Creon announces a new decree that Eteocles will receive a proper burial with military honors for dying in battle defending Thebes, but that Polyneices will not be buried or mourned as he attacked Thebes. Antigone tells Ismene of the decree and that she plans to bury Polyneices anyway, risking death, but Ismene refuses to help for fear of Creon. A sentry then reports to Creon that someone has already buried Polyneices, though they do not know who, greatly angering Creon.
The document is an adaptation of the play Antigone by Sophocles. It provides background information on the play, including the characters and brief synopsis. The prologue begins with Antigone and Ismene learning of Creon's decree that Polyneices must remain unburied, though his brother Eteocles received a proper burial. Antigone vows to bury her brother anyway, risking death, while Ismene refuses to help for fear of punishment. Creon then enters and announces the decree to the people. A sentry then arrives and reports that someone has buried Polyneices, angering Creon who vows to punish whoever disobeyed him.
ANTIGONE
ANTIGONH
(c. 441 B.C.)
by
Sophocles
(c. 496-406 B.C.)
translated by Dudley Fitts and Robert Fitzgerald
adapted for the Washington Hall mainstage by
Mark Pilkinton
The University of Notre Dame
Department of Film, Television, & Theatre
28 November-2 December 2001
ANTIGONE
by Sophocles
Characters
Antigone, daughter of Oedipus ANTIGONH
Ismene, daughter of Oedipus ISMHNH
Eurydice, wife of Creon EURUDIKH
Creon, King of Thebes KREWN
Haimon, son of Creon AIMWN
Teiresias, A blind seer TEIRESIAS
Sentry FULAX
Messenger AGGELOS
Priest IEREUS
Chorus COROS
Antigone Text http://www.krucli.com/Antigone text.htm
1 of 38 2/8/2011 10:23 AM
Scene: Before the palace of Creon, King of Thebes. A central double door, and two lateral doors. A platform
extends the length of the façade, and from this platform three steps lead down into the orchestra, or dancing
place. Or, simply, in front of the palace at Thebes.
Time: Dawn of the day after the repulse of the Argive army from the assault on Thebes, and the brothers
Eteocles and Polyneices have killed each other.
Prologue
(Antigone and Ismene enter.)
ANTIGONE
You would think that we had already suffered enough for the curse on our father, Oedipus. I cannot imagine
any grief that you and I have not gone through. And now--have they told you of the new decree of our uncle,
King Creon?
ISMENE
I have heard nothing. I know that two sisters lost two brothers, a double death in a single hour; and I know
that the Argive army fled in the night; but beyond this, nothing.
ANTIGONE
I thought so. And that is why I wanted you to come out here with me. This is something we must do.
ISMENE
Why do you speak so strangely?
ANTIGONE
Listen, Ismene: Creon buried our brother, Eteocles, with military honors, gave him a soldier's funeral, and it
was right that he should--but Polyneices, who fought as bravely and died as miserably--they say that Creon
has sworn no one shall bury him, no one mourn for him, but his body must lie in the fields, a sweet treasure
for carrion birds to find as they search for food. That is what they say, and our good Creon is coming here to
announce it publicly; and the penalty--stoning to death in the public square! There it is, and now you can
prove what you are: a true sister, or a traitor to your family.
ISMENE
Antigone, you are mad! What could I possibly do?
ANTIGONE
You must decide whether you will help me or not.
ISMENE
I do not understand you. Help you in what?
ANTIGONE
Ismene, I am going to bury him.
Antigone Text http://www.krucli.com/Antigone text.htm
2 of 38 2/8/2011 10:23 AM
ISMENE
Bury him! You have just said the new law forbids it.
ANTIGONE
He is my brother. And he is your brother, too.
ISMENE
But think of the danger! Think what Creon will do!
ANTIGONE
Creon is not strong enough to stand in my way.
ISMENE
Ah sister! Oedipus died, everyone hating him for what his own search brought to light, his eyes ripped out by
his o.
Reports of the demise of liberalism are greatly exaggerated .docxaudeleypearl
Creon has become the new king of Thebes after the deaths of Eteocles and Polyneices. He decrees that Eteocles will receive a proper burial as a loyal soldier, but that Polyneices, as a traitor, will not be buried and will be left to rot and be eaten by animals. Antigone tells her sister Ismene of Creon's decree and plans to defy it by burying Polyneices herself. Ismene refuses to help, fearing Creon's punishment. Antigone insists on burying her brother alone.
Theatre 383 - A WELL WRITTEN PLAY CRITIQUEA play critique is an .docxchristalgrieg
Theatre 383 - A WELL WRITTEN PLAY CRITIQUE
A play critique is an evaluation of a performance. Using the vocabulary developed in your course of study, construct strong statements of observation and support them with specific details. All work is to be original to you and a result of your viewing the live performance you are writing about. Reference
the MLA and College Level Expectations handouts available in our TITANium course page. Please use the Writing Center on campus if you need assistance to achieve college level success.
Third person is used when a degree of objectivity is intended and is used in academic documents such as theatrical reviews. The third person perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include he, she, it, they, him, her, them, his, her, hers, its, their and theirs. There is no place for “I” in this type of academic document.
Each of the theatrical elements you will analyze needs to be approached in three different steps.
DESCRIBE what you saw in detail. Make the reader see what you saw. Be specific and thorough. Use adjectives and adverbs that paint a picture for the reader.
ANALYZE and reach conclusions as to what the director or designer was trying to achieve. Why did they design the movements, sets, lights, sound effects, make-up or costumes that way? What emotions were they trying to make the audience feel?
JUDGE how effective their efforts were. Do not be vague. (ie. Don’t say things like: “It was awesome.” They were appropriate to the time.” “It was good.” Arghh….) Give a diplomatic, honest opinion. Give
credit for positives to the individual. If you have something negative to say, do so constructively.
IF YOU CANNOT SUPPORT YOUR OPINION WITH SPECIFIC DETAILS FROM THE SHOW TO ILLUSTRATE YOUR POINTS, THEN YOUR JUDGEMENTS – POSITIVE OR NEGATIVE – ARE NOT REALLY WORTH MENTIONING.
WRITE A STANDARD FIVE PARAGRAPH CRITIQUE.
INTRODUCTORY PARAGRAPH (include answers to these questions)
What is the title of the show? Who wrote it?
Where was the show performed? Who directed it?
When does the play run? What is the main message/theme of the show?
BRIEFLY summarize the plot of the play or musical
PARAGRAPH #2 – The Acting - Explore audience emotional & intellectual experience
What did they do to appear believable? How did they accomplish seeming realistic?
How was their Volume? Articulation? Tone? What specific body movements were effective?
How were specific characters engaging? Who was interesting to watch? Why specifically?
PARAGRAPHS 3 & 4 – Evaluate the technical elements and how they contribute to the performance.
– DIRECTION & DESIGN: SET/SOUND/LIGHTS/PROPS/COSTUME/MAKEUP
What mood was established and how? Describe the direction/set/use of sound/lights?
How was the time period reflected? How did they complement the mood of the play?
How did they/it draw or direct focus? How did they/it contribute to ...
Write a three-page, double-spaced research paper summarizing three.docxambersalomon88660
Write a three-page, double-spaced research paper summarizing three (3) scholarly articles that used human subjects in the research. All research articles MUST have been published in the Journal of Consumer Research, theJournal of Marketing Research, or theJournal of Consumer Psychology within the past 15 years (i.e., between January, 2001, and the present). Articles from older publications or journals other than those noted WILL NOT BE ACCEPTED. For each article, explain how human subjects were used in the research, and explain how the use of human subjects provided insight into how consumers think and behave. Include a reference list in proper APA format: Author(s), year published, title of article, name of journal, volume, issue, and pages.
Sophocles
Antigone
______________________________________________
TRANSLATOR'S NOTE
This translation by Ian Johnston of Vancouver Island University, Nanaimo, British Columbia, Canada, has certain copyright restrictions. For information please use the following link: Copyright. For comments or question please contact Ian Johnston.
This translation is available in the form of a published paperback book from Richer Resources Publications and in the form of a Word file for those who would like to print it off as a small book. There is no charge for these files. For details, please use the following link: Word Files.
The translator would like to acknowledge the valuable help provided by Andrew Brown’s edition of Sophocles’ Antigone (Aris & Philips, 1987), especially by his editorial notes.
Note that in this translation the numbers in square brackets refer to the Greek text, and the numbers with no brackets refer to this text. The superscript numbers in the text are links to explanatory notes at the end. These endnotes and the stage directions have been added by the translator.
This text was last revised in May 2005 and last reformatted in April 2014
BACKGROUND NOTE TO THE STORY
When Oedipus, King of Thebes, discovered through his own investigations that he had killed his father and married his mother, Jocasta, he put out his own eyes, and Jocasta killed herself. Once Oedipus ceased being king of Thebes, his two sons, Polyneices and Eteocles, agreed to alternate as king. When Eteocles refused to give up power to Polyneices, the latter collected a foreign army of Argives and attacked the city. In the ensuing battle, the Thebans triumphed over the invading forces, and the two brothers killed each other, with Eteocles defending the city and Polyneices attacking it. The action of the play begins immediately after the battle. Note that Creon is a brother of Jocasta and thus an uncle of Antigone, Ismene, Eteocles, and Polyneices.
DRAMATIS PERSONAE
ANTIGONE: daughter of Oedipus
ISMENE: daughter of Oedipus, sister of Antigone
CREON: king of Thebes
EURYDICE: wife of Creon
HAEMON: son of Creon and Euridice, engaged to Antigone.
TEIRESIAS: an old blind prophet
BOY: a young lad guiding Teiresias
GUARD: a soldier.
10
Antigone
______________________________________________
Sophocles
Antigone
______________________________________________
Translation by Ian Johnston of Vancouver Island University, Nanaimo, British Columbia, Canada
BACKGROUND NOTE TO THE STORY
When Oedipus, King of Thebes, discovered through his own investigations that he had killed his father and married his mother, Jocasta, he put out his own eyes, and Jocasta killed herself. Once Oedipus ceased being king of Thebes, his two sons, Polyneices and Eteocles, agreed to alternate as king. When Eteocles refused to give up power to Polyneices, the latter collected a foreign army of Argives and attacked the city. In the ensuing battle, the Thebans triumphed over the invading forces, and the two brothers killed each other, with Eteocles defending the city and Polyneices attacking it. The action of the play begins immediately after the battle. Note that Creon is a brother of Jocasta and thus an uncle of Antigone, Ismene, Eteocles, and Polyneices.
DRAMATIS PERSONAE
ANTIGONE: daughter of Oedipus
ISMENE: daughter of Oedipus, sister of Antigone
CREON: king of Thebes
EURYDICE: wife of Creon
HAEMON: son of Creon and Euridice, engaged to Antigone.
TEIRESIAS: an old blind prophet
BOY: a young lad guiding Teiresias
GUARD: a soldier serving Creon
MESSENGER
CHORUS: Theban Elders
ATTENDANTS.
[In Thebes, directly in front of the royal palace, which stands in the background, its main doors facing the audience.
Enter Antigone leading Ismene away from the palace]
ANTIGONE
Now, dear Ismene, my own blood sister,
do you have any sense of all the troubles
Zeus keeps bringing on the two of us,
as long as we’re alive? All that misery
which stems from Oedipus? There’s no suffering,
no shame, no ruin—not one dishonour—
which I have not seen in all the troubles
you and I go through. What’s this they’re saying now,
something our general has had proclaimed
throughout the city? Do you know of it? 10
Have you heard? Or have you just missed the news?
Dishonours which better fit our enemies
are now being piled up on the ones we love.
ISMENE
I’ve had no word at all, Antigone,
nothing good or bad about our family,
not since we two lost both our brothers,
killed on the same day by a double blow.
And since the Argive army, just last night,
has gone away, I don’t know any more
if I’ve been lucky or face total ruin. 20
ANTIGONE
I know that. That’s why I brought you here,
outside the gates, so only you can hear.
ISMENE
What is it? The way you look makes it seem
you’re thinking of some dark and gloomy news.
