The Rocking-Horse Winner
byD. H. Lawrence (1885-1930)Word Count: 6015
There was a woman who was beautiful, who started with all the advantages, yet she had no luck. She married for love, and the love turned to dust. She had bonny children, yet she felt they had been thrust upon her, and she could not love them. They looked at her coldly, as if they were finding fault with her. And hurriedly she felt she must cover up some fault in herself. Yet what it was that she must cover up she never knew. Nevertheless, when her children were present, she always felt the centre of her heart go hard. This troubled her, and in her manner she was all the more gentle and anxious for her children, as if she loved them very much. Only she herself knew that at the centre of her heart was a hard little place that could not feel love, no, not for anybody. Everybody else said of her: "She is such a good mother. She adores her children." Only she herself, and her children themselves, knew it was not so. They read it in each other's eyes.
There were a boy and two little girls. They lived in a pleasant house, with a garden, and they had discreet servants, and felt themselves superior to anyone in the neighbourhood.
Although they lived in style, they felt always an anxiety in the house. There was never enough money. The mother had a small income, and the father had a small income, but not nearly enough for the social position which they had to keep up. The father went into town to some office. But though he had good prospects, these prospects never materialised. There was always the grinding sense of the shortage of money, though the style was always kept up.
At last the mother said: "I will see if I can't make something." But she did not know where to begin. She racked her brains, and tried this thing and the other, but could not find anything successful. The failure made deep lines come into her face. Her children were growing up, they would have to go to school. There must be more money, there must be more money. The father, who was always very handsome and expensive in his tastes, seemed as if he never would be able to do anything worth doing. And the mother, who had a great belief in herself, did not succeed any better, and her tastes were just as expensive.
And so the house came to be haunted by the unspoken phrase: There must be more money! There must be more money! The children could hear it all the time though nobody said it aloud. They heard it at Christmas, when the expensive and splendid toys filled the nursery. Behind the shining modern rocking-horse, behind the smart doll's house, a voice would start whispering: "There must be more money! There must be more money!" And the children would stop playing, to listen for a moment. They would look into each other's eyes, to see if they had all heard. And each one saw in the eyes of the other two that they too had heard. "There must be more money! There must be more money!"
It came whispering from the ...
. H. Lawrence THE ROCKING-HORSE WINNER 1933D. H. Lawrence.docxhoney725342
. H. Lawrence: THE ROCKING-HORSE WINNER
1933
D. H. Lawrence
There was a woman who was beautiful, who started with all the advantages, yet she had no luck. She married for love, and the love turned to dust. She had bonny children, yet she felt they had been thrust upon her, and she could not love them. They looked at her coldly, as if they were finding fault with her. And hurriedly she felt she must cover up some fault in herself. Yet what it was that she must cover up she never knew. Nevertheless, when her children were present, she always felt the center of her heart go hard. This troubled her, and in her manner she was all the more gentle and anxious for her children, as if she loved them very much. Only she herself knew that at the center of her heart was a hard little place that could not feel love, no, not for anybody. Everybody else said of her: “She is such a good mother. She adores her children.” Only she herself, and her children themselves, knew it was not so. They read it in each other’s eyes.
There were a boy and two little girls. They lived in a pleasant house, with a garden, and they had discreet servants, and felt themselves superior to anyone in the neighborhood.
Although they lived in style, they felt always an anxiety in the house. There was never enough money. The mother had a small income, and the father had a small income, but not nearly enough for the social position which they had to keep up. The father went into town to some office. But though he had good prospects, these prospects never materialized. There was always the grinding sense of the shortage of money, though the style was always kept up.
At last the mother said: “I will see if I can’t make something.” But she did not know where to begin. She racked her brains, and tried this thing and the other, but could not find anything successful. The failure made deep lines come into her face. Her children were growing up, they would have to go to school. There must be more money, there must be more money. The father, who was always very handsome and expensive in his tastes, seemed as if he never would be able to do anything worth doing. And the mother, who had a great belief in herself, did not succeed any better, and her tastes were just as expensive.
And so the house came to be haunted by the unspoken phrase: There must be more money! There must be more money! The children could hear it all the time, though nobody said it aloud. They heard it at Christmas, when the expensive and splendid toys filled the nursery. Behind the shining modern rocking-horse, behind the smart doll’s house, a voice would start whispering: “There must be more money! There must be more money!” And the children would stop playing, to listen for a moment. They would look into each other’s eyes, to see if they had all heard. And each one saw in the eyes of the other two that they too had heard. “There must be more money! There must be more money!” 5
It came whispering from the springs ...
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The story is about a boy named Paul who lives with his mother, father, and siblings in an upper-middle class family. They lack money despite their lavish lifestyle. Paul develops a special power to predict horse races and wins money, giving it to his greedy mother. However, the voices in the house demanding "more money" drive Paul to risk more. He dies of brain fever after ignoring his uncle's warning and betting on a final race. His mother is left with a large sum but has lost her son.
1) A king gets lost in a forest and promises to give the first thing that greets him at his palace to a stranger who shows him the way out. The first thing is his baby son. To avoid losing his son, the king switches him with the daughter of peasants.
2) The prince grows up with the peasants but learns the truth. He sets out to find the maiden who was taken in his place. After completing impossible tasks set by an evil wizard, he rescues the maiden and they fall in love.
