: composed of methane, carbon dioxide, and water vapor. Any gaseous oxygen had been used up in the combustion (or oxidation) of materials when the Earth was very hot.
The cooling water collected in pools, assimilating nutrients from the rocks. As water evaporated, the nutrients concentrated, forming a rich soup. The first organisms would have lived well off this food source, breaking down the complex molecules into water and carbon dioxide through respiration. Eventually, as life grew, the need arose to somehow re-synthesize complex compounds, both to eat and to use for structure and function. Some organisms learned how to use the Sun's energy to synthesize large molecules from small molecules. Other organisms learned to use other sources of reductive power. These organisms that have learned how to build the building blocks of life are called autotrophs, or self-feeders. Autotrophs are found in the bacterial and plant
Can you do some ad.
Make sure you take your time and provide complete answers. Two or th.docxBetseyCalderon89
Make sure you take your time and provide complete answers. Two or three sentence answers to any of these questions will not be adequate! Your logic, thought processes and quality of your responses are what will determine your grade.
1)
ABC’s capital-asset procurement policy requires the Board of CAEs (BOD) approve any single acquisition over $150,000. If the board approves a project, then the treasurer will transfer the funds to the respective plant. Within one year, the internal auditing function is charged with reviewing each acquisition to check the propriety of the purchase and disbursal of funds.
ABC’s Plant Controller prepared the first proposal for a DEK cutting machine. Other plants were told to wait until internal auditing could inspect the documentation associated with the acquisition, and evaluate the project’s operating effectiveness and efficiency. The plant’s proposal was the second largest proposal ever submitted in the company’s history and it totaled $1.3 million dollars. The cost of the new machine by itself was listed in the proposal at $1.1 million. Labor and other costs necessary to remove the old machine and install the new machine totaled $200,000.
The internal auditor assigned to the investigation was Phil Ramone. Phil had been with ABC four years performing mostly production operational audits (on existing processes) and internal control payroll audits. Phil’s considerable experience in these areas led him to believe that the procedures associated with this capital-asset audit would be as simple and routine. This was not Phil’s first visit to the plant. In fact Phil had performed an audit on the plant’s payroll system only a year ago. Phil’s recollection of the experience was not a pleasant one. He had several confrontations with the plant controller, mostly as a result of personality clashes. While all the payroll issues were easily resolved, Phil felt there was still an adversarial relationship between him and the controller and was on guard for any preemptive strikes this time around by the controller.
It was a long drive to the plant so when Phil arrived a little late the day of his audit he was greeted by the controller with a perceived air of indifference and promptly led to a secluded office. The controller calmly explained that he was extremely busy and would answer any questions at the end of the day. Phil merely nodded his head and sat down in front of several tall piles of invoices, which the controller stated was the documentation supporting the purchase, set up, and testing of the new machine. Phil was somewhat surprised, fully expecting to see only a handful of invoices, but did not ask for any explanations. As Phil began looking through the myriad of statements and canceled checks he soon found one particular invoice near the top of the first pile that indicated the actual price paid for the machine itself was only $850,000.
Phil’s first reaction was to call the CAE of auditing. When he found .
make sure is 100 original not copythis first questionDiscuss .docxBetseyCalderon89
make sure is 100% original not copy
this first question
Discuss the configuration and activation of auditing for files, users or other system objects to help technical personnel recognize, diagnose, deter and/or work to prevent attempts to compromise or break into a computer network.
this second question
Complete the main portion of this assignment as outlined below.
Briefly describe how the following tools are used:
Event viewer
Authority delegation
Update services
Describe 1 scenario in which each tool would be used.
.
make two paragraphs on diffences and similiarties religous belifs .docxBetseyCalderon89
make two paragraphs on diffences and similiarties : religous belifs on egypt and the mayans
Paragraph(s) should include a topic sentence, explanation of similarities, explanations of any differences, and a concluding sentence. • Give specific points to support any generalizations that you make. For example, a statement such as, “Both civilizations relied on oral tradition,” needs elaboration with supporting details. To strengthen your paragraph, give specific examples and elaborations for each culture. If you were discussing the culture of ancient Greece, you might elaborate on how Homer’s Iliad and Odyssey represents the oral traditions of ancient Greece.
100% original work
.
Make a list of your own personality traits and then address the foll.docxBetseyCalderon89
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
Please also respond to my classmate's responses for 3-4 sentences. Here are my classmate's responses:
1. Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor rela.
Make a list of your own personality traits and then address the .docxBetseyCalderon89
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
repond. no1
Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor relates to my emotional intelligence, which was inherently given to me by my mo.
Make a list of people you consider to be your close friend. For each.docxBetseyCalderon89
Make a list of people you consider to be your close friend. For each, identify ways that they are culturally similar to and different from you. Then form groups of four to six students and answer the following questions. Select a recorder for your discussion so you can share your answers with the rest of the class.
- Do people generally have more friends who are culturally similar or different from themselves?
- What are some of the benefits of forming intercultural friendship?
- In what ways are intercultural friendships different or similar to friendship with people from the same cultures?
- What are some reasons people might have for not forming intercultural friendship?
.
Make sure questions and references are included! Determine how s.docxBetseyCalderon89
Make sure questions and references are included!
Determine how scareware has become a serious threat and why you believe end users often fall victim to this form of hoax.
From the e-Activity, discuss the different famous malware threats, the specifics of each threat, how they worked, why they were or weren’t successful, and how they were eventually defeated. Compare and contrast the two selected malware threats and explain which you believe was the stronger threat and why.
Consider the need for education in protecting against all types of malware. Determine whether or not you believe security departments are properly educating employees on common threats.
Determine whether or not you believe bit torrent sharing networks are a breeding ground for Trojan proliferation and if so, suggest what can be done to mitigate the risks. Justify your response.