ANTIGONE
Look—what’s Creon doing with our two brothers?
He’s honouring one with a full funeral
and treating the other one disgracefully!
Eteocles, they say, has had his burial
according to our customary rites,
to win him honour with the dead below. .
10
Antigone
______________________________________________
Sophocles
Antigone
______________________________________________
Translation by Ian Johnston of Vancouver Island University, Nanaimo, British Columbia, Canada
BACKGROUND NOTE TO THE STORY
When Oedipus, King of Thebes, discovered through his own investigations that he had killed his father and married his mother, Jocasta, he put out his own eyes, and Jocasta killed herself. Once Oedipus ceased being king of Thebes, his two sons, Polyneices and Eteocles, agreed to alternate as king. When Eteocles refused to give up power to Polyneices, the latter collected a foreign army of Argives and attacked the city. In the ensuing battle, the Thebans triumphed over the invading forces, and the two brothers killed each other, with Eteocles defending the city and Polyneices attacking it. The action of the play begins immediately after the battle. Note that Creon is a brother of Jocasta and thus an uncle of Antigone, Ismene, Eteocles, and Polyneices.
DRAMATIS PERSONAE
ANTIGONE: daughter of Oedipus
ISMENE: daughter of Oedipus, sister of Antigone
CREON: king of Thebes
EURYDICE: wife of Creon
HAEMON: son of Creon and Euridice, engaged to Antigone.
TEIRESIAS: an old blind prophet
BOY: a young lad guiding Teiresias
GUARD: a soldier serving Creon
MESSENGER
CHORUS: Theban Elders
ATTENDANTS.
[In Thebes, directly in front of the royal palace, which stands in the background, its main doors facing the audience.
Enter Antigone leading Ismene away from the palace]
ANTIGONE
Now, dear Ismene, my own blood sister,
do you have any sense of all the troubles
Zeus keeps bringing on the two of us,
as long as we’re alive? All that misery
which stems from Oedipus? There’s no suffering,
no shame, no ruin—not one dishonour—
which I have not seen in all the troubles
you and I go through. What’s this they’re saying now,
something our general has had proclaimed
throughout the city? Do you know of it? 10
Have you heard? Or have you just missed the news?
Dishonours which better fit our enemies
are now being piled up on the ones we love.
ISMENE
I’ve had no word at all, Antigone,
nothing good or bad about our family,
not since we two lost both our brothers,
killed on the same day by a double blow.
And since the Argive army, just last night,
has gone away, I don’t know any more
if I’ve been lucky or face total ruin. 20
ANTIGONE
I know that. That’s why I brought you here,
outside the gates, so only you can hear.
ISMENE
What is it? The way you look makes it seem
you’re thinking of some dark and gloomy news.
ANTIGONE
Look—what’s Creon doing with our two brothers?
He’s honouring one with a full funeral
and treating the other one disgracefully!
Eteocles, they say, has had his burial
according to our customary rites,
to win him honour with the dead below. .
The document is an adaptation of the play Antigone by Sophocles. It provides background information on the play, including the characters and brief synopsis. The prologue begins with Antigone and Ismene learning of Creon's decree that Polyneices must remain unburied, though his brother Eteocles received a proper burial. Antigone vows to bury her brother anyway, risking death, while Ismene refuses to help for fear of punishment. Creon then enters and announces the decree to the people. A sentry then arrives and reports that someone has buried Polyneices, angering Creon who vows to punish whoever disobeyed him.
ANTIGONE
ANTIGONH
(c. 441 B.C.)
by
Sophocles
(c. 496-406 B.C.)
translated by Dudley Fitts and Robert Fitzgerald
adapted for the Washington Hall mainstage by
Mark Pilkinton
The University of Notre Dame
Department of Film, Television, & Theatre
28 November-2 December 2001
ANTIGONE
by Sophocles
Characters
Antigone, daughter of Oedipus ANTIGONH
Ismene, daughter of Oedipus ISMHNH
Eurydice, wife of Creon EURUDIKH
Creon, King of Thebes KREWN
Haimon, son of Creon AIMWN
Teiresias, A blind seer TEIRESIAS
Sentry FULAX
Messenger AGGELOS
Priest IEREUS
Chorus COROS
Antigone Text http://www.krucli.com/Antigone text.htm
1 of 38 2/8/2011 10:23 AM
Scene: Before the palace of Creon, King of Thebes. A central double door, and two lateral doors. A platform
extends the length of the façade, and from this platform three steps lead down into the orchestra, or dancing
place. Or, simply, in front of the palace at Thebes.
Time: Dawn of the day after the repulse of the Argive army from the assault on Thebes, and the brothers
Eteocles and Polyneices have killed each other.
Prologue
(Antigone and Ismene enter.)
ANTIGONE
You would think that we had already suffered enough for the curse on our father, Oedipus. I cannot imagine
any grief that you and I have not gone through. And now--have they told you of the new decree of our uncle,
King Creon?
ISMENE
I have heard nothing. I know that two sisters lost two brothers, a double death in a single hour; and I know
that the Argive army fled in the night; but beyond this, nothing.
ANTIGONE
I thought so. And that is why I wanted you to come out here with me. This is something we must do.
ISMENE
Why do you speak so strangely?
ANTIGONE
Listen, Ismene: Creon buried our brother, Eteocles, with military honors, gave him a soldier's funeral, and it
was right that he should--but Polyneices, who fought as bravely and died as miserably--they say that Creon
has sworn no one shall bury him, no one mourn for him, but his body must lie in the fields, a sweet treasure
for carrion birds to find as they search for food. That is what they say, and our good Creon is coming here to
announce it publicly; and the penalty--stoning to death in the public square! There it is, and now you can
prove what you are: a true sister, or a traitor to your family.
ISMENE
Antigone, you are mad! What could I possibly do?
ANTIGONE
You must decide whether you will help me or not.
ISMENE
I do not understand you. Help you in what?
ANTIGONE
Ismene, I am going to bury him.
Antigone Text http://www.krucli.com/Antigone text.htm
2 of 38 2/8/2011 10:23 AM
ISMENE
Bury him! You have just said the new law forbids it.
ANTIGONE
He is my brother. And he is your brother, too.
ISMENE
But think of the danger! Think what Creon will do!
ANTIGONE
Creon is not strong enough to stand in my way.
ISMENE
Ah sister! Oedipus died, everyone hating him for what his own search brought to light, his eyes ripped out by
his o.
Reports of the demise of liberalism are greatly exaggerated .docxaudeleypearl
Creon has become the new king of Thebes after the deaths of Eteocles and Polyneices. He decrees that Eteocles will receive a proper burial as a loyal soldier, but that Polyneices, as a traitor, will not be buried and will be left to rot and be eaten by animals. Antigone tells her sister Ismene of Creon's decree and plans to defy it by burying Polyneices herself. Ismene refuses to help, fearing Creon's punishment. Antigone insists on burying her brother alone.
Theatre 383 - A WELL WRITTEN PLAY CRITIQUEA play critique is an .docxchristalgrieg
Theatre 383 - A WELL WRITTEN PLAY CRITIQUE
A play critique is an evaluation of a performance. Using the vocabulary developed in your course of study, construct strong statements of observation and support them with specific details. All work is to be original to you and a result of your viewing the live performance you are writing about. Reference
the MLA and College Level Expectations handouts available in our TITANium course page. Please use the Writing Center on campus if you need assistance to achieve college level success.
Third person is used when a degree of objectivity is intended and is used in academic documents such as theatrical reviews. The third person perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include he, she, it, they, him, her, them, his, her, hers, its, their and theirs. There is no place for “I” in this type of academic document.
Each of the theatrical elements you will analyze needs to be approached in three different steps.
DESCRIBE what you saw in detail. Make the reader see what you saw. Be specific and thorough. Use adjectives and adverbs that paint a picture for the reader.
ANALYZE and reach conclusions as to what the director or designer was trying to achieve. Why did they design the movements, sets, lights, sound effects, make-up or costumes that way? What emotions were they trying to make the audience feel?
JUDGE how effective their efforts were. Do not be vague. (ie. Don’t say things like: “It was awesome.” They were appropriate to the time.” “It was good.” Arghh….) Give a diplomatic, honest opinion. Give
credit for positives to the individual. If you have something negative to say, do so constructively.
IF YOU CANNOT SUPPORT YOUR OPINION WITH SPECIFIC DETAILS FROM THE SHOW TO ILLUSTRATE YOUR POINTS, THEN YOUR JUDGEMENTS – POSITIVE OR NEGATIVE – ARE NOT REALLY WORTH MENTIONING.
WRITE A STANDARD FIVE PARAGRAPH CRITIQUE.
INTRODUCTORY PARAGRAPH (include answers to these questions)
What is the title of the show? Who wrote it?
Where was the show performed? Who directed it?
When does the play run? What is the main message/theme of the show?
BRIEFLY summarize the plot of the play or musical
PARAGRAPH #2 – The Acting - Explore audience emotional & intellectual experience
What did they do to appear believable? How did they accomplish seeming realistic?
How was their Volume? Articulation? Tone? What specific body movements were effective?
How were specific characters engaging? Who was interesting to watch? Why specifically?
PARAGRAPHS 3 & 4 – Evaluate the technical elements and how they contribute to the performance.
– DIRECTION & DESIGN: SET/SOUND/LIGHTS/PROPS/COSTUME/MAKEUP
What mood was established and how? Describe the direction/set/use of sound/lights?
How was the time period reflected? How did they complement the mood of the play?
How did they/it draw or direct focus? How did they/it contribute to ...
Write a three-page, double-spaced research paper summarizing three.docxambersalomon88660
Write a three-page, double-spaced research paper summarizing three (3) scholarly articles that used human subjects in the research. All research articles MUST have been published in the Journal of Consumer Research, theJournal of Marketing Research, or theJournal of Consumer Psychology within the past 15 years (i.e., between January, 2001, and the present). Articles from older publications or journals other than those noted WILL NOT BE ACCEPTED. For each article, explain how human subjects were used in the research, and explain how the use of human subjects provided insight into how consumers think and behave. Include a reference list in proper APA format: Author(s), year published, title of article, name of journal, volume, issue, and pages.
Sophocles
Antigone
______________________________________________
TRANSLATOR'S NOTE
This translation by Ian Johnston of Vancouver Island University, Nanaimo, British Columbia, Canada, has certain copyright restrictions. For information please use the following link: Copyright. For comments or question please contact Ian Johnston.
This translation is available in the form of a published paperback book from Richer Resources Publications and in the form of a Word file for those who would like to print it off as a small book. There is no charge for these files. For details, please use the following link: Word Files.
The translator would like to acknowledge the valuable help provided by Andrew Brown’s edition of Sophocles’ Antigone (Aris & Philips, 1987), especially by his editorial notes.
Note that in this translation the numbers in square brackets refer to the Greek text, and the numbers with no brackets refer to this text. The superscript numbers in the text are links to explanatory notes at the end. These endnotes and the stage directions have been added by the translator.
This text was last revised in May 2005 and last reformatted in April 2014
BACKGROUND NOTE TO THE STORY
When Oedipus, King of Thebes, discovered through his own investigations that he had killed his father and married his mother, Jocasta, he put out his own eyes, and Jocasta killed herself. Once Oedipus ceased being king of Thebes, his two sons, Polyneices and Eteocles, agreed to alternate as king. When Eteocles refused to give up power to Polyneices, the latter collected a foreign army of Argives and attacked the city. In the ensuing battle, the Thebans triumphed over the invading forces, and the two brothers killed each other, with Eteocles defending the city and Polyneices attacking it. The action of the play begins immediately after the battle. Note that Creon is a brother of Jocasta and thus an uncle of Antigone, Ismene, Eteocles, and Polyneices.
DRAMATIS PERSONAE
ANTIGONE: daughter of Oedipus
ISMENE: daughter of Oedipus, sister of Antigone
CREON: king of Thebes
EURYDICE: wife of Creon
HAEMON: son of Creon and Euridice, engaged to Antigone.