3) The prince reveals to the maiden that she was actually switched at birth and is not royalty. They decide to be together rather than part ways, having overcome great hardships and
The passage tells the story of a hardworking blacksmith and his lazy son. The blacksmith worked diligently his whole life to provide for his family, accumulating some wealth. His son was extremely lazy and never worked. When the blacksmith grew old, he told his son he must earn one rupee to inherit his wealth, but the son was unable. The mother tried to help by giving him rupees, but the father didn't believe the son earned them. Finally, the son risked injury to prove he earned a rupee, and the father was satisfied with his work ethic.
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The document tells the story of Cecily Urswick, a young girl in 1804 London who loves spending time at the British Museum with her father Henry Urswick and his colleagues. Cecily finds the specimens and research at the museum far more interesting than her strict grandparents would like. Over time, Cecily grows close with her father and his colleagues at the museum, seeing them as a second family. While her grandparents wish for her to behave more properly, Cecily dreams of adventures exploring the natural world with her father and friends at the museum.
Vauxia has been spending time in his garden to escape from the noise of the many children in the new house. He decides to make a bold move and invites his neighbor Mr. Twitface to look around, hoping to get him to join the garden club. However, these types of moves by Vauxia often end in disaster. Mr. Twitface begrudgingly agrees to look around, just because it's his duty as a neighbor.
The document is a story about a prince who marries a feathered daughter who was cursed by her dragon mother. It describes how the prince finds the feathered daughter in a tower, helps break the curse by getting blessings from her family, and brings her to a dinner with his brothers and father. There, she impresses the king by producing golden shirts and a hen with chicks from nuts. The king gives his blessing to the prince and invites them to stay in the palace, showing he approves of their marriage.
This chapter introduces the main character Chiyo, who grows up in a small fishing village in Japan called Yoroido. She lives with her father, a fisherman, her older sister Satsu, and her mother, who has been ill for years. The village doctor informs Chiyo's father that her mother does not have much longer to live. Chiyo is distraught at the thought of losing her mother and wonders how she will continue living in the house with just her father after her mother passes away.
. H. Lawrence THE ROCKING-HORSE WINNER 1933D. H. Lawrence.docxhoney725342
. H. Lawrence: THE ROCKING-HORSE WINNER
1933
D. H. Lawrence
There was a woman who was beautiful, who started with all the advantages, yet she had no luck. She married for love, and the love turned to dust. She had bonny children, yet she felt they had been thrust upon her, and she could not love them. They looked at her coldly, as if they were finding fault with her. And hurriedly she felt she must cover up some fault in herself. Yet what it was that she must cover up she never knew. Nevertheless, when her children were present, she always felt the center of her heart go hard. This troubled her, and in her manner she was all the more gentle and anxious for her children, as if she loved them very much. Only she herself knew that at the center of her heart was a hard little place that could not feel love, no, not for anybody. Everybody else said of her: “She is such a good mother. She adores her children.” Only she herself, and her children themselves, knew it was not so. They read it in each other’s eyes.
There were a boy and two little girls. They lived in a pleasant house, with a garden, and they had discreet servants, and felt themselves superior to anyone in the neighborhood.
Although they lived in style, they felt always an anxiety in the house. There was never enough money. The mother had a small income, and the father had a small income, but not nearly enough for the social position which they had to keep up. The father went into town to some office. But though he had good prospects, these prospects never materialized. There was always the grinding sense of the shortage of money, though the style was always kept up.
At last the mother said: “I will see if I can’t make something.” But she did not know where to begin. She racked her brains, and tried this thing and the other, but could not find anything successful. The failure made deep lines come into her face. Her children were growing up, they would have to go to school. There must be more money, there must be more money. The father, who was always very handsome and expensive in his tastes, seemed as if he never would be able to do anything worth doing. And the mother, who had a great belief in herself, did not succeed any better, and her tastes were just as expensive.
And so the house came to be haunted by the unspoken phrase: There must be more money! There must be more money! The children could hear it all the time, though nobody said it aloud. They heard it at Christmas, when the expensive and splendid toys filled the nursery. Behind the shining modern rocking-horse, behind the smart doll’s house, a voice would start whispering: “There must be more money! There must be more money!” And the children would stop playing, to listen for a moment. They would look into each other’s eyes, to see if they had all heard. And each one saw in the eyes of the other two that they too had heard. “There must be more money! There must be more money!” 5
It came whispering from the springs ...
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The story is about a boy named Paul who lives with his mother, father, and siblings in an upper-middle class family. They lack money despite their lavish lifestyle. Paul develops a special power to predict horse races and wins money, giving it to his greedy mother. However, the voices in the house demanding "more money" drive Paul to risk more. He dies of brain fever after ignoring his uncle's warning and betting on a final race. His mother is left with a large sum but has lost her son.
1) A king gets lost in a forest and promises to give the first thing that greets him at his palace to a stranger who shows him the way out. The first thing is his baby son. To avoid losing his son, the king switches him with the daughter of peasants.
2) The prince grows up with the peasants but learns the truth. He sets out to find the maiden who was taken in his place. After completing impossible tasks set by an evil wizard, he rescues the maiden and they fall in love.
3) The prince reveals to the maiden that she was actually switched at birth and is not royalty. They decide to be together rather than part ways, having overcome great hardships and
The passage tells the story of a hardworking blacksmith and his lazy son. The blacksmith worked diligently his whole life to provide for his family, accumulating some wealth. His son was extremely lazy and never worked. When the blacksmith grew old, he told his son he must earn one rupee to inherit his wealth, but the son was unable. The mother tried to help by giving him rupees, but the father didn't believe the son earned them. Finally, the son risked injury to prove he earned a rupee, and the father was satisfied with his work ethic.