Describe the technical and security considerations that should be taken in account when migrating a Web-based e-Commerce application from development to the production environment. Explain the significance and type of testing that would be performed in this scenario.
From the e-Activity, select one of the retail payment systems laws and describe their application into Web-based security. Determine the challenges this presents to U.S. companies in an international context.
.
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docxBetseyCalderon89
Major Paper #2--The Personal Narrative Essay
A narrative is simply a story. A personal narrative is a true story, focusing largely on the writer’s own life.
For Essay #2, the Personal Narrative, you will be writing a short essay (at least 3-4 pages in length) about a significant event in your own life. This event need not --and probably should not--be inherently, overly dramatic. Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience. In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective. You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader.
During the course of this unit, you will want to read the examples of the Personal Narrative in Chapter 2. You will want to start brainstorming ideas for your own personal narrative, and--by the end of Unit 5--you will want to have selected a significant event that you wish to focus on in this essay.
INSTRUCTIONS:
Elements of Story: Plot, Character, Setting, Dialogue The following four terms (plot, character, setting, and dialogue) are the four major elements of story. In other words, these are all essentials for your personal narrative.
1.) PLOT: A plot is a pattern of events or actions that lead to a change in a character or situation. In the case of this assignment, the plot of your essay should be limited to a key event or series of events that actually occurred in your real life, and resulted in some sort of change in your character, your relationships with others, your worldview, or your situation. Plot also always includes some kind of tension or conflict. This conflict may be external, between two people (for instance, a fist-fight with your brother, or a disagreement with your mother). In contrast, the conflict may be purely internal (for instance, a conflict between what you desire and your sense of morality). By the end of your essay, we should have some sense that the conflict has been dealt with somehow, if not entirely resolved.
2.) CHARACTER: A character is any person depicted on the page. We often think of characters in terms of fiction, characters “made-up” or “invented” by the author to further the story or illustrate a point. Even in fiction, however, characters are often based on real-life people. In your narrative essay, you yourself will become a character—even though you must remain true to the facts of your life, personality, etc.—just because you will be reproducing yourself on the page. As a readers, we’ll want to get a sense of who you are as a character on the page in the course of your essay. By the end of the essay, we will also want to know why/how your experience was significant. How did it change you?
To take it even further, beyond the scope of .
Major earthquakes and volcano eruptions occurred long before there w.docxBetseyCalderon89
Major earthquakes and volcano eruptions occurred long before there were humans on Earth. However, there have been many in recorded history that significantly impacted human civilization. Choose one significant, important earthquake or volcano and report on it. Be sure to cover how it affected the Earth, the damages and death tolls, the economic impact, and any permanent consequences.
Your paper should meet the following requirements:
Be 3-4 pages in length NOT INCLUDING REF OR TITLE PAGE
Cite 1-2 outside sources
APA FORMAT.
.
Major Paper #1-The Point of View Essay Deadline October 29, 2.docxBetseyCalderon89
Major Paper #1-The Point of View Essay
Deadline: October 29, 2015 at 11:59 pm
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at least 400-500 words in length.)
3. Reflection:
In one to two paragraphs, cnsider at least one of the following questions.
Maintenance and TroubleshootingDescribe the maintenance procedures.docxBetseyCalderon89
Maintenance and Troubleshooting
Describe the maintenance procedures planned for the proposed network, including a schedule of maintenance activities and the steps required for each activity.
Identify the network operations that will be monitored, the information that will be gathered, and the meaning of the information as it relates to potential system problems.
List at least 3 potential network problem scenarios, and identify the troubleshooting procedure that will be used if this scenario occurs.
.
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docxBetseyCalderon89
Maintaining the Loyalty of Stakeholders
To maintain political, governmental, staff, and patient loyalty, the healthcare organization must provide a sense of organizational stability and view of the legislative landscape. In Chapters 14 and 15 we have researched and investigated the need to align both public opinion with staff trust. The political landscape is the basis for healthcare policy, guidance, state, local, and community support (both fiscal and legal) engaging in political trade-offs to stabilize the healthcare industry (such as in the cost, pharmaceuticals, insurance premiums, and organizational ROI in the healthcare industry). Healthcare organizations must provide the necessary guidance and advocacy for stakeholders in the setting of both state and federal legislature as a voice of reason, authority, and integrity. Provide information on the following:
Research a policy associated with the Affordable Care Act in your home state or another state that may affect healthcare reform and/or the way health care is provided in the chosen state.
Describe the policy and who wrote and/or promoted the policy legislature (provide statistical data).
What are the trade-offs offered to bring balance to the healthcare stakeholders?
What role have public perception and disinterestedness played in the valuation of healthcare performance?
Describe how process innovation, risk taking, health policy analysis, and governance “sense-making” provide balance for stakeholders.
Your paper
Must be 4 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least four scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docxBetseyCalderon89
Macro Paper Assignment - The Eurozone Crisis - Due
Oct 22, 2015 1:00 PM
Principles of Macroeconomics Section 602 Fall Semester 2015
Macro Paper Assignment - The Eurozone Crisis
Due Oct 22, 2015 1:00 PM
Starts Aug 19, 2015 12:59 PMEnds Oct 22, 2015 1:00 PM
The EURO (€), was introduced as the official currency of the European
Union (EU) on January 1, 1999 and launched as ‘legal’ tender January 1, 2002.
To date, it is the official currency of 18 member states (aka EUROZONE)
and pegged to other currencies used by over 210 million people worldwide.
Title:
●
What is the Eurozone Crisis?
●
What measures have been used/suggested to resolve the crisis?
●
What are the effects of the measures implemented?