TEIRESIAS: an old blind prophet
BOY: a young lad guiding Teiresias
GUARD: a soldier.
10
Antigone
______________________________________________
Sophocles
Antigone
______________________________________________
Translation by Ian Johnston of Vancouver Island University, Nanaimo, British Columbia, Canada
BACKGROUND NOTE TO THE STORY
When Oedipus, King of Thebes, discovered through his own investigations that he had killed his father and married his mother, Jocasta, he put out his own eyes, and Jocasta killed herself. Once Oedipus ceased being king of Thebes, his two sons, Polyneices and Eteocles, agreed to alternate as king. When Eteocles refused to give up power to Polyneices, the latter collected a foreign army of Argives and attacked the city. In the ensuing battle, the Thebans triumphed over the invading forces, and the two brothers killed each other, with Eteocles defending the city and Polyneices attacking it. The action of the play begins immediately after the battle. Note that Creon is a brother of Jocasta and thus an uncle of Antigone, Ismene, Eteocles, and Polyneices.
DRAMATIS PERSONAE
ANTIGONE: daughter of Oedipus
ISMENE: daughter of Oedipus, sister of Antigone
CREON: king of Thebes
EURYDICE: wife of Creon
HAEMON: son of Creon and Euridice, engaged to Antigone.
TEIRESIAS: an old blind prophet
BOY: a young lad guiding Teiresias
GUARD: a soldier serving Creon
MESSENGER
CHORUS: Theban Elders
ATTENDANTS.
[In Thebes, directly in front of the royal palace, which stands in the background, its main doors facing the audience.
Enter Antigone leading Ismene away from the palace]
ANTIGONE
Now, dear Ismene, my own blood sister,
do you have any sense of all the troubles
Zeus keeps bringing on the two of us,
as long as we’re alive? All that misery
which stems from Oedipus? There’s no suffering,
no shame, no ruin—not one dishonour—
which I have not seen in all the troubles
you and I go through. What’s this they’re saying now,
something our general has had proclaimed
throughout the city? Do you know of it? 10
Have you heard? Or have you just missed the news?
Dishonours which better fit our enemies
are now being piled up on the ones we love.
ISMENE
I’ve had no word at all, Antigone,
nothing good or bad about our family,
not since we two lost both our brothers,
killed on the same day by a double blow.
And since the Argive army, just last night,
has gone away, I don’t know any more
if I’ve been lucky or face total ruin. 20
ANTIGONE
I know that. That’s why I brought you here,
outside the gates, so only you can hear.
ISMENE
What is it? The way you look makes it seem
you’re thinking of some dark and gloomy news.
ANTIGONE
Look—what’s Creon doing with our two brothers?
He’s honouring one with a full funeral
and treating the other one disgracefully!
Eteocles, they say, has had his burial
according to our customary rites,
to win him honour with the dead below. .
10
Antigone
______________________________________________
Sophocles
Antigone
______________________________________________
Translation by Ian Johnston of Vancouver Island University, Nanaimo, British Columbia, Canada
BACKGROUND NOTE TO THE STORY
When Oedipus, King of Thebes, discovered through his own investigations that he had killed his father and married his mother, Jocasta, he put out his own eyes, and Jocasta killed herself. Once Oedipus ceased being king of Thebes, his two sons, Polyneices and Eteocles, agreed to alternate as king. When Eteocles refused to give up power to Polyneices, the latter collected a foreign army of Argives and attacked the city. In the ensuing battle, the Thebans triumphed over the invading forces, and the two brothers killed each other, with Eteocles defending the city and Polyneices attacking it. The action of the play begins immediately after the battle. Note that Creon is a brother of Jocasta and thus an uncle of Antigone, Ismene, Eteocles, and Polyneices.
DRAMATIS PERSONAE
ANTIGONE: daughter of Oedipus
ISMENE: daughter of Oedipus, sister of Antigone
CREON: king of Thebes
EURYDICE: wife of Creon
HAEMON: son of Creon and Euridice, engaged to Antigone.
TEIRESIAS: an old blind prophet
BOY: a young lad guiding Teiresias
GUARD: a soldier serving Creon
MESSENGER
CHORUS: Theban Elders
ATTENDANTS.
[In Thebes, directly in front of the royal palace, which stands in the background, its main doors facing the audience.
Enter Antigone leading Ismene away from the palace]
ANTIGONE
Now, dear Ismene, my own blood sister,
do you have any sense of all the troubles
Zeus keeps bringing on the two of us,
as long as we’re alive? All that misery
which stems from Oedipus? There’s no suffering,
no shame, no ruin—not one dishonour—
which I have not seen in all the troubles
you and I go through. What’s this they’re saying now,
something our general has had proclaimed
throughout the city? Do you know of it? 10
Have you heard? Or have you just missed the news?
Dishonours which better fit our enemies
are now being piled up on the ones we love.
ISMENE
I’ve had no word at all, Antigone,
nothing good or bad about our family,
not since we two lost both our brothers,
killed on the same day by a double blow.
And since the Argive army, just last night,
has gone away, I don’t know any more
if I’ve been lucky or face total ruin. 20
ANTIGONE
I know that. That’s why I brought you here,
outside the gates, so only you can hear.
ISMENE
What is it? The way you look makes it seem
you’re thinking of some dark and gloomy news.
ANTIGONE
Look—what’s Creon doing with our two brothers?
He’s honouring one with a full funeral
and treating the other one disgracefully!
Eteocles, they say, has had his burial
according to our customary rites,
to win him honour with the dead below. .
In Greek mythology, Antigone is the daughter of Oedipus and his mother, Jocasta. The denotement of the designation is, as in the case of the masculine equipollent Antigonus, "worthy of one's parents" or "in lieu of one's parents".
1) Antigone informs her sister Ismene that their uncle Creon, who is now king, has decreed that their brother Polyneices is not to receive burial rites and will instead be left to rot, facing the penalty of stoning for anyone who disobeys.
2) Antigone declares that she will bury Polyneices anyway, seeing it as her duty as his sister, but Ismene refuses to help, claiming she must obey the law set by Creon as king.
3) The sisters argue over Antigone's plan, with Ant
Basically you have to read a text and then answer questions, it woul.docxgarnerangelika
Basically you have to read a text and then answer questions, it would take like 2 hours max to do. Im in highschool first year. This is the text u have to read, every few, there will be a question
CLASSICAL GREEK TRAGEDY
ANTIGONE by SOPHOCLES (496?-406 B.C.)
An English Version by Dudley Fitts and Robert Fitzgerald (adapted)
CHARACTERS:
ANTIGONE
Daughter of Oedipus and Iocasta
Sister of Ismene, Eteocles and Polyneices
Sister of Oedipus
Granddaughter of Iocasta
Niece of Creon
Princess of Thebes
ISMENE
Daughter of Oedipus and Iocasta
Sister of Antigone, Eteocles and Polyneices
Sister of Oedipus
Granddaughter of Iocasta
Niece of Creon
Princess of Thebes
CREON
King of Thebes
Son of Menoikeus
Husband of Eurydice
Father of Haimon
Brother of Iocasta
Uncle of Antigone, Ismene, Eteocles, and Polyneices
EURYDICE
Queen of Thebes
Wife of Creon
Mother of Haimon
HAIMON
Son of Creon and Eurydice
Fiancé of Antigone
TEIRESIAS
Blind prophet of Apollo (one of the most complex and important Greek gods, and is the god of many things, including: music, poetry, art, oracles, archery, plague, medicine, sun, light and knowledge)
A SENTRY
Soldier and messenger
A MESSENGER
CHORUS
Group of old Theban men
Comment on the action of the play, explain the play’s central themes, and connect the play to other myths
CHORAGUS
Leader of the Chorus
PROLOGUE
(INTRODUCTION)
SCENE:
Before the Palace of
Creon, King of Thebes
. A central double door, and two
lateral
(side) doors. A
platform
extends the length of the
façade
(front), and from this platform three steps lead down into the
“orchestra”
(chorus-ground).
TIME:
Dawn
(early morning of the day after the
repulse
(drive back of an attacking army) of the
Argive army
from the
assault
(attack) on Thebes.
DO NOT READ (ALOUD) WHAT’S IN ITALICS OR ALL CAPS.
ALL CHARACTERS ARE UNDERLINED.
[ANTIGONE and ISMENE enter from the central door of the Palace.]
ANTIGONE:
Ismene
, dear sister, 1 You would think that we had already suffered enough
For the
curse
(
call on supernatural to harm/punish someone
) on
Oedipus
:
I cannot imagine any
grief
(
deep sorrow or sadness
)
That you and I have not gone through. And now –– 5
Have they told you of the new
decree
(
official order
) of our
King Creon
?
ISMENE:
I have heard nothing: I know
That two sisters lost two brothers, a double death
In a single hour; and I know that the
Argive army
(
army led by Polyneices
)
Fled
(
ran away
) in the night; but beyond this, nothing. 10
ANTIGONE:
I thought so. And that is why I wanted you
To come out here with me. There is something we must do.
ISMENE:
Why do you speak so strangely?
ANTIGONE:
Listen,
Ismenê
:
Creon
buried our brother
Eteoclês
.
Electra and her sister Chrysothemis debate who has the stronger claim to righteousness in avenging their father's murder. Electra wants to kill their mother Clytemnestra and stepfather Aegisthus, while Chrysothemis advocates caution. When they think Orestes has died, Electra wants Chrysothemis' help, but Chrysothemis refuses due to the danger. Clytemnestra claims she rightfully killed their father for sacrificing Iphigenia, though Electra disputes this version of events. The play explores competing notions of righteousness, imprudence, prudence, justice, and moral duty.
The document is an author's note by David Feldshuh for his adaptation of the play Antigone by Sophocles. It discusses his goals in adapting the play for a modern audience while staying true to the original text. He studied multiple translations to understand uncertainties and choices translators must make. He chose iambic pentameter to give the dialogue rhythm and tempo for a 90 minute performance. He also made structural changes like having characters narrate parts of the final scene in third person. The adaptation was performed by Cornell University with professional and student actors.
Typographie to go! @ Mobile Tech Con 2014, BerlinBenny Reimold
This document discusses typography and font usage on mobile apps. It provides tips on using typography effectively in iOS apps through tools like UIWebView, CoreText, NSAttributedString and TextKit. It also demonstrates how to style text and apply different fonts and formatting to portions of text using NSAttributedString. Debugging typography is discussed along with examples of Markdown and custom fonts.
The Battle of Maldon is an Old English poem that describes a real battle between the English and Vikings that took place in 991 AD. The summary is:
The poem describes the battle preparations as the Viking troop advances towards the English shore. Byrhtnoth, the English earl, has his men form a shield wall to defend against the Vikings. A fierce battle ensues, with fighting on both sides. Byrhtnoth is able to kill one of the Vikings who wounded him before being killed himself. His men continue fighting bravely in his honor, but the Vikings ultimately defeat the English forces.
The Battle of Maldon is an Old English poem that describes a real battle between the English and Vikings that took place in 991 AD. The summary is:
The poem describes the battle preparations as the Viking troop advances towards the English forces led by Byrhtnoth. Byrhtnoth orders his men to form a shield wall to defend against the Vikings. A fierce battle ensues, with men from both sides falling as they fight bravely. Though wounded, Byrhtnoth continues to encourage his troops. The poem provides vivid details of the violent clashes between the two sides during the historic Battle of Maldon.
This document provides an overview of William Shakespeare and some of his major plays and sonnets. It discusses Shakespeare's background, some of his most famous plays including Richard III, Much Ado About Nothing, Macbeth, and Measure for Measure. It also summarizes 3 of Shakespeare's sonnets. Key details about characters, plots, and important quotes are provided for several of Shakespeare's plays. The document also includes images and information about Shakespeare's Globe Theatre.
This document provides an overview of William Shakespeare and some of his major plays and sonnets. It discusses Shakespeare's background, some of his most famous plays including Richard III, Much Ado About Nothing, Macbeth, and Measure for Measure. It also summarizes 3 of Shakespeare's sonnets. Key details about characters and important quotes are provided for selected plays. Websites for further understanding Shakespeare's works are also listed.