The Science of a Legacy: Chapter Thirty-Four, Part Onegintasticnecat
The document tells the story of Cecily Urswick, a young girl in 1804 London who loves spending time at the British Museum with her father Henry Urswick and his colleagues. Cecily finds the specimens and research at the museum far more interesting than her strict grandparents would like. Over time, Cecily grows close with her father and his colleagues at the museum, seeing them as a second family. While her grandparents wish for her to behave more properly, Cecily dreams of adventures exploring the natural world with her father and friends at the museum.
Vauxia has been spending time in his garden to escape from the noise of the many children in the new house. He decides to make a bold move and invites his neighbor Mr. Twitface to look around, hoping to get him to join the garden club. However, these types of moves by Vauxia often end in disaster. Mr. Twitface begrudgingly agrees to look around, just because it's his duty as a neighbor.
The document is a story about a prince who marries a feathered daughter who was cursed by her dragon mother. It describes how the prince finds the feathered daughter in a tower, helps break the curse by getting blessings from her family, and brings her to a dinner with his brothers and father. There, she impresses the king by producing golden shirts and a hen with chicks from nuts. The king gives his blessing to the prince and invites them to stay in the palace, showing he approves of their marriage.
This chapter introduces the main character Chiyo, who grows up in a small fishing village in Japan called Yoroido. She lives with her father, a fisherman, her older sister Satsu, and her mother, who has been ill for years. The village doctor informs Chiyo's father that her mother does not have much longer to live. Chiyo is distraught at the thought of losing her mother and wonders how she will continue living in the house with just her father after her mother passes away.
The document contains announcements for several opera performances by the Bel Cantanti Opera, including productions of Massenet's Cinderella, Kalman's The Princess of Gsardas, and Pergolesi's La Serva Padrona. It also includes the libretto for a section of Bach's Coffee Cantata. The performances are scheduled between October and December at various venues in the Washington D.C. and Maryland areas.
The boy dreams of escaping his impoverished life and living luxuriously in the nearby castle. He encounters an old beggar woman who gives him a magic key that can make his dreams come true. That night, he dreams of being the honored guest at a lavish feast in the castle, but wakes up transformed into a teapot at the center of the table, realizing his dream has come with unintended consequences.
This story follows a boy named Paul who befriends an orange fox. The fox teaches Paul that happiness can be found in simple pleasures and their friendship brings Paul joy. However, Paul's family moves to a new, bigger city and he worries he will lose his friend. Later, Paul discovers the fox has followed him to the new park, where their swinging and adventures continue. Themes of friendship, change, and finding happiness are explored.
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The document summarizes three fairy tales - Cinderella, Snow White, and Little Red Riding Hood. In Cinderella, a fairy godmother helps Cinderella go to the ball where she meets the prince. Snow White lives with seven dwarfs after her stepmother tries to kill her with a poisoned apple. Little Red Riding Hood gets lost in the woods and encounters a wolf who eats her grandmother before trying to eat her. Each summary also includes a note about differences between the original tales and currently known versions.
The Gladrags Legacy: Chapter 9- Her Morning ReportTonytheFish
Shenzi auditions for a modeling competition after being encouraged by her friends, despite recently becoming a werewolf. She performs well in the preliminary rounds and makes it to the finals against two other girls. One of the other finalists, Kimberley, is confident and rude to Shenzi, while the other, Sophie, is nervous but friendly.
Quinn acted heroically but accidentally caused the death of Zane's wife Tina. Bella Goth has returned to work with Lillian. Puck Summerdream, a reaper-elf hybrid, had his powers stripped and is now mortal. He has been sentenced to die of old age as punishment for refusing his role as a reaper.
The document contains lyrics from 4 songs spanning from the 1970s to the 1990s that deal with themes of father-son relationships and regret over missed opportunities to connect. The Harry Chapin song "Cat's in the Cradle" describes a father who is too busy for his son as the son grows up, and they grow distant. The Temptations song "Papa Was a Rolling Stone" tells the story of a son asking his mother about his father who was an irresponsible drifter. Jackson Browne's "Daddy's Tune" expresses regret over things left unsaid to his father. The 1991 song contains only symbols and expresses a sense of loss and longing through its visual representation.
The Barkers Voice A Journal Of Arts And Lettersaskkelly
The document is a short story about a young girl and her neglectful mother. [1] The mother is self-absorbed and eccentric, buying the girl expensive gifts but getting rid of her dog and speaking to her like an adult from a young age. [2] When the mother gets rid of the girl's puppy, the girl stages a "stuffed animal suicide tea party" by tying her stuffed animals to chairs with her father's ties. [3] The girl leaves the tea party set up for three months before her mother notices it.
The barker's voice a journal of arts and letters copyaskkelly
The document is a short story about a young girl and her neglectful mother. The mother is vain and self-absorbed, and sends the girl's new puppy away after it damages her plants. As a coping mechanism, the girl stages a "stuffed animal suicide tea party" by tying her stuffed animals to chairs with her father's ties. She leaves the tea party set up for three months before her mother notices. The story depicts the girl's lonely childhood and her mother's neglect through lack of attention and inappropriate behavior.
An old toymaker wished to give toys to every child in the world, especially poor children. On Christmas Eve, he helped an injured deer and was rewarded with magic that allowed him to fulfill his wish. With the help of dwarves and reindeer, he flew around the world delivering toys to children. His gifts brought great joy to families on Christmas morning.