Paper Requirements:
ü
Minimum of
Four
pages (top to bottom), double spaced, neatly typed.
ü
Attach an additional page for bibliography/work cited.
ü
Bibliography references should be
four or more
.
ü
Include introduction and conclusion;
NO Wikipedia
please!
ü
Submit via the
Dropbox
functionality on icollege.
ü
Submit a
hardcopy
in class on designated date.
.
Macromolecules are constructed as a result of covalent forced; howev.docxBetseyCalderon89
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell...!!!
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell without non-covalent forces.
Using a macromolecule such as a protein as an example, explain the statement above.
.
M7A1 Resolving ConflictIf viewing this through the Assignment too.docxBetseyCalderon89
M7A1: Resolving Conflict
If viewing this through the Assignment tool, click the title above to go to the Submissions area.
Resolving Conflict
The Orbe and Harris (2015) textbook identifies the Ten Commandments for Racial and Ethnic Harmony of the Baha’i faith (
p
. 265). The Martin and Nakayama (2014) textbook provides tips on building intercultural skills (
p
. 251-252). Based on the reading, Module 7 web links, or other resources, develop your own list of recommendations for preventing or resolving conflict between people of different cultures, races, ethnicities, sexual orientations,
etc
. Once you have made your recommendations, discuss how one might apply your recommendations.
Your essay is to be written using Microsoft Word or Open Office (freeware found at
Apache OpenOffice
).
Submit your paper using the assignment dropbox.
Paper requirements:
250—300 words
Double-spaced
APA
writing conventions
Your research should be documented by citing one or more credible sources such as a newspaper, a biographic article, book, or website.
.
Madison is interested in how many of the children in.docxBetseyCalderon89
Mad
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i
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i
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l
come
from sing
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and blended families. What method of
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would she use?
correlationa
l
quasi-exper
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experimenta
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desc
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.
Main content areaBased on the readings this week with special at.docxBetseyCalderon89
Main content area
Based on the readings this week with special attention to Tobin’s (2013) article, define what is meant by organizational culture and how it is created, influenced, and changed based on globalization. Provide an example of an organization with which you are familiar (e.g., your gym, church, workplace, or a well-known organization) and describe how that organization has changed, or not changed, its organizational culture due to globalization.
.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
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.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
1. EVIDENCE –BASED PRACTICES 1
Evidence-Based Practices
Stephanie Petit-homme
Miami Regional University
Professor: Garcia Mercedes
07/05/2021
Evidence-Based Practices to Guide Clinical Practices
In other terms recognized as evidence-based medication,
evidence-based scientific practice is elucidated as the careful,
obvious, and judicious use of the best indication in creating
results for the outstanding care of separate patients. It helps
those who brand the choices to device best healthcare practices
while drawing the roadmaps for the health system. In clinical
trials, the integration of the EBCP entails clinical respiratory
2. medicine considers two fundamental principles. For example,
the principle is the hierarchy of the evidence and the art of
clinical decision-making.
The interrelationship between the theory, research, and EBP
The relationship between the theory, research, and the EBP
supports the three recognition programs. They still relate in
terms of the magnet model component of modern knowledge,
innovation, and advancement. They describe in a way in which
they lead to the promotion of quality in a setting that makes
supports professional practices. Second, there is the
identification of excellence in giving nursing services to sick
people or the people who stay around. For instance, the model,
which is other terms the magnet theory, has got five components
( Reddy, 2018).
The first constituent includes transformational management; the
additional is structural authorization. The third one is
archetypal specialized practices, new information, invention,
and upgrading. Lastly, in the model, there are the empirical
quality outcomes. For the achievement of the aims of the goals
that have been set, there is a need to make sure that the theory,
current knowledge innovation, and the improvements and the
components that are found in view all the nurses who are
located in the levels of the healthcare company need to get
involved.
The research has its primary purpose for the help of coming up
with knowledge or the validation done for the knowledge that
has always been there from before based on the theory. There is
systematic, scientific questioning in the research to give the
answers to some of the specific questions. It can use the test
hypotheses and the rigorous method, the primary purpose of the
study being for investigation knowing of the new things and the
exploration. There is a need to understand the philosophy of
science.
Second, on the EBP, there is no development of the new
knowledge or even the learning being validated. The primary
purpose of the EBP is to translate the evidence and then apply it
3. to medical executive. It uses the indication available to brand
patient-care choices. The EBP goes yonder the exploration as
fine as the persevering penchants and ideals. The EBP retains
into deliberation that the best indication is for the opinion
leaders and the experts. Even though there is the existence of
definitive knowledge from the research outcome exists.
The research questions
1. On the therapy: does the treatment work, and how effective is
the intervention? The treatment is guided by scientific evidence,
and the treatment has been proved that it is successful.
2. Diagnosis or the diagnosis test: what is the ability of the test
to predict the likelihood of a sickness? The diagnosis test the
primary purpose is to rule the conditions or the disease. It is
done before making a treatment plan, and when the doctor needs
it, it’s provided by a diagnostic test.
3. Prognosis: explain the future courses for sick people? When
the EBP is well utilized, there are good results for the patients.
There is a reduction in the demand for healthcare resources, and
healthcare reduces expenses.
4. Harm or etiology: explain what leads to the problem? The
harmful effect of an intervention or the exposure? It entails the
explanation of the causes or the origin of the sickness. For
instance, some of the factors which lead to the production or
predispose directed an illness ( Portney, 2020).
Sampling
In the research, the sample is termed in a group of individuals,
objects. Still, it can be called the items were taken from a larger
population for the measurement. For instance, the sample acts
as the representative of the people at large. The purpose is to
ensure that there is a generalization of the results from the
research sample to the whole population. Different methods are
utilized in the sampling. For example, there is simple random
sampling whereby the person is chosen by chance. Every
member of the population has got an equal opportunity. The
second method is systematic sampling, where the individual is
selected at regular intervals from the sampling frame. Lastly is
4. stratified sampling, where the population is subdivided into
some groups and shares the same characteristics.