This document provides an overview of William Shakespeare and some of his major plays and sonnets. It discusses Shakespeare's background, some of his most famous plays including Richard III, Much Ado About Nothing, Macbeth, and Measure for Measure. It also summarizes 3 of Shakespeare's sonnets. Key details about characters, plots, and important quotes are provided for several of Shakespeare's plays. Useful websites for further understanding Shakespeare's works are also listed.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
In Greek mythology, Antigone is the daughter of Oedipus and his mother, Jocasta. The denotement of the designation is, as in the case of the masculine equipollent Antigonus, "worthy of one's parents" or "in lieu of one's parents".
1) Antigone informs her sister Ismene that their uncle Creon, who is now king, has decreed that their brother Polyneices is not to receive burial rites and will instead be left to rot, facing the penalty of stoning for anyone who disobeys.
2) Antigone declares that she will bury Polyneices anyway, seeing it as her duty as his sister, but Ismene refuses to help, claiming she must obey the law set by Creon as king.
3) The sisters argue over Antigone's plan, with Ant
Basically you have to read a text and then answer questions, it woul.docxgarnerangelika
Basically you have to read a text and then answer questions, it would take like 2 hours max to do. Im in highschool first year. This is the text u have to read, every few, there will be a question
CLASSICAL GREEK TRAGEDY
ANTIGONE by SOPHOCLES (496?-406 B.C.)
An English Version by Dudley Fitts and Robert Fitzgerald (adapted)
CHARACTERS:
ANTIGONE
Daughter of Oedipus and Iocasta
Sister of Ismene, Eteocles and Polyneices
Sister of Oedipus
Granddaughter of Iocasta
Niece of Creon
Princess of Thebes
ISMENE
Daughter of Oedipus and Iocasta
Sister of Antigone, Eteocles and Polyneices
Sister of Oedipus
Granddaughter of Iocasta
Niece of Creon
Princess of Thebes
CREON
King of Thebes
Son of Menoikeus
Husband of Eurydice
Father of Haimon
Brother of Iocasta
Uncle of Antigone, Ismene, Eteocles, and Polyneices
EURYDICE
Queen of Thebes
Wife of Creon
Mother of Haimon
HAIMON
Son of Creon and Eurydice
Fiancé of Antigone
TEIRESIAS
Blind prophet of Apollo (one of the most complex and important Greek gods, and is the god of many things, including: music, poetry, art, oracles, archery, plague, medicine, sun, light and knowledge)
A SENTRY
Soldier and messenger
A MESSENGER
CHORUS
Group of old Theban men
Comment on the action of the play, explain the play’s central themes, and connect the play to other myths
CHORAGUS
Leader of the Chorus
PROLOGUE
(INTRODUCTION)
SCENE:
Before the Palace of
Creon, King of Thebes
. A central double door, and two
lateral
(side) doors. A
platform
extends the length of the
façade
(front), and from this platform three steps lead down into the
“orchestra”
(chorus-ground).
TIME:
Dawn
(early morning of the day after the
repulse
(drive back of an attacking army) of the
Argive army
from the
assault
(attack) on Thebes.
DO NOT READ (ALOUD) WHAT’S IN ITALICS OR ALL CAPS.
ALL CHARACTERS ARE UNDERLINED.
[ANTIGONE and ISMENE enter from the central door of the Palace.]
ANTIGONE:
Ismene
, dear sister, 1 You would think that we had already suffered enough
For the
curse
(
call on supernatural to harm/punish someone
) on
Oedipus
:
I cannot imagine any
grief
(
deep sorrow or sadness
)
That you and I have not gone through. And now –– 5
Have they told you of the new
decree
(
official order
) of our
King Creon
?
ISMENE:
I have heard nothing: I know
That two sisters lost two brothers, a double death
In a single hour; and I know that the
Argive army
(
army led by Polyneices
)
Fled
(
ran away
) in the night; but beyond this, nothing. 10
ANTIGONE:
I thought so. And that is why I wanted you
To come out here with me. There is something we must do.
ISMENE:
Why do you speak so strangely?
ANTIGONE:
Listen,
Ismenê
:
Creon
buried our brother
Eteoclês
.
Electra and her sister Chrysothemis debate who has the stronger claim to righteousness in avenging their father's murder. Electra wants to kill their mother Clytemnestra and stepfather Aegisthus, while Chrysothemis advocates caution. When they think Orestes has died, Electra wants Chrysothemis' help, but Chrysothemis refuses due to the danger. Clytemnestra claims she rightfully killed their father for sacrificing Iphigenia, though Electra disputes this version of events. The play explores competing notions of righteousness, imprudence, prudence, justice, and moral duty.
The document is an author's note by David Feldshuh for his adaptation of the play Antigone by Sophocles. It discusses his goals in adapting the play for a modern audience while staying true to the original text. He studied multiple translations to understand uncertainties and choices translators must make. He chose iambic pentameter to give the dialogue rhythm and tempo for a 90 minute performance. He also made structural changes like having characters narrate parts of the final scene in third person. The adaptation was performed by Cornell University with professional and student actors.
Typographie to go! @ Mobile Tech Con 2014, BerlinBenny Reimold
This document discusses typography and font usage on mobile apps. It provides tips on using typography effectively in iOS apps through tools like UIWebView, CoreText, NSAttributedString and TextKit. It also demonstrates how to style text and apply different fonts and formatting to portions of text using NSAttributedString. Debugging typography is discussed along with examples of Markdown and custom fonts.
The Battle of Maldon is an Old English poem that describes a real battle between the English and Vikings that took place in 991 AD. The summary is:
The poem describes the battle preparations as the Viking troop advances towards the English shore. Byrhtnoth, the English earl, has his men form a shield wall to defend against the Vikings. A fierce battle ensues, with fighting on both sides. Byrhtnoth is able to kill one of the Vikings who wounded him before being killed himself. His men continue fighting bravely in his honor, but the Vikings ultimately defeat the English forces.
The Battle of Maldon is an Old English poem that describes a real battle between the English and Vikings that took place in 991 AD. The summary is:
The poem describes the battle preparations as the Viking troop advances towards the English forces led by Byrhtnoth. Byrhtnoth orders his men to form a shield wall to defend against the Vikings. A fierce battle ensues, with men from both sides falling as they fight bravely. Though wounded, Byrhtnoth continues to encourage his troops. The poem provides vivid details of the violent clashes between the two sides during the historic Battle of Maldon.
This document provides an overview of William Shakespeare and some of his major plays and sonnets. It discusses Shakespeare's background, some of his most famous plays including Richard III, Much Ado About Nothing, Macbeth, and Measure for Measure. It also summarizes 3 of Shakespeare's sonnets. Key details about characters, plots, and important quotes are provided for several of Shakespeare's plays. The document also includes images and information about Shakespeare's Globe Theatre.
This document provides an overview of William Shakespeare and some of his major plays and sonnets. It discusses Shakespeare's background, some of his most famous plays including Richard III, Much Ado About Nothing, Macbeth, and Measure for Measure. It also summarizes 3 of Shakespeare's sonnets. Key details about characters and important quotes are provided for selected plays. Websites for further understanding Shakespeare's works are also listed.
This document provides an overview of William Shakespeare and some of his major plays and sonnets. It discusses Shakespeare's background, some of his most famous plays including Richard III, Much Ado About Nothing, Macbeth, and Measure for Measure. It also summarizes 3 of Shakespeare's sonnets. Key details about characters, plots, and important quotes are provided for several of Shakespeare's plays. Useful websites for further understanding Shakespeare's works are also listed.
Similar to P13-5A – P646Changes in various ratios presented below is selec.docx (11)
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
The document provides a case study and instructions for an assignment on improving the response rate of email marketing. Students are asked to: 1) conduct a design of experiment using the provided data to test cause-and-effect relationships, 2) determine an appropriate graphical display for the results and provide rationale, 3) recommend actions to increase email response rates with rationale, and 4) propose an overall strategy to develop a process model to increase response rates and obtain effective business processes with rationale. The assignment requires a 2-3 page paper following APA formatting guidelines.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
P13-5A – P646Changes in various ratios presented below is selec.docx
1. P13-5A – P646
Changes in various ratios: presented below is selected
information from Brimmerer Company:
2013 2012
sales revenue $910,000 $840,000
cost of goods sold $575,000 $542,000
interest expense $20,000 $20,000
income tax expense $27,000 $24,000
net income $61,000 $52,000
cash flow from operating activities $65,000 $55,000
capital expenditures $42,000 $45,000
Accounts Receivable (net), Dec 31 $126,000 $120,000
inventory December 31 $196,000 $160,000
stockholders equity December 31 $450,000 $400,000
total assets December 31 $730,000 $660,000
Required
a. calculate the following ratios for 2013. The 2012 results are
given for comparative purposes.
b. Comment on the changes between the two years
2012
1. Gross profit percentage
35.5%
2. return on assets 8.3%
3. return on sales
6.2%
4. return on common stockholders equity (no preferred stock
was outstanding) 13.9%
5. accounts receivable turnover
8%
6. average collection.
45.6 days
7. inventory turnover
3.61
2. 8. Times interest earned ratio
4.8
9. operating cash flow to capital expenditures ratio
1.22
ANTIGONE
ANTIGONH
(c. 441 B.C.)
by
Sophocles
(c. 496-406 B.C.)
translated by Dudley Fitts and Robert Fitzgerald
adapted for the Washington Hall mainstage by
Mark Pilkinton
The University of Notre Dame
Department of Film, Television, & Theatre
28 November-2 December 2001
ANTIGONE
3. by Sophocles
Characters
Antigone, daughter of Oedipus ANTIGONH
Ismene, daughter of Oedipus ISMHNH
Eurydice, wife of Creon EURUDIKH
Creon, King of Thebes KREWN
Haimon, son of Creon AIMWN
Teiresias, A blind seer TEIRESIAS
Sentry FULAX
Messenger AGGELOS
Priest IEREUS
Chorus COROS
Antigone Text http://www.krucli.com/Antigone text.htm
1 of 38 2/8/2011 10:23 AM
Scene: Before the palace of Creon, King of Thebes. A central
double door, and two lateral doors. A platform
extends the length of the façade, and from this platform three
steps lead down into the orchestra, or dancing
4. place. Or, simply, in front of the palace at Thebes.
Time: Dawn of the day after the repulse of the Argive army
from the assault on Thebes, and the brothers
Eteocles and Polyneices have killed each other.
Prologue
(Antigone and Ismene enter.)
ANTIGONE
You would think that we had already suffered enough for the
curse on our father, Oedipus. I cannot imagine
any grief that you and I have not gone through. And now--have
they told you of the new decree of our uncle,
King Creon?
ISMENE
I have heard nothing. I know that two sisters lost two brothers,
a double death in a single hour; and I know
that the Argive army fled in the night; but beyond this, nothing.
ANTIGONE
I thought so. And that is why I wanted you to come out here
with me. This is something we must do.
ISMENE
5. Why do you speak so strangely?
ANTIGONE
Listen, Ismene: Creon buried our brother, Eteocles, with
military honors, gave him a soldier's funeral, and it
was right that he should--but Polyneices, who fought as bravely
and died as miserably--they say that Creon
has sworn no one shall bury him, no one mourn for him, but his
body must lie in the fields, a sweet treasure
for carrion birds to find as they search for food. That is what
they say, and our good Creon is coming here to
announce it publicly; and the penalty--stoning to death in the
public square! There it is, and now you can
prove what you are: a true sister, or a traitor to your family.
ISMENE
Antigone, you are mad! What could I possibly do?
ANTIGONE
You must decide whether you will help me or not.
ISMENE
I do not understand you. Help you in what?
ANTIGONE
Ismene, I am going to bury him.
6. Antigone Text http://www.krucli.com/Antigone text.htm
2 of 38 2/8/2011 10:23 AM
ISMENE
Bury him! You have just said the new law forbids it.
ANTIGONE
He is my brother. And he is your brother, too.
ISMENE
But think of the danger! Think what Creon will do!