The Night Before Christmas and Other Popular Stories for ChildrenChuck Thompson
The Night Before Christmas and Other Popular Stories for Children. Old fashioned childrens book. Bringing back the classics. Gloucester, Virginia Links and News website. Visit us for the extraordinary.
This document summarizes a passage from a longer story about two brothers, Simora and Kana, dealing with their mother's sudden disappearance. The brothers sense something is different this time when she leaves and doesn't take any equipment or clothes. They confront their father about when she is returning, and he somberly informs them that she has been sent away to a far place and they will never see her again. The brothers are distraught and blame their father, though he insists he did not make the decision and that "they" decide.
Evil Susan has been transported from her home in Strangetown to the town of Riverblossom for a random adventure. She finds the town too cheerful and wants to destroy things. She meets a local named Shea who also dislikes the town's positivity. They bond over their shared dislike of Riverblossom and its philosophy. Susan destroys several local attractions, like a family fun park. Shea finds this amusing and the two start spending time together, though Susan insists she remains fully evil.
The Bookacy Family Alphabet Adventures, ch. 15katrisims
Aadam tells Joy about his difficult family situation. His father Salahuddin had kidnapped and killed Rebecca, and Aadam helped him escape but now feels guilty and alone. Joy shares that she had suspicions about Salahuddin for some time and thinks he is a dangerous man. Aadam is unsure what to do now that he is wanted by police and abandoned by his family. Joy comforts him and says they will figure something out.
This document introduces the Hunter Legacy family in the Sims 4. The founder, Marcus Hunter, hopes to turn his poor family into a wealthy upper class. His wife Marisa struggles to bond with their twin sons Oscar and Winston. Their eldest daughter Evelyn worries about her appearance but blossoms into a beautiful young woman, though her mother Marisa seems to be manipulating her relationships for financial gain.
References is about a short story by Lionel Garcia title.pdfsdfghj21
This document provides guidance for writing a 750-word essay analyzing a literary element in D.H. Lawrence's short story "The Rocking-Horse Winner." It instructs the reader to introduce the story and their chosen element, develop a thesis interpreting that element through evidence from the text, and conclude by summarizing and explaining the significance of the thesis. Key elements to analyze include characters, themes, imagery, and symbolism. Quotes should be used to support points made about how the element illustrates the story's message.
References is about a short story by Lionel Garcia title.pdfstudy help
This document provides guidance for writing a 750-word essay analyzing a literary element in D.H. Lawrence's short story "The Rocking-Horse Winner." It instructs the reader to introduce the story and their chosen element, develop a thesis interpreting that element through evidence from the text, and conclude by summarizing and explaining the significance of the thesis. Key elements to analyze include characters, themes, imagery, and symbolism. Quotes should be used to support points made about how the element illustrates the story's message.
Fairytale Finders: A Disney Princess Challenge, Snow White 2animeangel1983
Snow White and Prince Caspian have seven children together - triplets Rapunzel, Charming, and Fieval, followed by twins Cinderella and Eric. Cinderella is destined to become the heir but the Mirror predicts she will have future troubles related to Countess Romelda's schemes. Snow White is distraught over not being able to prevent her daughter's unhappiness and worries for Cinderella's innocence against future evil.
The story is about a child who gets lost from his parents at a spring festival fair. He becomes distracted by the attractions at the fair like toys, sweets, and rides. When he asks his parents to play on a roundabout, they can no longer be found. A kind stranger tries to console the lost child by offering him sweets, balloons, and rides, but the child only cries for his mother and father, highlighting his strong bond and love for his parents.
As described in Lecture Note 1, geography is a part of everyday life.docxssusera34210
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docxssusera34210
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
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Similar to The Rocking-Horse WinnerbyD. H. Lawrence (1885-1930)Word Count .docx (20)
As described in Lecture Note 1, geography is a part of everyday life.docxssusera34210
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docxssusera34210
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
As an institution, Walden has long supported days of service and.docxssusera34210
As an institution, Walden has long supported days of service and encouraged students, faculty, and staff to give back to their communities. In the companion Assignment for this module, you are developing a plan for a proposed Global Day of Service project. For this Discussion, you will explain the Global Day of Service project you are proposing for your Assignment and offer feedback and support for your colleagues’ projects.
Important Note:
You will share your ideas regarding your Module 5 Assignment in this Discussion. Be sure to read through the instructions for this Discussion and the Module 5 Assignment prior to beginning work this week.
To prepare:
Review the instructions for the Module 5 Course Project assignment.
Review the Walden University sites regarding social change and Walden’s Global Days of Service. Consider the many meaningful opportunities found in early childhood programs, K–12 schools, and communities for enacting social change. How will the Walden Global Day of Service project you are proposing in this module’s Assignment support social change in your program and field?
Review the Callahan et al. (2012) paper in the Learning Resources. Which of the eight features of social change will be reflected the most in your Day of Service project?
An explanation of the following:
The Day of Service project you are proposing for this module’s Assignment
How your proposed project would support social change in your program and field
Which of the eight features of social change are integrated the most in your Day of Service project
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Fullan, M. (2016).
The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Chapter 13, “The Future of Educational Change” (pp. 258–265)
Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., . . . Yob, I. (2012).
Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project
[White paper]. Minneapolis, MN: Walden University.
Social Change Web Maps
[Diagrams]. Adapted from Expanding our understanding of social change, by Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of Walden University.
Cooper, K. S., Stanulis, R. N., Brondyk, S. K. Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113. .