Sampling size
The sample size in the EBP concerning the research entails the
proportion of the overall population that takes part in the study.
When the sample is chosen in this case of the EBP, it becomes
the presentation of the whole population, which assists in that
the conclusion that will be gotten can be extrapolated to the
people who were not involved in the research. The factors used
in calculations of the sample size are the importance of the
level. Second is the power of the study and then the predicted
impacts of the size ( Rahi, 2019).
The research designs
When doing the individual research in the EBP, the first thing is
to identify the research designs and the methods to be used need
to be reported. The research designs need to be known by the
community workers and distinguished by EBM and the EBP
investigation intelligences. The exploration enterprise is used
in the documentation of the assessing excellence of a research
schoolwork. It is castoff in an positioning plan that outlines and
categorizes a examination project.
Hypothesis
The hypothesis is used to evaluate the strength of evidence
gotten from the sample and gives a framework used to create a
determination. These determinations are related to the
populations, for there is the provision of the methods for more
understanding of how reliable one can extrapolate findings that
have been observed. In hypothesis, the first step is the
transformation of the research question into the null hypothesis.
Data collection methods
The collection and the sharing of the data in the healthcare
system have got diverse setoff public. There are secluded data
group systems and fitness surveys; moreover, there are
managerial registration and billing archives. In addition, the
5. medical chronicles are utilized by the objects involving the
infirmaries, health strategies, CHCs, and finally, the physicians.
Some of the methods that are used are interviews,
questionnaires, observations, and documents and records.
The research findings
The research finding in the EBP is essential for informing of
the action because the study needs to contextualize its findings.
It should be done within the larger body of the research and
need to be of high quality for the knowledge provisions that are
easily applicable outside the research setting. The findings can
interfere with the decisions at many of the levels for the caring
of personal patients. Too it used in the creation of the practice
guidelines for the commissioning of healthcare.
The goals and the health outcomes
The goal issued in the EBP is for the operation of the
accessible indication to create knowledgeable patient-care
choices. Some of the indication conditions from the
investigation that the EBP goes outside the scientific know-how
of the clinician and the healthcare sides. On the other side of
the health outcomes, the purpose of the EBP is for the
standardization of the healthcare practices to the science and the
best evidence. In addition, it is used in the reduction of the
illogical variation in care used for unpredictable health results (
Klaic, 2019).
Implementation strategies in a healthcare setting
Some of the implementation strategies used in the EBP are used
as the methods or the techniques utilized to improve the
adoption. Moreover, it can be used for the implementation,
sustainment, and scale-up of interventions. Where in its
strategies, there is a unique set of activities and structures used
in the operations. In which the organization uses them in the
place to give value to its clients.
6. The credibility of the sources and the researcher findings
The EBP is published in many of the sources that entail
scientific or even academic journals. They are considered to be
of high quality because of the independent or the peer-review
process. There are three sources of evidence; the first one is
scientific research, clinical expertise, and patient values. It
leads to the formation of how one will work with the sick to
determine the best course of physical therapy ( Archer,
2019).On the other side of the research findings, the research
confirms that the unhealthy results improve at the moment
nurses practice in an evidence-based manner.
References
Reddy, Y. N., Carter, R. E., Obokata, M., Redfield, M. M., &
Borlaug, B. A. (2018). A simple, evidence-based approach to
help guide diagnosis of heart failure with preserved ejection
fraction. Circulation, 138(9), 861-870.
Portney, L. G. (2020). Foundations of clinical research:
applications to evidence-based practice. FA Davis.
Rahi, S., Alnaser, F. M., & Abd Ghani, M. (2019). Designing
7. survey research: recommendation for questionnaire
development, calculating sample size and selecting research
paradigms. Economic and Social Development: Book of
Proceedings, 1157-1169.
Klaic, M., McDermott, F., & Haines, T. (2019). Does the
Theory of Planned Behaviour Explain Allied Health
Professionals' Evidence-Based Practice Behaviours? A Focus
Group Study. Journal of allied health, 48(1), 43E-51E.
Archer, J., & Bowden, L. (2019). Evidence-Based
Practice. Learning to Care E-Book: The Nurse Associate, 136.
9'18 Riders to the Sea
CATHLEEN (slowly and clearly) An Id
anything she will do and isn't it o. ~oman will be soon tired
with
keening, and makin~ great nlt~e ays herself is after crying and
MAURYA (puts th sorrow m the house?
t empty cup mouth downwards h
together on BARTLEY'S feet) Th' on t e table, and /c,ys her
hands
is come. May the Almighty G ;r;e all together this time, and the
end
Michael's soul, and on the sO~ls o~~~mercy on Bartley's soul,
and on
and Shawn (bending her head)' d earn us and Patch, and Stephen
Nora, and on the soul of e ' ' an ~ay He have mercy on my soul
very one IS left living in the world '
She pa'" --' .l._ " • ....es, auu W", keen rises l' le
8. away. , a Itt more loudly from the women, then sinks
MAURYA (continuing) Mich;el has a . .
grace of the Almighty God B I dea~ bunal m the far north, by
the
white boards and ad' art ey wdl have a fine coffin out of the
h ' eep grave surely Wh
t at? No man at all can be Iivin f, . at more can We Want than
She kneels do' g. Or ever, and we must be satisfied.
wn again and the curtain falls slowly.