ANTIGONE
Creon is not strong enough to stand in my way.
ISMENE
Ah sister! Oedipus died, everyone hating him for what his own
search brought to light, his eyes ripped out by
his own hand, and Jocasta died, his mother and wife at once, our
mother: she twisted the cords that strangled
her life; and our two brothers died, each killed by the other's
sword. And we are left. But, oh, Antigone, think
how much more terrible than this our own death would be if we
should go against Creon and do what he has
7. forbidden! We are only women. We cannot fight with men,
Antigone! The law is strong, we must give in to
the law in this thing. I beg the Dead to forgive me, but I am
helpless: I must yield to those in authority, and I
think it is dangerous business to be always meddling.
ANTIGONE
If that is what you think, then I should not want you, even if
you asked to come. You have made your choice;
you can be what you want to be. But I will bury him, and if I
must die, I say that this crime is holy. I shall lie
down with him in death, and I shall be as dear to him as he to
me. It is the dead, not the living, who make the
greatest demands: we die forever. . .
ISMENE
I have no strength to break laws that were made for the public
good.
ANTIGONE
That must be your excuse, I suppose. But as for me, I will bury
the brother I love.
ISMENE
Antigone, I am so afraid for you!
8. ANTIGONE
You need not be: you have yourself to consider, after all.
ISMENE
But no one must hear of this, you must tell no one! I will keep it
a secret, I promise!
ANTIGONE
Antigone Text http://www.krucli.com/Antigone text.htm
3 of 38 2/8/2011 10:23 AM
O tell it! Tell everyone!
ISMENE
So fiery! You should be cold with fear.
ANTIGONE
Perhaps. But I am doing only what I must.
ISMENE
But can you do it? I say that you cannot.
ANTIGONE
When my strength gives out, I shall do no more.
ISMENE
9. Impossible things should not be tried at all.
ANTIGONE
Go away, Ismene: I shall be hating you soon, and the dead will,
too. For your words are hateful. Leave me my
foolish plan: I am not afraid of the danger; if it means death, it
will not be the worst of deaths--death without
honor.
ISMENE
Go then, if you feel that you must. You are unwise, but a loyal
friend indeed to those who love you.
(Exit)
Parodos
Strophe 1
CHORUS
Now the long blade of the sun, lying
Level east to west, touches with glory
Thebes of the Seven Gates. Open, unlidded
Eye of golden day! O marching light
Across the eddy and rush of Dirce's stream,
10. Striking the white shields of the enemy
thrown headlong backward from the blaze of morning!
PRIEST
Antigone Text http://www.krucli.com/Antigone text.htm
4 of 38 2/8/2011 10:23 AM
Polyneices their commander
Roused them with windy phrases
He the wild eagle screaming
Insults above our land,
His wings their shields of snow,
His crest their marshalled helms.
Antistrophe 1
CHORUS
Against our seven gates in a yawning ring
The famished spears came onward in the night;'
But before his jaws were sated with our blood,
Or pine fire took the garland of our towers,
11. He was thrown back, and as he turned, great Thebes--
No tender victim for his noisy power--
Rose like a dragon behind him, shouting war.
PRIEST
For God hates utterly
The bray of bragging tongues;
And when he beheld their smiling,
Their swagger of golden helms,
The frown of his thunder blasted
Their first man from our walls.
Strophe 2
CHORUS
We heard his shout of triumph high in the air
Turn to a scream; far out in a flaming arc
He fell with his windy torch, and the earth struck him.
And others storming in fury no less than his
Antigone Text http://www.krucli.com/Antigone text.htm
5 of 38 2/8/2011 10:23 AM
12. Found shock of death in the dusty joy of battle.
PRIEST
Seven captains at seven gates
Yielded their clanging arms to the god
That bends the battle-line and breaks it.
These two only, brothers in blood,
Face to face in matchless rage,
Mirroring each other's death
Clashed in long combat.
Antistrophe 2
CHORUS
But now in the beautiful morning of victory
Let Thebes of the many chariots sing for joy!
With hearts for dancing we'll take leave of war:
Our temples shall be sweet with hymns of praise,
And the long nights shall echo with our chorus.
13. SCENE 1
PRIEST
But now at least our new King is coming. Creon of Thebes,
Menoeceus's son. In this auspicious dawn of his
reign, what are the new complexities that shifting Fate has
woven for him? What is his counsel? Why has he
summoned us to hear him?
(Enter Creon from the palace, center. He addresses the Chorus
from the top step.)
CREON
Gentlemen: I have the honor to inform you that our Ship of
State, which recent storms have threatened to
destroy, has come safely to harbor at last, guided by the
merciful wisdom of Heaven.
(Cheers from the crowd.)
I have summoned you here this morning because I know that I
can depend upon you: your devotion to King
Laios was absolute; you never hesitated in your duty to our late
ruler Oedipus, and when Oedipus died, your
loyalty was transferred to his children. Unfortunately, as you
know, his two sons, the princes Eteocles and
Antigone Text http://www.krucli.com/Antigone text.htm
14. 6 of 38 2/8/2011 10:23 AM
Polyneices, have killed each other in battle: and I, as the next in
line, have succeeded to the full power of the
throne.
I am aware, of course, that no Ruler can expect complete loyalty
from his subjects until he has been tested in
office. Nevertheless, I say to you at the very outset that I have
nothing but contempt for the kind of Governor
who is afraid, for whatever reason, to follow the course that he
knows is best for the State: and as for the man
who sets private friendship above the public welfare, --I have
no use for him, either. I call God to witness that
if I saw my country headed for ruin, I should not be afraid to
speak out plainly; and indeed hardly remind you
that I would never have any dealings with an enemy of the
people. No one values friendship more highly than
I; but we must remember that friends made at the risk of
destroying the State are not real friends at all.
These are my principles, at any rate, and that is why I have
made the following decision concerning the sons
of Oedipus. Eteocles, who died as a man should die, fighting for
his country, is to be buried with full military
15. honors, with all the ceremony that is usual when the greatest
heroes die,
(Positive reaction from crowd.)
but his brother Polyneices, who broke his exile to come back
with fire and sword against his native city and
the shrines of his fathers' gods,
(Boos from crowd.)
whose one idea was to spill the blood of his blood and sell his
own people into slavery--
(More boos.)
Polyneices, I say, is to have no burial, no man is to touch him
or say the least prayer for him.
(This is a surprise for the crowd, and they are shocked at the
severity of the decree.)
He shall lie on this plain, unburied, and the birds and the
scavenging dogs can do with him whatever they like.
(Utter silence from the crowd.)
This is my command, and you can see the wisdom behind it. As
long as I am King, no traitor is going to be
honored.
PRIEST
If this is your will, Creon, son of Menoeceus,
16. You have the right to enforce it. We are yours.
(Chants of "WE ARE YOURS!" The crowd is back with him,
maybe because of fear.)
CREON
That is my will. Take care that you do your part.
PRIEST
What is it that you would have us do?
CREON
Antigone Text http://www.krucli.com/Antigone text.htm
7 of 38 2/8/2011 10:23 AM
You will give no support to whoever breaks this law.
PRIEST
Only a crazy man is in love with death!
CREON
And death it is; yet money talks, and the wisest have sometimes
been known to count a few coins too many.
(Entry Sentry from left.)
SENTRY
17. I'll not say that I'm out of breath from running, King, because
every time I stopped to think about what I have
to tell you, I felt like going back. And all the time a voice kept
saying, "You fool, don't you know you're
walking straight into trouble?"; and then another voice, "Yes,
but if you let somebody else get the news to
Creon first, it will be even worse than that for you!" But good
sense won out, at least I hope it was good
sense, and here I am with a story that makes no sense at all; but
I'll tell it anyhow, because, as they say, what's
going to happen is going to happen and--
CREON
Come to the point. What have you to say?
SENTRY
I did not do it. I did not see who did it.
You must not punish me for what someone else has done.
CREON
A comprehensive defense! More effective, perhaps,
If I knew its purpose. Come, what is it?
SENTRY
18. A dreadful thing...I don't know how to put it--
CREON
Out with it!
SENTRY
Well, the-- the dead man--Polyneices--
(Pause. The Sentry is overcome, fumbles for words; Creon waits
impassively.)
--out there--someone,--New dust on the slimy flesh! Someone
has given it burial that way, and gone...
(Long pause. Creon finally speaks with deadly control.)
Antigone Text http://www.krucli.com/Antigone text.htm
8 of 38 2/8/2011 10:23 AM
CREON
And the man who dared do this?
SENTRY
I swear I do not know! You must believe me! The ground was
dry, not a sign of digging, no, not a wheeltrack
in the dust, no trace of anyone. It was when they relieved us
this morning, and one of them, the corporal,
19. pointed to it. There it was, the strangest--Look: The body, just
mounded over with light dust, you see? Not
buried really, but as if they'd covered it Just enough for the
ghost's peace. And no sign of dogs or any wild
animal that had been there.
And then what a scene there was! Every man of us accusing the
other. We all proved the other man did it. We
all had proof that we could not have done it. We were ready to
take hot iron in our hands, Walk through fire,
swear by all the gods "It was not I! I do not know who it was
but it was not I!"
(Creon's rage has been mounting steadily, but the Sentry is too
intent upon his story to notice it.)
And then, when this came to nothing, someone said A thing that
silenced us and made us stare down at the
ground, you had to be told the news, And one of us had to do it!
We threw the dice, and the bad luck fell to
me. So here I am, no happier to be here than you are to have
me. Nobody likes the messenger who brings bad
news.
PRIEST
I have been wondering, King. Can it be that the gods have done
this?
20. CREON
(Furiously.)
Stop! The gods"! Intolerable! The gods favor this corpse? Why?
How had he served them? Tried to loot their
temples, burn their images, Yes, and the whole State, and its
laws with it! Is it your senile opinion that the
gods love to honor bad men? A pious thought--No, from the
very beginning There have been those who have
whispered together, Stiff-necked anarchists, putting their heads
together, Scheming against me in alleys.
These are the men, And they have bribed my own guard to do
this thing.
(He has figured it out, he thinks.)
Money! There's nothing in the world so demoralizing as money.
Down go your cities, Homes gone, men gone,
honest hearts corrupted, Crookedness of all kinds, and all for
money!
(To Sentry)
But you--I swear by God and the throne of God. The man who
has done this thing shall pay for it! Find that
man, bring him here to me, or your death will be the least of
your problems: I'll string you up alive! And the
process may teach you a lesson you seem to have missed: a
21. fortune won is often misfortune.
SENTRY
King, may I speak?
CREON
Antigone Text http://www.krucli.com/Antigone text.htm
9 of 38 2/8/2011 10:23 AM
Your very voice distresses me.
SENTRY
Are you sure; that is my voice, and not your conscience?
CREON
By God, he wants to analyze me now!
SENTRY
It is not what I say, but what has been done, that hurts you.
CREON
You talk too much.
SENTRY
Maybe, but I've done nothing.
22. CREON
Sold your soul for some silver; that's all you've done.
SENTRY
How dreadful it is when the right judge judges wrong!
CREON
Your figures of speech may entertain you now. Bring me the
man.
(Exit Creon into the palace.)
SENTRY
"Bring me the man!" I'd like nothing better than bringing him
the man! But bring him or not, you have seen
the last of me here. At any rate, I am safe!
(Exit Sentry.)
Ode 1
Strophe 1
CHORUS
Numberless are the world's wonders, but none
More wonderful than man; the storm gray sea
Yields to his prows, the huge crests bear him high;
23. Antigone Text http://www.krucli.com/Antigone text.htm
10 of 38 2/8/2011 10:23 AM
Earth, holy and inexhaustible, is graven
With shining furrows where his plows have gone
Year after year, the timeless labor of stallions.
Antistrophe 1
The light-boned birds and beasts that cling to cover,
The lithe fish lighting their reaches of dim water,
All are taken, tamed in the net of his mind;
The lion on the hill, the wild horse windy-maned,
Resign to him; and his blunt yoke has broken
The sultry shoulders of the mountain bull.