As computer and internet technologies have advanced and become m.docxssusera34210
As computer and internet technologies have advanced and become more easily accessible across the world, we are seeing an explosion of social activists, government agencies and terrorists using these technologies to further their efforts. Government and non-government entities use the internet to spread propaganda and information, recruit support and demonize opponents. The efforts of some radical groups, like ISIS, to shut down US infrastructure and thwart military activity can clearly be labeled as cyberterrorism. However, some groups, such as the loosely associated international network of self-proclaimed “hacktivists” identified as Anonymous, are blurring the lines between what constitutes terrorism and what is simply social activism. As technology continues to advance and further our capabilities, we are continuously presented with new and intriguing moral questions.
After reading the module notes and all of the supplemental materials, respond to the following:
Briefly define cyberterrorism. Define hacktivism. Illustrate examples of each in current events within the last decade.
What is the fundamental difference between these two?
How has technology helped to advance these groups?
How do you think our government’s response to such groups has changed our attitudes towards our own freedoms?
In your opinion, do you think Hacktivism is justified or is it just a subset of cyberterrorism? Give some examples to support your stance.
Support your position using appropriate sources that are properly cited.
.
As cultural and literary scholar Louis Henry Gates claims, Repetit.docxssusera34210
As cultural and literary scholar Louis Henry Gates claims, "Repetition and revision are fundamental to black artistic forms, from painting and sculpture to music and language use." This "Signifyin(g)" is a dynamic noted throughout hip-hop music because its foundation is rooted in "sampling" music that came before. But the content of rap also expresses a Black experience. Therefore, in your final response this week, discuss three significant subjects or themes that hip-hop artists Signify on in the African American literary tradition as they express their own notions of Blackness in lyrical rap music.
.
As an African American male, social issues are some that seem to.docxssusera34210
As an African American male, social issues are some that seem to be a part of our everyday life at the time of birth. Whether it’s our skin being threatening towards other groups of society, police brutality, not receiving the same education, jobs, or housing as those of other cultures; it’s something that burned into our part of growing up and learning how to maneuver the world around us. Being that this is something that is thrown in our face time and time again, I would like to talk about the trust or lack thereof, between “professional helpers” and African American males. You must first stop and take a look at the deep roots of past and current events that lead to African Americans not trusting the help that’s provided by doctors, lawyers, therapists, etc. For example, historical adversity, which includes slavery, sharecropping, and race-based exclusion from health, educational, social, and economic resources, translates into socioeconomic disparities experienced by Black and African American people today. Socioeconomic status, in turn, is linked to mental health: People who are impoverished, homeless, incarcerated, or have substance use problems are at higher risk for poor mental health.
Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind. The culture from which many African Americans are raised, has a greater distrust of the medical helpers and medical offices alike, from the belief of racial bias. A great example is that of the Tuskegee experiment, where the abuses of slaves by white doctors, simply for the use of medical experimentation. There was no sense of consent or refusal from the African American participants to participate, just because of their lower level in society and the mass discrimination during that time. It’s those issues of the past, that resist black males from seeking the help they truly need, in order to bring them back to the feeling of self and self-worth; and to add a more recent impact, just look at the COVID vaccine, many are skeptical of receiving it, just because of what happens at Tuskegee. Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind.
Most importantly, one must be willing to understand how having a multicultu.
As a work teamDecide on the proto personas each team member .docxssusera34210
As a work team
Decide on the proto personas each team member will create.
● Begin with your user assumptions worksheet
● Individually, create a list of audience attributes/characteristics (your own views on the user) on sticky notes
● cluster these into 3 - 8 profiles (Take a photo)
● discuss your clusters and move around notes as needed.
● decide as a team, which clusters will be turned into your proto personas.
Each team of three should have at least 3 different user types that you think will use your site. (4 if you are in a team of 4).
Individually
● Create two personas
o PROTO-PERSONA
The first should be one of the proto-personas agreed by your team members in the process above
▪ Use the information from the Lean UX reading and learning materials to help you create your persona
▪ This can be hand drawn and included in your final document as a photograph.
o TRADITIONAL PERSONA
The second is a traditional persona (NOT related to your project website). Use the student data & template provided:
▪ The persona needs to represent the statistical data provided
▪ Use the given ppt template to create the traditional persona or find your own and use that.
.
As an astute social worker and professional policy advocate, on.docxssusera34210
As an astute social worker and professional policy advocate, once you have selected a social problem, you begin the process of creating and implementing a policy that addresses that social problem.
Address the following items within your group's Wiki page for Part 2:
Topic is Immigration
Is the policy identified by your group dictated by local, state, or federal statute—or a combination thereof?
APA FORMAT
2 REFERENCES
.
As a special education professional, it is important to be aware of .docxssusera34210
As a special education professional, it is important to be aware of how social and cultural influences can impact the assessment process. Lack of awareness can lead to charges of discrimination and possible litigation.
Using support from the required readings, the Instructor Guidance, supplemental information derived from outside sources and your discussion, and information from the scenario below, you will (a) use information you have learned about Manuel to complete the
Child Study Team Referral Form
found in the
Week Three Instructor Guidance
, and (b) write a 3 page report with your recommendations for Tier Two RTI interventions that take Manuel's social and cultural background into account.
Scenario:
Manuel is becoming more and more listless in class and is still not doing well with his assignments. You have noticed though, that he seems to be making friends, as outside of class each morning you notice him joking and talking with a group of boys. They talk about BMX bikes and an online computer game that they all play. You are aware that some of the boys in that group are involved in the school robotics team and you begin to wonder how you could use his newly formed friendships and your insights into his interests to support his language arts skills.