QUESTIONS
1. In tragedy th .
. I .'. e protagoOlstgenerally ff,
15 C ear m thiS play; but what about acts, ~u ers; and learns.
The sufferin
a. Does the protagonist act the actmg and learning? g
b. beWh~t ~oes she learn? H~~ri~~!?d~Eat are the effects of
her actions?
~nOlng? 1 erent at the play's end than at the'
2. What,!S the effect of a traged in w ' '. .
;(u~n rather than active? Supi:ort YO~~~hth~ trotagomst IS
essentially "acted
an , to other tragedies that fit th' eSls y references to Riders to
the Sea
any)., ,,,', . ' ' IS not·very-common pattern l'f y' know ' 3 :n' I ' ,
,. ' , ou
• IS!:.USS the language of the la:' '" , ..• " : ' ' ,
9. tra81F aspects of the drama? p ,r,' Ho~ does It 'Support both th~
~alistic and ","
, , """>"'jf .!,' /~, ~!£ ll'~.'~ "'-'~. ,; Il,.J1.; ;"_t,~, '.'".,'
.; ':"·,i1:'. L, 1,', ,';
,1"." " :J
~ .j .: t !" ' ;', r
iJ: ,',
SUSAN GLASPELL (1882-1948)
Trifles
CHARACTERS
SHERIFF PETERS
MltS. PETERS
HALE
MltS. HALE
COUNTY ATTORNEY HENDEltSON
SCENE. The kitchen in the now abandoned farmhouse ofJohn
Wright, a gloomy
kitchen, and left without having been put in order-the walls
covered with a faded
wall paper. Down right is a door leading to,the parlor. On the
10. right wall above this
door is a built-in kitchen cupboard with shelves in the upper
portion and drawers
below. In the rear wall at right. up two steps is a door opening
onto stairs leading to
the second floor. In the rear wall at left is a door to the shed and
from there to the
outside. Between these two doors is an old{ashifmed black iron
stove. Running along
the left wall from the shed'door is an old iron sink and sink
shelf, in which is set a
hand pump. Downstage of the sink is an uncurtained window.
Near the window is an
old wooden rocker. Genter stage is an unpainted wooden kitchen
table with straight'
chairs on either side. There is a small chair down right.
Unwashed pans under the
sink. a loaf of bread outside the breadbox, a dish towel on the
table-other signs of
incompleted work. ttl the rear the shed door opens and the
SHERIFF comes in followed
by the COUNTY ATTORNEY and HALE. The SJiERlFF and
HALE are men in middle
life, the COUNTY ATTORNEY is a young man; all are much
11. bundled up and go at
once to the stove. They are followed by the two women-the
SHERIFF'S wife, MRS.
PF:rERS, first; she is a slight wiry woman, a thin nervous face.
MRS. HA~E is larger
, and would ordinarily be called more ctmifortable looking, but
she is disturbed now and
100Rs fearfully about as she enters, The women have come in
slowly, and stand close
together near the door.
COUNTY ATTORNEY (at stove 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 to right of
table 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 h~re yesterday morning.
COUNTY ATTORNEY (crossing down to left of the table) By
the way, has
anything been moved? Are things just as you left them
yesterday?
12. SHERIFF (looking about) It's just about the sa~e. When it
dropped
below zero last night I thought I'd better send Frank out this
morning
to make a fire for us-(sits right of center ~ble) no use getting
pneumo-
979
980 Trifles
nia with a hig 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.
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 (crossing down to above table}' 'Harry and I had started
13. 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 spok~ 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 1 thought maybe if 1 went to the house and
talked
about it before his wife, though 1 said to Harry that 1 didn't
know as
what his wife wanted made much difference to John--
COUNTY ATTORNEY . Let's talk about that later, Mr. Hale. 1
do want to
talk about that, but tell now just what happened· when you got
to the
. house. •. .
HALE J didn't hear or ~e 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 stiU standing)
and there in
'.,,: that rocker-(pointing to it) sat Mrs. Wright. (They all look
at the rocker
14. . , down left~) .,. .. i" . : ' ' •
COUNTY ATTQ~EYWhat-was she doing? " . , "
HALE.,She.was rockin' back and forth. She had her apron in her
hand
, ,and was kind of-pleating it... ;., . '.
COUNTY ATTO.mEY And how did she-look? .
HALE Well. she looked queer.
COUNTY ATTORNEY How do yo'; mean-queer? , ' ,
HALE Well, as if she didn't know what she was going to do
next. And
kind of done up. '. ..' ..)1 ',. .., . .
couNTY ATTORNEY (takes out notebook and penal and sits
left of center
table) How did she seem to feel about your coming? .
HALE Why, I don't think ,she minded-one way or other, She
didn't
pay much attention. 1 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. II 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
Susan Glaspell 981
sharp: "Can't I see John?" "No," she says, kind 0' dull like.
"Ain't he
home?" says I. "Yes," says she, "he's home." "Then why can't 1
15. see
him?" I asked her, out of patience. "'Cause he's dead," says s he.
"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 started for the stairs, with the idea of going
up there.
I walked from there to here-then 1 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, 1 went out and called Harry. I thought 1
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
...
(staps, 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 downstairs. She was still sitting that same way.. "Has
any-
body been notified?" 1 asked. "No," says she, unconcerned.
"Who did
this, Mrs. Wright?" said Harry. I1e said it business-like-and she
stopped pleatin' of her apron. HI don't know," she says. "You
don't
16. know?" says Harry. "No," says she. "Weren't you sleepin' in the
bed
with him?" says Harry. "Yes," says she, "but 1 was on the
inside."
"~omebody slipped a rope round his neck and strangled him and
you
dtdn'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 1 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· the rocker to that chair over there
(pointing to a
small chair in. the down right corner) and just sat there with her
hands
held together and looking down. I got a feeling that I ought to
make
some convtH"sation, 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.