Strophe 2
Words also, and thought as rapid as air,
He fashions to his good use; statecraft is his
And his the skill that deflects the arrows of snow,
The spears of winter rain: from every wind
24. He has made himself secure--from all but one:
In the late wind of death he cannot stand.
Antistrophe 2
O clear intelligence, force beyond all measure!
O fate of man, working both good and evil!
When the laws are kept, how proudly his city stands!
When the laws are broken, what of his city then?
Never may the anarchic man find rest at my hearth,
Never be it said that my thoughts are his thoughts.
Scene 2
(Re-enter Sentry leading Antigone.)
PRIEST
What does this mean? Surely this captive woman Is the
Princess, Antigone? Why should she be taken?
Antigone Text http://www.krucli.com/Antigone text.htm
11 of 38 2/8/2011 10:23 AM
SENTRY
Here is the one who did it! We caught her In the very act of
25. burying him. Where is Creon?
PRIEST
Just coming from the house.
(Enter Creon, center.)
CREON
What has happened? Why have you come back so soon?
SENTRY
(Expansively.)
O King, A man should never be too sure of anything: I would
have sworn That you'd not see me here again:
your anger Frightened me so, and the things you threatened me
with, But how could I tell then That I'd be
able to solve the case so soon? No dice-throwing this time: I
was only too glad to come! Here is this woman.
She is the guilty one: We found her trying to bury him. Take
her, then; question her; judge her as you will. I
am through with the whole thing now, and glad of it.
CREON
But this is Antigone! Why have you brought her here?
SENTRY
26. She was burying him, I tell you!
CREON (severely)
Is this the truth?
SENTRY
I saw her with my own eyes. Can I say more?
CREON
Tell me quickly!
SENTRY
It was like this: After those terrible threats of yours, King, we
went back and brushed the dust away from the
body. The flesh was soft by now, and stinking, so we sat on a
hill upwind and kept guard. No napping this
time! We kept each other awake. And then we looked, and there
was Antigone! I have seen a mother bird
come back to a stripped nest, heard her crying bitterly a broken
note or two for the young ones stolen, just so,
when this girl found the bare corpse, and all her love's work
wasted, she wept, and cried on heaven to damn
the hands that had done this thing. And then she brought more
dust and sprinkled wine three times for her
brother's ghost. We ran and took her at once. She was not
afraid, not even when we charged her with what
27. she had done. She denied nothing.
Antigone Text http://www.krucli.com/Antigone text.htm
12 of 38 2/8/2011 10:23 AM
CREON
(slowly, dangerously)
And you, Antigone, you with your head hanging, do you confess
this thing?
ANTIGONE
I do. I deny nothing.
CREON
You may go.
(Exit Sentry.)
(To Antigone.)
Tell me, tell me briefly: had you heard my proclamation
touching this matter?
ANTIGONE
It was public. Could I help hearing it?
CREON
28. And yet you dared defy the law.
ANTIGONE
I dared. It was not God's proclamation. That final Justice that
rules the world makes no such laws. Your edict,
King, was strong, but all your strength is weakness itself
against the immortal laws of God. They are not
merely now: they were, and shall be, operative forever, beyond
man utterly.
I knew I must die, even without your decree: I am only mortal.
Can anyone living, as I live, with evil all about
me, think Death less than a friend? This death of mine
is of no importance; but if I had left my brother lying in death
unburied, I should have suffered. Now I do not.
You smile at me. Ah, Creon, think me a fool, if you like, but it
may well be that a fool convicts me of folly.
PRIEST
Like her father, Oedipus, both head strong and deaf to reason!
She has never learned to yield.
CREON
She has much to learn. The inflexible heart breaks first, the
toughest iron cracks first, and the wildest horses
break their necks at the pull of the smallest cart. Pride? In a
29. slave? This girl is guilty of a double insolence,
breaking the given laws and boasting of it. Who is the man here,
she or I, if this crime goes unpunished? She
and her sister win bitter death for this!
(To Servants)
Go, some of you, arrest Ismene. I accuse her equally. Bring her:
you will find her sniffling in the house there.
Antigone Text http://www.krucli.com/Antigone text.htm
13 of 38 2/8/2011 10:23 AM
Her mind's a traitor: crimes kept in the dark cry for light, but
how much worse than this is brazen boasting of
barefaced anarchy!
ANTIGONE
Creon, what more do you want than my death?
CREON
Nothing. That gives me everything.
ANTIGONE
Then I beg you: kill me. This talking is a great weariness; your
words are distasteful to me, and I am sure that
30. mine seem so to you. And yet they should not seem so: I should
have praise and honor for what I have done.
All these men here would praise me were their lips not frozen
shut with fear of you. (Bitterly) Ah the good
fortune of kings, licensed to say and do whatever they please!
CREON
You are alone here in that opinion.
ANTIGONE
No, they are with me. But they keep their tongues in leash.
CREON
Maybe, but you are guilty, and they are not.
ANTIGONE
There is no guilt in reverence for the dead.
CREON
But Eteocles--was he not your brother, too?
ANTIGONE
My brother, too.
CREON
31. And you insult his memory?
ANTIGONE
(softly) The dead man would not say that I insult it.
CREON
Antigone Text http://www.krucli.com/Antigone text.htm
14 of 38 2/8/2011 10:23 AM
He would: for you honor a traitor as much as him.
ANTIGONE
His own brother, traitor or not, and equal in blood.
CREON
He made war on his country. Eteocles defended it.
ANTIGONE
Nevertheless, there are honors due all the dead.
CREON
But not the same for the wicked as for the just.
ANTIGONE
Ah, Creon, Creon. Which of us can say what the gods hold
wicked?
32. CREON
An enemy is an enemy, even dead.
ANTIGONE
It is my nature to join in love, not hate.
CREON
(finally losing patience) Go join them then; if you must have
your love. Find it in hell!
PRIEST
But see, Ismene comes:
(Enter Ismene, guarded)
Those tears are sisterly, the cloud that shadows her eyes rain
down gentle sorrow.
CREON
You too, Ismene, snake in my ordered house, sucking my blood
stealthily--and all the time I never knew that
these two sisters were aiming at my throne! Ismene, do you
confess your share in this crime, or deny it?
Answer me.
ISMENE
Yes, if she will let me say so. I am guilty.
33. ANTIGONE
(coldly) No, Ismene. You have no right to say so. You would
not help me, and I will not have you help me.
Antigone Text http://www.krucli.com/Antigone text.htm
15 of 38 2/8/2011 10:23 AM
ISMENE
But now I know what you meant; and I am here to join you, to
take my share of punishment.
ANTIGONE
The dead man and the gods who rule the dead know whose act
this was. Words are not friends.
ISMENE
Do you refuse me, Antigone? I want to die with you: I too have
a duty that I must discharge to the dead.
ANTIGONE
You shall not lessen my death by sharing it.
ISMENE
What do I care for life when you are dead?
ANTIGONE
34. Ask Creon. You're always hanging on his opinions.
ISMENE
You are laughing at me. Why, Antigone?
ANTIGONE
It's a joyless laughter, Ismene.
ISMENE
But can I do nothing?
ANTIGONE
Yes. Save yourself. I shall not envy you. There are those who
will praise you; I shall have honor, too.
ISMENE
But we are equally guilty!
ANTIGONE
No more, Ismene. You are alive, but I belong to Death.
CREON (to the Chorus)
Gentlemen I beg you to observe these girls: one has just now
lost her mind; the other, it seems, has never had
a mind at all.
35. Antigone Text http://www.krucli.com/Antigone text.htm
16 of 38 2/8/2011 10:23 AM
ISMENE
Grief teaches the steadiest minds to waver, King.
CREON
Yours certainly did, when you assumed guilt with the guilty!
ISMENE
But how could I go on living without her?
CREON
You are. She is already dead.
ISMENE
But your own son's bride!
CREON
There are places enough for him to push his plow. I want no
wicked women for my sons!
ISMENE
O dearest Haimon, how your father wrongs you!
36. CREON
I've had enough of your childish talk of marriage!
PRIEST
Do you really intend to steal this girl from your son?
CREON
No; Death will do that for me.
PRIEST
The she must die?
CREON
(ironically) You dazzle me. --But enough of this talk!
(To Guards) You, there, take them away and guard them well:
for they are but women, and even brave men
run when they see Death coming.
(Exeunt Ismene, Antigone, and Guards)
Antigone Text http://www.krucli.com/Antigone text.htm
17 of 38 2/8/2011 10:23 AM
37. Ode 2
Strophe 1
CHORUS
Fortunate is the man who has never tasted God's vengeance!
Where once the anger of heaven has struck, that house is shaken
Forever: damnation rises behind each child
Like a wave cresting out of the black northeast,
When the long darkness under sea roars up
And bursts drumming death upon the wind-whipped sand.
Antistrophe 1
I have seen this gathering sorrow from time long past
Loom upon Oedipus's children: generation from generation
Takes the compulsive rage of the enemy god.
So lately this last flower of Oedipus's line
Drank the sunlight! But now a passionate word
And a handful of dust have closed up all its beauty.
Strophe 2
38. What mortal arrogance
Transcends the wrath of Zeus?
Sleep cannot lull him nor the effortless long months
Of the timeless gods: but he is young for ever,
And his house is the shining day of high Olympus.
And that is and shall be,
And all the past, is his.
No pride on earth is free of the curse of heaven.
Antistrophe 2
Antigone Text http://www.krucli.com/Antigone text.htm
18 of 38 2/8/2011 10:23 AM
The straying dreams of men
May bring them ghosts of joy:
But as they drowse, the waking embers burn them;
Or they walk with fixed eyes, as blind men walk.
But the ancient wisdom speaks for our own time:
Fate works most for woe
39. With Folly's fairest show.
Man's little pleasure is the spring of sorrow.
Scene 3
PRIEST
But here is Haimon, King, the last of all your sons. Is it grief
for Antigone that brings him here, and bitterness
at being robbed of his bride?
(Enter Haimon.)
CREON
We shall soon see, and no need of diviners. Son, you have heard
my final judgment on that girl: have you
come here hating me, or have you come with deference and with
love, whatever I do?
HAIMON
I am your son, father. You are my guide. You make things clear
for me, and I obey you. No marriage means
more to me than your continuing wisdom.
CREON
Good. That is the way to behave; subordinate everything else,
40. my son, to your father's will. So you are right
not to lose your head over this woman. Your pleasure with her
would soon grow cold, Haimon, And then
you'd have a hellcat in bed and elsewhere. Let her find her
husband in hell! Of all the people in this city, only
she has had contempt for my law.
The woman dies. I suppose she'll plead "family ties." Well, let
her. If I permit my own family to rebel, how
shall I earn the world's obedience? Show me the man who keeps
his house in hand, he's fit for public
authority. I'll have no dealings with lawbreakers, critics of the
government: Whoever is chosen to govern
should be obeyed--Must be obeyed, in all things, great and
small, Just and unjust! O Haimon, the man who
knows how to obey, and that man only, knows how to give
commands when the time comes. You can depend
on him, no matter how fast the spears come: he's a good soldier,
he'll stick it out. Anarchy, anarchy! Show me
a greater evil! This is why cities tumble and the great houses
fall, this is what scatters armies! No, no: good
lives are made good by discipline. We keep the laws then, and
the lawmakers, and no woman shall seduce us.
If we must lose, let's lose to a man, at least! Is a woman
stronger than we?
41. Antigone Text http://www.krucli.com/Antigone text.htm
19 of 38 2/8/2011 10:23 AM
PRIEST
Unless time has rusted my wits, what you say, King, is said with
point and dignity.
HAIMON
(boyishly earnest) Father: reason is God's crowning gift to man,
and you are right to warn me against losing
mine. I cannot say--I hope that I shall never want to say!--that
you have reasoned badly. Yet there are other
men who can reason, too; and their opinions might be helpful.
You are not in a position to know everything
that people say or do, or what they feel: your temper terrifies--
everyone will tell you only what you like to
hear. But I, at any rate, can listen; and I have heard them
muttering and whispering in the dark about this girl.