You and Mr. Franklin are also excited about a workshop you just attended with Dr. Janette Klingner who talked about
how to realize the potential of RTI (Links to an external site.)
(Klingner, J, 2011) with culturally and linguistically diverse learners. The Child Study Team has been doing diagnostic work to see if there are other variables within the classroom and/or school environment that may be affecting Manuel's performance. What the Child Study Team discovers is that Manuel feels embarrassed by his slow reading compared to his classmates and does not see the relevance of classes that are not related to his intended career goal, engineering. The team also notes that Manuel is able to write well, but he often does not finish in-class assignments and tests, and his homework written assignments are very short. The lack of length in his assignments consistently costs him points.
When you talk to Manuel he shows pride when you compliment him on his bilingual ability and ask for his help in translating for a new student from Guatemala. Finally, the team becomes aware that Manuel does not want to be labeled "dumb" and is worried that he will be made fun of if he is pulled out of his regular classes for more intensive support. Manuel’s vision and hearing test were both are normal and his medical exam does not reveal any medical issues.
As a member of the Child Study Team (CST) and taking into account Manuel's interests and the social and cultural influences that may be affecting Manuel's school performance, you and the CST are planning your next steps. You and Mr. Franklin discuss what interventions would take into account Manuel’s cultural and linguistic background. .
As an incoming CEO, how would you have approached the senior leaders.docxssusera34210
As an incoming CEO, how would you have approached the senior leadership team that neglected to stop the bleeding and encouraged the toxicity? Where would you say your organization lands on Deloitte's Six Personas of Change? Which of the six signature traits are you most comfortable with? And which requires more of a stretch for you?
.
As a prison administrator (wardensuperintendent), what would your r.docxssusera34210
As a prison administrator (warden/superintendent), what would your recommendation be for HIV testing within the prison system? Why or why not? If so, when should it take place (e.g. during admission, anytime during incarceration, just prior to release)? Should the offenders who are HIV/AIDS positive be segregated? Would it be a violation of the offender’s rights to be segregated from the general population? reaponse must be 400- 500 words
.
As a helpful tool for schools, organizations, and agencies working w.docxssusera34210
As a helpful tool for schools, organizations, and agencies working with families to have on hand to refer families to services that might be needed to assist the child and/or family.
Create a resource guide for your community (Mississippi) on services available that might help children and or families. This does not have to be an extensive list, but a representation of what should be included in an in-depth guide.
.
This document summarizes a study that tested the ability of various types of human pluripotent stem cells (hPSCs) to contribute to chimera formation in two ungulate species, pigs and cattle. The study found that naive hPSCs robustly engrafted in pre-implantation blastocysts of both species but showed limited contribution to post-implantation pig embryos. An intermediate type of hPSC exhibited higher chimerism and was able to generate differentiated progeny in post-implantation pig embryos. The study also established a CRISPR-Cas9 mediated system for interspecies blastocyst complementation using gene-edited organogenesis-disabled mice hosts.
As a future leader in the field of health care administration, you m.docxssusera34210
As a future leader in the field of health care administration, you may face many chronic health threats to various systems. As you work to combat these threats and ensure community wellness, you are likely to become an agent of social change. This objective may be more challenging and critical to achieve in matters such as health emergencies and outbreaks. For leaders, outbreaks, epidemics, and pandemics elicit critical and timely attention to situations in health care administration.
In this week’s article by Gostin, Lucey, & Phelan (2014), the authors highlight the challenges present with an Ebola epidemic on a global scale. Using this Learning Resource from this week as well as 2–4 additional resources you may find from the Walden Library, current events, etc., consider your leadership perspective during an outbreak, epidemic, or pandemic.
As you collaborate with your group, individually select one of the following leadership roles that would respond during this outbreak:
Director, FEMA
Director, CDC
Governor of an afflicted state
Incident Response Commander
Response Leader, American Red Cross (or other nongovernmental organization)
***Health Care Administrator for a large medical center (
I HAVE SELECTED THIS ROLE
)****
After selecting your leadership role, use a systems approach to work with your group to establish an immediate response in preventing another pandemic.
The Assignment—Part 1:Individual Case Analysis (1–2 pages):
Based on the leadership role you selected for the Assignment, include the following:
A summary of the leadership challenges this leader would face in assuring the system changes necessary to be prepared for the next outbreak, epidemic, or pandemic
An explanation of how your leadership challenges as this leader relate to challenges of the other leaders listed above
Note:
The leadership challenges that you describe should be those you would face as an individual in the role of your selected leader, rather than the functional challenges of the agency this individual leads.
The Assignment—Part 2:Group Case Study Analysis (2–3 pages):
Then, using your leadership Assignment for the Case Study, collaborate with your colleagues to create a Group Case Study Analysis that includes:
An explanation of how the challenges identified in the individual case analyses collectively affect crisis response by the system and the individuals within it
An explanation of how transformational and transactional leaders might influence outcomes within this case
A summary of how poor leadership might affect the outcome of the case
.
Article Title and Date of the Article .docxssusera34210
Article
Title
and
Date
of
the
Article
The
Economist
“Insider
dealing:
euro
outs
fear
that
euro
ins
might
do
them
down”
October
17,
2015
Summary
This
article
posted
as
a
special
news
report
by
The
Economist,
is
focused
on
the
Eurozone
and
European
Union,
and
how
they
are
experiencing
some
problems
that
might
hurt
both
the
euro
currency
and
relations
with
non-‐-‐-‐euro
zone
countries.