17. Lloyd
came and you, Mr. Peters, and so I guess that's all 1 know that
you
don't.
COUNTY ATTORNEY (rising and looking around) 1 guess
we'll go upstairs
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?
982 Trifles
SHERIFF Nothing here but kitchen things. (The COUNTY
ATTORNEY,
after again looking around the kitchen, opens the door of a
cupboard closet in
right wall. He brings a small chairfrom right-gets on it and
looks on a shelf.
Pulls his hand away, stjcky.)
COUNTY ATTORNEY Here's a nice mess. (The women draw
nearer up cen-
Wr.)
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
18. fire'd go out and her jars would break.
SHERIFF (rises) Well, can you beat the woman! Held for
murder and
worryin' about her preserves.
COUNTY ATTORNEY (getting downJrom chair) I guess before
we're
through she may have something more serious than preserves to
worry about. (Crosses down right center.)
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
politician) And yet, for
all their worries, what would we do without the ladies? (The
women do
not unbend. He goes below the center table to the sink, takes a
dipperful of
water from the pail and pouring it into a basin, washes his
hands. While he is
doing this the SHERIFF and HALE cross to cupboard, which
they inspect. The
COUNTY ATTORNEY starts to wipe his hands on the roller
towel, turns it for a
cleaner place.) Dirty towels! (Kicks his foot againsJ 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.,
COUN'fY ATTORNEY To be sure. And yet (with a little bow to
her) I know
19. there are some Dickson County farmhouses which do not have
such
roller towels. (He gives it a pull to expose its fuUlength again.)
MRS. HALE Those towels get dirty awful quick. Men's hands
aren't
always as clean as they might be. ,I"", ,
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) l'v~ not seen much of her of
late years.
I've not been in this house-it's more than a year:. ;' , i ;
COUNTY ATTORNEY (crossing to women up center) 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--
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
20. well?
MRS. HALE No, 1 don't mean anything. But I don't think a
place'd be
any cheerfuller for John Wright's being in it.
'" ' r'·.,"
Susan Gla.speU 983
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 past the women to
up right
where 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.
MRS. PETERS Yes, Mr. Henderson. (The men leave by up right
door to stairs.
The women listen to the men's steps on the stairs, then look
about the kitchen.)
MRS. HALE (crossing left to sink) I'd hate to have men coming
into my
kitchen, snooping around and criticizing. (She arranges the pans
under
21. sink which the LAWYER had shoved out of place.)
MRS. PETERS Of course it's no more than their duty. (Crosses
to cupboard
up right.)
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. (Crosses right to MRS. PETERS at
cupboard.)
MRS. PETERS (who has been looking through cupboard, lifts
one end of towel that
covers a pan) She had bread set. (Stands still.)
MRS. HALE (eyes fixed ona loaf of bread beside the breadbox,
which is on a low
shelfofthe cupboard.) 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
22. 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, jar in her
hand. Goes
to the sink and wipes it off on the outside.) She'll feel awful bad
after all
her hard work in the hot weather. I remember the afternoon I
put up
my ch~nies last summer. (She puts the jar 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 tou.ched rocks back and forth. MRS. PETERS
moves to center
table and they both watch the chair rock for a moment or two.),
MRS. PETERS (shaking off the mood which the empty rocking
chair has evoked.
Now in a businesslike manner she speaks.) Well I must get
those things
from the front room closet. (She goes to the door at the right
but, after ,,'.
23. looking into the other room, steps back.) You coming with me,
Mrs. Hale?
You could help me carry them. (They go in the other room;
reappear,
MRS. PETERS carrying a dress, petticoat and skirt, MRS.
HALE following with
a pair of shoes.) My, it's cold in there. (She puts the clothes on
the big table,
and hurries to the stove.)
MRS. HALE (right of center table examining the skirt) Wright
was close. I
think maybe that's why she kept so much to herself. She didn't
even
984 Trifles
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. I heard
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. Thi~ all you want to take in?
MRS. PETERS She said phe wanted an apron. Funny thing to
want, for
there isn't much to get you dirty in jail, goodness knows. But I
sup-
pose just to make her feel more natural. (Crosses to cupboard.)
She said
24. ,they was in the top drawer in this c,upboard. 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? (At'UP right door.) .;
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 footst8pS are
heard in the room
above. In a low voice) Mr. Peters says it looks bad for her. Mr.
Hen-
derson 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 slip-
ping that rope under his neck.
MRS. PETERS (crossing slowly to table and placing sha'wl and
apron on table with
other clothing) No, it's strange: It must have been done awful
25. crafty'
and still. They say it was such a-funny way to kill a man,
rigging it all
up like that.
MRS. HALE (crossing to left of MRS. PETERS at table).
That'sjust what Mr.
, , ' Hale said. There was a gun in the house; He says that's
wha~ he can't
.: understand. , ," >
MRS. PETERS Mr. Henderson said coming out that what was
needed for
the case was a fIlotive; something to show anger, !>r-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 tlui 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. (Makesa moveasiftoftnish work, then
turns and
looks at loaf of bread outside tlui breadbox. Drops towel. In
that voice of
coming back to familiar things.) Wonder how they are finding
things
upstairs. (Crossing below table to down right.) I hope she had it
a little
more red-up up there. You know, it seems kind of sneaking.
Locking
her up in town and then coming out here and trying to get her
own
house to turn against her!
26. 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.
'.
Susan Glaspel/ 985
PETERS takes off her fur tippet, goes to hang it on chair back
left of table,
stands looking at the work basket onfloor near down left
window.)
MRS. PETERS She was piecing a quilt. (Slui brings the large
sewing basket to
the center table and they look at the bright pieces, MRS. HALE
above the table
and MRS. PETERS left of it.)