They say no woman has ever, so unreasonably, died so shameful
a death for a generous act: "She covered her
brother's body. Is this indecent? She kept him from dogs and
vultures. Is this a crime? Death?--She should
have all the honor that we can give her!" This is the way they
42. talk out there in the city. You must believe me:
nothing is closer to me than your happiness. I beg you, do not
be unchangeable: do not believe that you alone
! can be right. It is not reasonable never to yield to reason!
In flood time you can see how some trees bend, and because
they bend, even their twigs are safe, while
stubborn trees are torn up, roots and all. Forget you are angry!
Let yourself be moved! I know I am young;
but please let me say this: the ideal condition would be, I admit,
that men should be right by instinct; but since
we are all too likely to go astray, the reasonable thing is to
learn from those who can teach.
PRIEST
You will do well to listen to him, King, If what he says is
sensible. And you, Haimon, must listen to your
father. --Both speak well.
CREON
You consider it right for a man of my years and experience to
be schooled by a boy?
HAIMON
It is not right If I am wrong. But if I am young, and right, what
does my age matter?
43. CREON
You think it right to stand up for an anarchist?
HAIMON
Not at all. I pay no respect to criminals.
CREON
Then she is not a criminal?
HAIMON
The City would deny it, to a man.
CREON
And the City proposes to teach me how to rule?
Antigone Text http://www.krucli.com/Antigone text.htm
20 of 38 2/8/2011 10:23 AM
HAIMON
Ah. Who is it that's talking like a boy now?
CREON
My voice is the one voice giving orders in this City!
HAIMON
44. It is not a City if it takes order from one voice.
CREON
The State is the King!
HAIMON
Yes, if the State is a desert.
(Pause)
CREON
This boy, it seems, has sold out to a woman.
HAIMON
My concern is only for you.
CREON
So? Your "concern"! In a public brawl with your father!
HAIMON
How about you, in a public brawl with justice.
CREON
With justice, when all that I do is within my rights?
HAIMON
You have no right to trample on God's right.
45. CREON
(completely out of control) Fool, adolescent fool! Taken in by a
woman!
HAIMON
You'll never see me taken in by anything vile.
CREON
Antigone Text http://www.krucli.com/Antigone text.htm
21 of 38 2/8/2011 10:23 AM
Every word you say is for her!
HAIMON
(quietly, darkly) And for you. And for me. And for the gods.
CREON
You'll never marry her while she lives.
HAIMON
Then she must die.--But her death will cause another.
CREON
Another? Have you lost your senses? Is this an open threat?
HAIMON
46. There is no threat in speaking to emptiness.
CREON
I swear you'll regret this superior tone of yours! You are the
empty one!
HAIMON
If you were not my father, I'd say you were perverse.
CREON
You girl-struck fool, don't play at words with me!
HAIMON
I am sorry. You prefer silence.
CREON
Now, by God--I swear, by all the gods in heaven above us,
You'll watch it, I swear you shall!
(To the servants.)
Bring her out! Bring the woman out! Let her die before his
eyes! Here, this instant, with her bridegroom
beside her!
HAIMON
Not here, no; she will not die here, King. And you will never
see my face again. Go on raving as long as
47. you've a friend to endure you.
(Exit Haimon.)
PRIEST
Antigone Text http://www.krucli.com/Antigone text.htm
22 of 38 2/8/2011 10:23 AM
Gone, gone. Creon, a young man in a rage is dangerous!
CREON
Let him do, or dream to do, more than a man can. He shall not
save these girls from death.
PRIEST
These girls? You have sentenced them both?
CREON
No, you are right. I will not kill the one whose hands are clean.
PRIEST
But Antigone?
CREON
(somberly) I will carry her far away out there in the wilderness,
and lock her living in a vault of stone. She
48. shall have food, as the custom is, to absolve the State of her
death and to escape pollution. And there let her
pray to the gods of hell: They are her only gods: perhaps they
will show her an escape from death, or she may
learn, though late, that piety [pity] shown the dead is piety
[pity] in vain.
(Exit Creon.)
Ode 3
Strophe
CHORUS
Love, unconquerable
Waster of rich men, keeper
Of warm lights and all-night vigil
In the soft face of a girl:
Sea-wanderers, forest-visitor!
Even the pure Immortals cannot escape you,
And mortal man, in his one day's dusk,
Trembles before your glory.
Antistrophe
49. Surely you swerve upon ruin
The just man's consenting heart,
Antigone Text http://www.krucli.com/Antigone text.htm
23 of 38 2/8/2011 10:23 AM
As here you have made bright anger
Strike between father and son--
And none has conquered but Love!
A girl's glance working the will of heaven:
Pleasure to her alone who mocks us,
Merciless Aphrodite.
Scene 4
PRIEST
(As Antigone enters guarded.)
But I can no longer stand in awe of this,
Nor, seeing what I see, keep back my tears.
Here is Antigone, passing to that chamber
Where all find sleep at last.
50. Strophe 1
ANTIGONE
Look upon me, friends, and pity me
Turning back at the night's edge to say
Good-by to the sun that shines for me no longer;
Now sleepy Death
Summons me down to Acheron, that cold shore:
There is no bridesong there, nor any music.
CHORUS
Yet not unpraised, not without a kind of honor,
You walk at last into the underworld
Untouched by sickness, broken by no sword.
What woman has ever found your way to death?
Antistrophe 1
Antigone Text http://www.krucli.com/Antigone text.htm
24 of 38 2/8/2011 10:23 AM
51. ANTIGONE
How often have I heard the story of Niobe,
Tantalus's wretched daughter,
they say
The rain falls endlessly
And sifting soft snow; her tears are never done.
I feel the loneliness of her death in mine.
CHORUS
But she was born of heaven, and you
Are woman, woman-born. If her death is yours,
A mortal woman's, is this not for you
Glory in our world and in the world beyond?
Strophe 2
ANTIGONE
You laugh at me. Ah, friends, friends,
Can you not wait until I am dead? Oh, Thebes,
O men many-charioted, in love with Fortune,
Dear springs of Dirce, sacred Theban grove,
52. Be witnesses for me, denied all pity,
Unjustly judged! and think a word of love
For her whose path turns
Under dark earth, where there are no more tears.
CHORUS
You have passed beyond human daring and come at last
Into a place of stone where Justice sits.
I cannot tell
What shape of your father's guilt appears in this.
Antigone Text http://www.krucli.com/Antigone text.htm
25 of 38 2/8/2011 10:23 AM
Antistrophe 2
ANTIGONE
You have touched it at last: that bridal bed
Unspeakable, horror of son and mother mingling:
Their crime, infection of all our family!
53. O Oedipus, father and brother!
Your marriage strikes from the grave to murder mine.
I have been a stranger here in my own land:
All my life
The blasphemy of my birth has followed me.
CHORUS
Reverence is a virtue, but strength
Lives in established law: that must prevail.
You have made your choice,
Your death is the doing of your conscious hand.
Epode
ANTIGONE
Then let me go, since all your words are bitter, and the very
light of the sun is cold to me. Lead me to my
vigil, where I must have neither love nor lamentation; no song,
but silence.
(Creon interrupts impatiently.)
CREON
If dirges and planned lamentations could put off death, men
would be singing forever.
54. (To the Servants.)
Take her, go! You know your orders: take her to the vault and
leave her alone there. And if she lives or dies,
that's her affair, not ours: our hands are clean.
ANTIGONE
O tomb, vaulted bride-bed in eternal rock, soon I shall be with
my own again where Persephone welcomes the
thin ghosts underground: and I shall see my father again, and
you, mother, and dearest Polyneices--dearest
indeed to me, since it was my hand that washed him clean and
poured the ritual wine: And my reward is death
before my time!
Antigone Text http://www.krucli.com/Antigone text.htm
26 of 38 2/8/2011 10:23 AM
And yet, as men's hearts know, I have done no wrong, I have
not sinned before God. Or if I have, I shall
know the truth in death. But if the guilt lies upon Creon who
judged me, then, I pray, may his punishment
equal my own.
PRIEST
55. O passionate heart, unyielding, tormented still by the same
winds!
CREON
Her guards shall have good cause to regret their delaying.
ANTIGONE
Ah! That voice is like the voice of death!
CREON
I can give you no reason to think you are mistaken.
ANTIGONE
Thebes, and you my father's gods, And rulers of Thebes, you
see me now, the last unhappy daughter of a line
of kings, your kings, led away to death. You will remember
what things I suffer, and at what men's hands,
because I would not transgress the laws of heaven.
(To the Guards, simply.)
Come, let us wait no longer.
(Exit Antigone, left, guarded.)
Ode 4
Strophe 1
56. CHORUS
All Danaë's beauty was locked away
In a brazen cell where the sunlight could not come:
A small room still as any grave, enclosed her.
Yet she was a princess, too,
And Zeus in a rain of gold poured love upon her.
O child, child,
No power in wealth or war
Or tough sea-blackened ships
Can prevail against untiring Destiny!
Antigone Text http://www.krucli.com/Antigone text.htm
27 of 38 2/8/2011 10:23 AM
Antistrophe 1
And Dryas's son also, that furious king,
Bore the god's prisoning anger for his pride:
57. Sealed up by Dionysos in deaf stone,
His madness died among echoes.
So at the last he learned what dreadful power
His tongue had mocked:
For he had profaned the revels,
And fired the wrath of the nine
Implacable Sisters that love the sound of the flute.
Strophe 2
And old men tell a half-remembered tale
Of horror where a dark ledge splits the sea
And a double surf beats on the gray shores:
How a king's new woman, sick
With hatred for the queen he had imprisoned,
Ripped out his two sons' eyes with her bloody hands
While grinning Ares watched the shuttle plunge
Four times: four blind wounds crying for revenge,
Antistrophe 2
Crying, tears and blood mingled.--Piteously born,
58. Those sons whose mother was of heavenly birth!
Her father was the god of the North Wind
And she was cradled by gales,
She raced with young colts on the glittering hills
Antigone Text http://www.krucli.com/Antigone text.htm
28 of 38 2/8/2011 10:23 AM
And walked untrammeled in the open light:
But in her marriage deathless Fate found means
To build a tomb like yours for all her joy.
Scene 5
(Enter blind Teiresias, led by a boy. The opening speeches of
Teiresias might be in singsong contrast to the
realistic lines of Creon, or perhaps there is another way to
establish that Teiresias is 'weird.')
TEIRESIAS
59. This is the way the blind man comes, Princes, Princes,
Lockstep, two heads lit by the eyes of one.
CREON
What new thing have you to tell us, old Teiresias?
TEIRESIAS
I have much to tell you: listen to the prophet, Creon.
CREON
I am not aware that I have ever failed to listen.
TEIRESIAS
Then you have done wisely, King, and ruled well.
CREON
I admit my debt to you. But what have you to say?
TEIRESIAS
This, Creon: you stand once more on the edge of fate.
CREON
What do you mean? Your words are a kind of dread.
TEIRESIAS
Listen, Creon: I was sitting in my chair of augury, at the place
where the birds gather about me. They were all
60. a-chatter, as is their habit, when suddenly I heard a strange note
in their jangling, a scream a whirring fury; I
knew that they were fighting, tearing each other, dying In a
whirlwind of wings clashing. And I was afraid. I
Antigone Text http://www.krucli.com/Antigone text.htm
29 of 38 2/8/2011 10:23 AM
began the rites of burnt-offering at the altar but Hephaistos
failed me: instead of bright flame, there was only
the sputtering slime of the fat thigh-flesh melting: the entrails
dissolved in gray smoke, the bare bone burst
from the welter. And no blaze!
This was a sign from heaven. My boy described it, seeing for
me as I see for others. I tell you, Creon, you
yourself have brought this new calamity upon us. Our hearths
and altars are stained with the corruption of
dogs and carrion birds that glut themselves on the corpse of
Oedipus's son. The gods are deaf when we pray to
them, their fire recoils from our offering, their birds of omen
have no cry of comfort, for they are gorged with
the thick blood of the dead. O my son, these are no trifles!