At
the
moment,
in
Europe
there
are
two
types
of
observers:
the
Europhiles
and
Euroskeptics.
The
Europhiles
are
those
who
admire
Europe
and
favor
the
participation
of
the
European
Union,
while
on
the
other
side
of
the
spectrum
are
the
Euroskeptics,
who
are
those
who
are
opposed
to
increasing
the
powers
of
the
European
Union.
Currently,
the
alarming
political
issue
that
has
been
growing
in
Europe
is
the
negative
relationship
between
those
countries
that
belong
to
the
European
Union
and
Eurozone,
against
those
who
are
members
of
the
European
Union
but
not
the
Eurozone.
The
argument
here
is
that
those
members
belonging
to
the
Eurozone
have
been
meeting
together,
while
excluding
non-‐-‐-‐Eurozone
members
and
making
decisions
such
as
bails,
which
affect
all
countries
within
the
European
Union.
The
Eurozone
countries
believe
that
that
only
those
countries
that
are
members
of
the
Eurozone
should
be
allowed
to
voice
their
opinions
and
make
decisions
on
everything
regarding
the
euro,
since
they
are
the
ones
directly
affected
by
it.
On
the
other
hand,
the
non-‐-‐-‐Eurozone
countries
feel
like
the
euro
members
are
“ganging
up”
on
them,
meaning
that
they
feel
like
those
countries
in
the
Eurozone
are
making
decisions
regarding
their
own
interests,
and
not
the
collective
interests
of
all
members
of
the
European
Union.
Association
to
specific
chapter
material
and
concepts
2.4
A
Single
Currency
for
Europe:
The
Euro
(40)
Chapter
2
discusses
the
global
financial
environment
including
the
European
Union,
the
Euro.
Article The Effects of Color on the Moods of College .docxssusera34210
Article
The Effects of Color on the Moods
of College Students
Sevinc Kurt1 and Kelechi Kingsley Osueke2
Abstract
This research aims to discover the psychological effects of colors on individuals, using the students’ union complex in a
university campus. This building was chosen due to its richness in color variances. The research method is survey, and
questionnaires were drawn up and distributed to an even range of students, comprising both international and local
students; undergraduate and graduate. Questionnaires have been collected and analyzed to find out the effects different
colors had on students’ moods in different spaces of the students’ union complex. This research would contribute to
understand more about colors and how they affect our feelings and therefore to make better decisions and increase the
use of spaces when choosing colors for different spaces to suit the purpose for which they are designed.
Keywords
color, mood, architectural space
Introduction
We live in a world of color (Huchendorf, 2007, p. 1).
According to the various researches, the color that
surrounds us in our daily lives has a profound effect on our
mood and on our behavior (e.g., Babin, Hardesty, & Suter,
2003; Kwallek, Lewis, & Robbins, 1988; Kwallek,
Woodson, Lewis, & Sales, 1997; Rosenstein, 1985). In
clothing, interiors, landscape, and even natural light, a color
can change our mood from sad to happy, from confusion to
intelligence, from fear to confidence. It can actually be used
to “level out” emotions or to create different moods (Aves
& Aves, 1994, p. 120). The design of an environment
through a variety of means such as temperature, sounds,
layout, lighting, and colors can stimulate perceptual and
emotional responses in consumers and affect their behavior
(Kotler, 1973 in Yildirim, Akalinbaskaya, & Hidayetoglu,
2007, p. 3233). Therefore, it may follow that if we could
measure it, we may get a clue as to how our mood varies
when in any enclosed space. The ambiance of the interior
space affects the users’ behaviors and perception of that
place by influencing their emotional situation. In this
context, it is believed that the various physical components
including light and color have a great importance on the
environmental characteristics of space, especially in public
use like students’ union centers.
Hence, using the appropriate color in design is important
in such buildings. It is also significant to draw cognitive
map and way finding in interiors. Environmental
interventions that promote way finding can be implemented
on two levels: the design of the floor plan typology and
environmental cues, which comprise signage, furnishings,
lighting, colors, and so on. Vivid color coding may enhance
short-term memory and improve functional ability (Cernin,
Keller, & Stoner, 2003). So the use of color is one of the
crucial elements in designing the appropriate circulation of
public interiors. Furtherm.
Art museums and art galleries are two different types of entitie.docxssusera34210
Art museums and art galleries are two different types of entities.
The primary difference is that while one goes to an art museum to view art and learn about art from an educational or cultural experience; one goes to an art gallery to view art, discover new artists, possibly from the perspective of purchasing the art.
Most museums are funded by governments, foundations, and corporate and private donors, and they are operated on a non-for-profit basis. Galleries seek to make profit and gain exposure for themselves and the artists they represent.Art galleries, are usually small businesses or centers that exhibit art for the purposes of promoting and selling art. One would typically visit an art gallery to discover an artist, possibly with an interest in buying the art. Art museums, on the other hand, are larger and are intended for education and cultural experiences. One would typically visit an art museum to view and study its permanent collection or to visit a touring exhibit of works on loan from another museum or institution.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
Dallas Museum of Art
https://dma.org/
Nasher Sculpture Center
https://www.nashersculpturecenter.org/
Meadows Museum of Art
www.meadowsmuseumdallas.org/
Crow Collection
www.crowcollection.org
Kimbell Art Museum
www.kimbellart.org
Modern Art Museum of Fort Worth
www.themodern.org
Amon Carter Museum of American Art
www.cartermuseum.org
Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose one of the more time or region specific museums.