MRS. HALE It's a log cabin pattern. Pretty, isn't it? I wonder if
she was
goin' to quilt it or just knot it? (Footsteps have been luiard
coming down the
stairs. The SHERIFF enters followed by HALE and tM
COUNTY ATTORNEY.)
SHERIFF They wonder if she was going to quilt it or just knot
it! (Tlui
men laugh, the women look abashed.)
COUNTY ATTORNEY (rubbing his hands over the stove)
Frank's fire didn't
27. do much up there, did it? Well, let's go out to the barn and get
that
cleared up. (The men go outside by up left door.)
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 g~t ,..,
the evidence. (She sits in chair right of table smoothing out a
block unth
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 left of
the table.)
MRS. HALE (examining another block): Mrs. Peters, look at
this one. Here,
this is the one she was working on, and look at the sewingl All
the
rest of it has ·been so· nice and even. And look at' thisl It's all
over
the place! Why, it looks as if she didn't know what she was
about!
(After sM has said this they look at each other, tMn start to
glance back at the
28. door. After an instant MRS. HALE, has pulled. at a knot and
ripped the
sewing,) .
MRS. PETERs .' Oh" what are rou, doing. Mrs. Hale?
MRS. HALE (mildly). Just pulling out a stitch or two that's not
sewed very
good. (Thr'fUling a needle.) Bad sewing always made ~e fidgety
.
MRS. PETERS (wilh a glance at door, nervously) I don't thlOk
we ought to
touch things. .. . .
MRS. HALE I'll JUSt fi.nish-up. this end; (Suddenly stopping
and leaning
fontlard.) Mrs. PeteJ:~?
MRS. PETERS Yes, Mrs. Hale?
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
29. 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. (Rises.)
MRS. HALE In that cupboard, maybe.
MRS. pETERS (crosses right looking in cupboard) Why, here!s
a bird-cage.
(Holds it up.) Did she haye a bird, Mrs. Hale?
986 Trifles
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 tf.round) Seems funny to think of a
bird here. But
30. she must have had one, or why would she have a cage? I wonder
what
happenc:c! 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 <fraid 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. (Takes a step doum to MRS. HALE'S
right.)
MRS. HALE (looking too) Looks as if someone must have been
rough with
it.
MRS. PETERS Why, yes. (She brings the cageforwardandputsit
on the table.)
MRS. HALE (glancing toward up left door) I wish if they're
going to find
any evidence they'd be about it. I don't like this place.
MRS. PETERS But rm 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
31. 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. . '. . .
t1RS., HALE (rises and crosses left) I could've come. I stayed
away because
it weren't cheerful-and that's why.! ought to h<l-ye come. I-:-
(Iooking
i out left window)-l've never liked this place. Maybe bec;:ause
ifs down
.. in.a hollow and you don't see the road. I dunno what it is, but
it's a
I lonesome place and always was. I wish I had come over to see
Minnie
Foster sometimes. I can see now-(Sh4kes her head.) ,. ;, .
MRS.~ETER~ (left of table and above it) ., Well, you mustn't
'reproach your-
self, Mrs., Hale. Somehow we just don't see how it is with other
folks
until-something turns up. .. ,..
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. (Turning from window.) Did you know John
Wright,Mrs.
Peters?
MRS. PETERS Not to know him; I've seen him in town. They
say he was
32. 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-(Shivm.) 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?
Susan Glaspell 987
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
her-
self-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. Crosses right ~ov~
~RS. PETERS to
cupboard, replaces small chair used to stand on to tis ongmal
p~.e dor;m
right.) Tell you what, Mrs. Peters, why don't you take the quilt
10 With
33. you? It might take up her mind.
MRS. PETERS Why, I think that's a real nice idea, Mrs. Hal.e.
There
couldn't possibly be any objection to it could there? Now, Just
~hat
would I take? I wonder if her patches are in here-and her thmgs.
(They look in the sewing basket.), ' , .
MRS. HALE (crosses to right oftable) Here s some red. I expect
thiS has got
sewing things in it. (Brings out afancy box.) What a pretty, box.
Loo~
like something somebody would give you. Maybe her SCissors
are 10
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 But, Mrs. Peters-look at it! Its neck! Look at its
neck! It's
all-other side to.
MRS. PETERS . &mebody-wrung-its-neck. (Their eyes meet. A
look of
34. growing comprehension, of horror. Steps are ~ard outside.
MRS. HALE slips
box under quilt pieces, and sinks into her chatr. Enter SHERlFF
and COUNTY
ATTORNEY. MRS. PETERS steps down left and stands looking
out ofwindow.)
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? (Crosses to center above table.)
MRS. PETERS· We think she was going to-knot it. (SHERlFF
crosses to
right of stove, lifts stove lid and glances at fire, then stands
warming hands at
stove.)
COUNTY ATTORNEY Well, that's interesting, I'm sure.
(Seei~g the bird-
cage.) Has the bird flown?
MRS. HALE (putting more quilt pieces over the box) We think
the-cat got
k. L •
COUNTY ATTORNEY (preoccupied) Is there a cat? (MRS.
HALE gwnces tn a
quick covert way at Mas. PETERS.)
MRS. PETERS Well, not now. They're superstitious, you' know.
They
leave.
35. 988 Trifles
COUNTY ATTORNEY (to SHERIFF PETERS, continuing an
interrupted conver-
sation) 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 left of table. The two women
sit there not
looking at One anothe~, but as if peering into something and at
the same time
holding back. When they talk now it is in the manner of feeling
their way over
strange ground, as if afraid of what they are saying, but as if
they cannot 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 befo,re my eyes-and before I could get
there-- (Covers her face an instant.).lf they hadn't held me back
I
would have-(catches herself, looks upstairs where steps are
heard, falters
weakly)-hurt him.