Think: all men make mistakes, but a good man
yields when he knows his course is wrong and repairs the evil.
61. The only crime is pride.
Give in to the dead man, then: do not fight with a corpse--What
glory is it to kill a man who is dead? Think, I
beg you: it is for our own good that I speak as I do. You should
be able to yield for your own good.
CREON
It seems that prophets have made me their especial province.
All my life long I have been a kind of butt for
the dull arrows of doddering fortune-tellers. No, Teiresias, if
your birds--if the great eagles of God himself
should carry him stinking bit by bit to heaven, I would not
yield. I am not afraid of pollution: no man can
defile the gods. Do what you will, go into business, make
money, speculate in India gold or that synthetic gold
from Sardis, get rich otherwise than by my consent to bury him.
Teiresias, it is a sorry thing when a wise man
sells his wisdom, lets out his words for hire!
TEIRESIAS
Ah Creon! Is there no man left in the world--
CREON
To do what? --Come, let's have the aphorism!
TEIRESIAS
62. No man who knows that wisdom outweighs any wealth?
CREON
As surely as bribes are baser than any baseness.
TEIRESIAS
You are sick, Creon! You are deathly sick!
CREON
As you say: it is not my place to challenge a prophet.
TEIRESIAS
Yet you have said my prophecy is for sale.
CREON
The generation of prophets has always loved gold.
Antigone Text http://www.krucli.com/Antigone text.htm
30 of 38 2/8/2011 10:23 AM
TEIRESIAS
The generation of kings has always loved brass.
CREON
You forget yourself! You are speaking to your King.
63. TEIRESIAS
I know it. You are a king because of me.
CREON
You have a certain skill; but you have sold out.
TEIRESIAS
King, you will drive me to words that--
CREON
Say them, say them! Only remember: I will not pay you for
them.
TEIRESIAS
No, you will find them too costly.
CREON
No doubt. Speak: Whatever you say, you will not change my
will.
TEIRESIAS
Then take this, and take it to heart! The time is not far off when
you shall pay back corpse for corpse, flesh of
your own flesh. You have thrust the child of this world into
living night, you have kept from the gods the child
that is theirs the one in a grave before her death, the other,
64. dead, denied the grave. This is your crime: and the
Furies and the dark gods of Hell are swift with terrible
punishment for you.
Do you want to buy me now, Creon?
Not many days, And your house will be full of men and women
weeping, and curses will be hurled at you
from far cities grieving for sons unburied, left to rot before the
walls of Thebes.
These are my arrows, Creon: they are all for you.
(to Boy.) But come, child: lead me home. Let him waste his fine
anger upon younger men. Maybe he will
learn at last to control a wiser tongue in a better head.
(Exit Teiresias.)
PRIEST
The old man has gone, King, but his words remain to plague us.
I am old, too, but I cannot remember that he
Antigone Text http://www.krucli.com/Antigone text.htm
31 of 38 2/8/2011 10:23 AM
was ever false.
CREON
65. That is true. It troubles me. Oh, it is hard to give in! But it is
worse to risk everything for stubborn pride.
PRIEST
Creon, take my advice.
CREON
What shall I do?
PRIEST
Go quickly: free Antigone from her vault and build a tomb for
the body of Polyneices.
CREON
You would have me do this!
PRIEST
Creon, yes! And it must be done at once: God moves swiftly to
cancel the folly of stubborn men.
CREON
It is hard to deny the heart! But I will do it: I will not fight with
destiny.
PRIEST
You must go yourself, you cannot leave it to others.
CREON
66. I will go. --Bring axes, servants: come with me to the tomb. I
buried her, I will set her free. Oh quickly! My
mind misgives--the laws of the gods are mighty, and a man must
serve them to the last day of his life!
(Exit Creon.)
Paean
Strophe 1
PRIEST
God of many names
CHORUS
O Iacchos
Antigone Text http://www.krucli.com/Antigone text.htm
32 of 38 2/8/2011 10:23 AM
son
of Kadmeian Semele
O born of the Thunder!
Guardian of the West
67. Regent
of Eleusis's plain
O Prince of maenad Thebes
and the Dragon Field by rippling Ismenos.
Antistrophe 1
PRIEST
God of many names
CHORUS
the flame of torches
flares on our hills
the nymphs of Iacchos
dance at the spring of Castalia:
from the vine-close mountain
come ah come in ivy:
Evohe evohe! sings through the streets of Thebes
Strophe 2
PRIEST
God of many names
68. CHORUS
Iacchos of Thebes
heavenly Child
of Semele bride of the Thunderer!
The shadow of plague is upon us:
come
Antigone Text http://www.krucli.com/Antigone text.htm
33 of 38 2/8/2011 10:23 AM
with clement feet
oh come from Parnasos
down the long slopes
across the lamenting water
Antistrophe 2
PRIEST
Io Fire! Chorister of the throbbing stars!
O purest among the voices of the night!
Thou son of God, blaze for us!
69. CHORUS
Come with choric rapture of circling Maenads
Who cry Io Iacche!
God of many names!
Exodos
(Enter Messenger from left)
MESSENGER
Men of the line of Cadmus, you who live Near Amphion's
citadel, I cannot say
of any condition of human life "This is fixed, this is clearly
good, or bad." Fate raises up, and Fate casts down
the happy and unhappy alike: no man can foretell his Fate. Take
the case of Creon: Creon was happy once, as
I count happiness; Victorious in battle, sole governor of the
land, fortunate father of children nobly born, and
now it has all gone from him! Who can say that a man is still
alive when his life's joy fails? He is a walking
dead man. Grant him rich, let him live like a king in his great
house: if his pleasure is gone, I would not give so
much as the shadow of smoke for all he owns.
PRIEST
70. Your words hint at sorrow; what is your news for us?
MESSENGER
They are dead. The living are guilty of their death.
PRIEST
Who is guilty? Who is dead? Speak!
MESSENGER
Antigone Text http://www.krucli.com/Antigone text.htm
34 of 38 2/8/2011 10:23 AM
Haimon. Haimon is dead; and his own hand has shed his blood.
PRIEST
His father's? Or his own?
MESSENGER
His own, driven mad by the murder his father had done.
PRIEST
Teiresias, Teiresias, how clearly you saw it all!
MESSENGER
71. This is my news: you must draw what conclusions you can from
it.
PRIEST
But look: Eurydice, our Queen: Has she overhead us?
(Enter Eurydice from the palace, center.)
EURYDICE
I have heard something, friends: As I was unlocking the gate of
Pallas's shrine, For I needed her help today, I
heard a voice telling of some new sorrow. And I fainted there at
the temple with all my maidens about me.
But speak again: whatever it is, I can bear it: grief and I are no
strangers.
MESSENGER
Dearest Lady, I will tell you plainly all that I have seen. I shall
not try to comfort you: what is the use, since
comfort could lie only in what is not true. The truth is always
best. I went with Creon to the outer plain where
Polyneices was lying, No friend to pity him, his body shredded
by dogs. We made our prayers in that place to
Hecate And Pluto, that they would be merciful, And we bathed
the corpse with holy water, and we brought
fresh-broken branches to burn what was left of it, and upon the
72. urn we heaped up a towering barrow of the
earth of his own land. When we were done, we ran to the vault
where Antigone lay on her couch of stone.
One of the servants had gone ahead, and while he was yet far
off he heard a voice grieving within the
chamber, and he came back and told Creon. And as the king
went closer, The air was fully of wailing, the
words lost, and he begged us to make all haste. "Am I am
prophet?" He said, weeping, "And must I walk this
road, the saddest of ! all that I have gone before? My son's
voice calls me on. Oh quickly, quickly! Look
through the crevice there, and tell me if it is Haimon, or some
deception of the gods!"
We obeyed; and in the cavern's farthest corner we saw her
lying: She had made a noose of her fine linen veil
and hanged herself. Haimon lay beside her, his arms about her
waist, lamenting her, his love lost under
ground, crying out that his father had stolen her away from him.
When Creon saw him the tears rushed to his eyes and he called
to him: "What have you done, child? speak to
me. What are you thinking that makes your eyes so strange? O
my son, my son, I come to you on my knees!"
But Haimon spat in his face. He said not a word, staring--and
suddenly drew his sword and lunged. Creon
73. Antigone Text http://www.krucli.com/Antigone text.htm
35 of 38 2/8/2011 10:23 AM
shrank back, the blade missed; and the boy, desperate against
himself, drove it half its length into his own
side, and fell. And as he died he gathered Antigone close in his
arms again, choking, his blood bright red on
her white cheek. And now he lies dead with the dead, and she is
his at last, his bride in the house of the dead.
(Exit Eurydice into the palace.)
PRIEST
She has left us without a word. What can this mean?
MESSENGER
It troubles me, too; yet she knows what is best, her grief is too
great for public lamentation, and doubtless she
has gone to her chamber to weep for her dead son, leading her
maidens in his dirge.
(Pause.)
PRIEST
It may be so: but I fear this deep silence.
74. MESSENGER
I will see what she is doing. I will go in.
(Exit Messenger into the palace.)
(Enter Creon with attendants, bearing Haimon's body.)
PRIEST
But here is the king himself; oh look at him, bearing his own
damnation in his arms.
CREON
Nothing you say can touch me anymore. My own blind heart has
brought me from darkness to final darkness.
Here you see the father murdering, the murdered son--And all
my civic wisdom!
Haimon my son, so young, so young to die, I was the fool, not
you; and you died for me.
PRIEST
That is the truth; but you were late in learning it.
CREON
This truth is hard to beat. Surely a god has crushed me beneath
the hugest weight of heaven, and driven me
headlong a barbaric way to trample out the thing I held most
dear.
75. The pains that men will take to come to pain!
(Enter Messenger from the palace.)
MESSENGER
Antigone Text http://www.krucli.com/Antigone text.htm
36 of 38 2/8/2011 10:23 AM
The burden you carry in your hands is heavy, but it is not all;
you will find more in your house.
CREON
What burden worse than this shall I find there?
MESSENGER
The Queen is dead.
CREON
O port of death, deaf world, Is there no pity for me? And you,
Angel of evil, I was dead, and your words are
death again. Is it true, boy? Can it be true? Is my wife dead?
Has death bred death?
MESSENGER
You can see for yourself.
76. (The doors are opened and the body of Eurydice is disclosed
within.)
CREON
Oh pity! All true, all true, and more than I can bear! Oh my
wife, my son!
MESSENGER
She stood before the altar, and her heart welcomed the knife her
own hand guided, and a great cry burst from
her lips for Megareus dead, and for Haimon dead, her sons, and
her last breath was a curse for their father,
the murderer of her sons. And she fell, and the dark flowed in
through her closing eyes.
CREON
O God, I am sick with fear. Are there no swords here? Has no
one a blow for me?
MESSENGER
Her curse is upon you for the deaths of both.
CREON
It is right that it should be. I alone am guilty. I know it, and I
say it. Lead me in, quickly, friends. I have
neither life nor substance. Lead me in.
77. PRIEST
You are right, if there can be right in so much wrong. The
briefest way is best in a world of sorrow.
CREON
Let it come. Let death come quickly, and be kind to me. I would
not ever see the sun again.
Antigone Text http://www.krucli.com/Antigone text.htm
37 of 38 2/8/2011 10:23 AM
PRIEST
All that will come when it will; but we, meanwhile, have much
to do. Leave the future to itself.
CREON
All my heart was in that prayer!
PRIEST
Then do not pray any more; the sky is deaf.
CREON
Lead me away. I have been rash and foolish. I have killed my
son and my wife. I look for comfort; my
comfort lies here dead. Whatever my hands have touched has
come to nothing. Fate has brought all my pride
78. to a thought of dust.
(As Creon is being led into the house, the PRIEST advances and
speaks directly to the audience.)
PRIEST
There is no happiness where there is no wisdom; no wisdom but
in submission to the gods. Big words are
always punished, and proud men in old age learn to be wise.
CURTAIN
Antigone Text http://www.krucli.com/Antigone text.htm
38 of 38 2/8/2011 10:23 AM