36. 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.),
M:RS. fETE~S (with rising voice) We don't know whQ killed
him. We don't
know.
M:RS. HALE (her own feeling not interrupted) ,If there'd been
years and
. yea,rs of oothing, ~hen 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 wit11 no other then--, ,,! ,.' ~ "
37. MRS. HALE (moving) How soon do you suppose they'll be
through look-
,jng,for the evidence? . ))',:' .:1. ~,;.), ,
MRS. PETERS., I know what stillness is. (Pulling herself back.)
The law has
got to punish crjme, 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 whilel 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 helpl 1 know how
things
Susan Glaspell 989
can be-for women. I tell you, it's queer, Mrs. Peters. We liv:
close
together and we live far apart. We all go through the same
thm?s.-
it's all just a different kind of the same thing. (Brushes her eyes,
notum~
the jar offruit, reaches out for it.) Ifl was you 1wou~dn't te,lI
~er her fru~t
38. was gone. Tell her it ain't, Tell her it's all right. Take thiS m to
prove It
to her. She-she may never know whether it ~as broke o~ ~ot.
MRS. PETERS (takes the jar, looks about for somethmg to wrap
tt m; t~es
petticoat from the clothes brought from the ?ther room: ~ery
nervousl~ begtns
. winding this around the jar. In afalse votce) My. It s ~ good
t~mg the
men couldn't hear us. Wouldn't they just laughl Gettmg all
stirred ,up
over a little thing like a-dead canary. As if that could have
anythl~g
to do with-with-wouldn't they laugh! (The men are heard
comtng
downstairs,) ,
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. (Crosses slowly to above table.
SHERIFF crosses
down right. MRS. HALE and MRS. PETERS remain seated at
either sid~ of
t4ble.) Something to show-something to make a story ~bou~-a
thmg
that would connect up with this strange way of domg It--(The
39. women's eyes meet for an instant. Enter HALEfrom outer door.)
HALE (remaining by door) Well, I've got the team around.
Pretty cold out
there.
COUNTY ATTORNEY I'm going to stay awhile by myself. (To
the SHERIFF,)
You can send Frank out for me, can't you? I want to go over
every-
thing. 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 picks up the apron, laughs.) .
COUNTY ATIORNEY Oh, I guess they're not very dang~rou~
thmgs t~e
ladies have picked out. (Moves a few things about. dtsturbing
~e qutlt
pieces which cover the box. StqJs back.) No, Mrs. Peters doesn
t need
supervising. For that matter a sheriff's wife is married to the
law.
Ever think ofit that way, Mrs. Peters? .
MRS. PETERS Not-just that way. . .
SHERIFF (chuckling) Married to the law. (Moves to down nght
door to the
other room.) I just want you to come in here a minute, George.
We
ought to take a look at these windows.
cOUNTY ATIORNEY (scoffingly) Oh, windowsI
40. SHERIFF We'll be right out, Mr. Hale. (HALE goes outside.
Th~ SHERIFF
follows the COUNTY ATTORNEY into the room. Then MRS.
HALE rues, hands
tight together, 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 concea~d. Suddenly~
MRS..PETER~
throws back quilt pieces and tries to put the box m the bag she
IS carrymg. It IS
too big. She opens box, starts to take bird out, cannot touch it,
goes to puces,
7
990 Trifles
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, who remains down right.)
COUNTY ATTORNEY (crosses to up left door 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 if; ladies?
MRS. HALE (standing cfnter below table facing front, her hand
against her
41. pocket) We call it-knot it, Mr. Henderson.
Curtain
QUESTIONS
1. What does Trifles say about men? about wom~n? about
the ways in which they
ac~ toward each ?ther? In how many different ways does
Glaspell touch on
thiS th~me? (Nouce the speech patterns of the men and the
women. How do
th,ey differ? What themes and concerns do you hear from each?)
2. D~scuss the use of "trifles" in the play.
3. DIscuss the, characterization of Mrs. Hale and Mrs.
Peters. How are they
contrasted In the early part of the play? What happens to them
during the
course of the play?
4. With which of the characters in this play do your
sympathies lie? Why? To
what extent do you approve of their actions?
i
I.
.:;
5 .contemporary Drama
~l
'j'l
It
42. 1
Our final readings in .drama· bring our study up to the middle
of the (
twentieth century. They include two plays; one a tragedy,
Arthur. Miller's I;,
Death of a Salesman, and the other a comedy, Eugene, Ionesco's
The if
Gap.
11
In'Deatli of a Salesman, Miller has blended many of the
practices of
the nineteentrr..centuryrealistic drama .with those of classical
Greek and iii ,
Shakespearean tragedies to create a modern tragedy, a tragedy
of ·the ':(
common man. The blend is made 'possible .by the deliberate
setting aside
(I
of one of Aristotle's rules, which says that: tragic heroes must
'be people
we can look up. to. We cannot look up to Willy Loman. Hamlet
and Ii
Oedipus were both seekers of truth. Willy is afraid of the truth,
because
if he should. realize and admit the- truth, he would .admit his
failures
'as husband, father, and salesman. And failure, by Willy's'
standards, is
as great a crime as incest is by Oedipus'. I'
43. Miller has said that "the tragic feeling is evoked in' us when we
are
in the presence of a character who is ready to lay down his life,
if need
be, to secure one thing-his sense of personal dignity." In this
sense,
Willy is certainly tragic; and the fact that the vision of dignity
for
which he kills himself is seen by many to be a false one
(including,
'within the play, Willy's son Biff, who bitterly protests his
father's choice
of sham dignity over true) merely makes the tragedy the more
fearful.
Can we be sure that our own values are truer?
991