ARTS 1301 NLC Art Appreciation Museum Critical Review Assignment and Worksheet
I hope you are inspired by your visit to the museum websites.
This assignment is designed to meet both
Communication and Social Responsibility Student Learning Objectives.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
· Dallas Museum of Art
www.dma.org
· Nasher Sculpture Center
www.nashersculpturecenter.org
· Meadows Museum of Art
www.meadowsmuseumdallas.org/
· Crow Collection
www.crowcollection.org
· Kimbell Art Museum
www.kimbellart.org
· Modern Art Museum of Fort Worth
www.themodern.org
· Amon Carter Museum of American Art
www.cartermuseum.org
· Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose to go to one of the more time or region specific museums. Your instructor may choose to.
As a clinical social worker it is important to understand group .docxssusera34210
As a clinical social worker it is important to understand group typology in order to choose the appropriate group method for a specific population or problem. Each type of group has its own approach and purpose. Two of the more frequently used types of groups are task groups and intervention groups.
For this Assignment, review the “Cortez Multimedia” case study, and identify a target behavior or issue that needs to be ameliorated, decreased, or increased. In a 2- to 4-page report, complete the following:
Choose either a treatment group or task group as your intervention for Paula Cortez.
Identify the model of treatment group (i.e., support, education, teams, or treatment conferences).
Using the typologies described in the Toseland & Rivas (2017) piece, describe the characteristics of your group. For instance, if you choose a treatment group that is a support group, what would be the purpose, leadership, focus, bond, composition, and communication?
Include the advantages and disadvantages of using this type of group as an intervention.
REQUIRED resource for assignment
A Meeting of an Interdisciplinary Team
Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.
Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her
HIV
medications.
The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula's noncompliance with her medications, increased paranoia, and the pregnancy.
Click one the above images to begin the conversation.
Physician
Dialogue 1
Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished an.
artsArticleCircling Round Vitruvius, Linear Perspectiv.docxssusera34210
arts
Article
Circling Round Vitruvius, Linear Perspective, and the
Design of Roman Wall Painting
Jocelyn Penny Small †
Department of Art History, Rutgers University, New Brunswick, NJ 08901, USA; [email protected]
† Mail: 890 West End Avenue, Apartment 4C, New York, NY 10025-3520, USA.
Received: 1 April 2019; Accepted: 2 September 2019; Published: 14 September 2019
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Abstract: Many scholars believe that linear perspective existed in classical antiquity, but a fresh
examination of two key texts in Vitruvius shows that 1.2.2 is about modularity and symmetria,
while 7.Pr.11 describes shading (skiagraphia). Moreover, these new interpretations are firmly based on
the classical understanding of optics and the history of painting (e.g., Pliny the Elder). A third text
(Philostratus, Imagines 1.4.2) suggests that the design of Roman wall painting depends on concentric
circles. Philostratus’ system is then used to successfully make facsimiles of five walls, representing
Styles II, III, and IV of Roman wall painting. Hence, linear perspective and its relatives, such as
Panofsky’s vanishing vertical axis, should not be imposed retrospectively where they never existed.
Keywords: linear perspective; skenographia; skiagraphia; Greek and Roman painting; Roman fresco;
Vitruvius; Philostratus
Two systems for designing Pompeian wall paintings have dominated modern scholarship: a
one- or center-point perspective and a vanishing vertical axis.1 Neither method works for all the
variations seen on the walls of Styles II–IV. The vanishing vertical axis is considered a precursor of
linear perspective, whereas center-point construction is a form of linear perspective. Many scholars
believe that linear perspective was invented by the Greeks, only to be forgotten during the Middle
Ages and “reinvented” in the Renaissance.2 In contrast, I propose that linear perspective was not
known in any form in antiquity but, rather, was an invention of the Renaissance, which also created its
putative ancient pedigree.
1. Background
1.1. Definitions
First, it is important to define four key terms.
“Perspective” applies loosely to a wide range of systems that convert a three-dimensional scene
to two dimensions. Most scholars, however, mean “linear perspective” when they use the unqualified
term “perspective”. No standard definition exists for linear perspective, but only linear perspective
obeys the rules of projective geometry. Formal definitions refer to “station points” (the point or
place for the “eye” of the “viewer” and/or “artist”), vanishing points, horizon lines, and picture
planes, among other aspects. Horizontal lines converge to the “center point” or, in the case of
1 This topic is remarkably complex with a massive bibliography. Small (2013) provides a reasonable summary of the
scholarship to its date of publication. Since then, I have realized that the standard interpretations of key texts and objects
needs to be totally rethought. This artic.
Artists are often involved in national social movements that result .docxssusera34210
Artists are often involved in national social movements that result in the transformation not only of the art world, but also of society at large. Discuss the transformations that occurred as a result of any of the following civil rights movements (African American, Chicano/a, Native American, gay/lesbian) or the feminist movement. Use a specific example of a work of art in your discussion.
.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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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
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.
The Rocking-Horse WinnerbyD. H. Lawrence (1885-1930)Word Count .docx
1. The Rocking-Horse Winner
byD. H. Lawrence (1885-1930)Word Count: 6015
There was a woman who was beautiful, who started with all the
advantages, yet she had no luck. She married for love, and the
love turned to dust. She had bonny children, yet she felt they
had been thrust upon her, and she could not love them. They
looked at her coldly, as if they were finding fault with her. And
hurriedly she felt she must cover up some fault in herself. Yet
what it was that she must cover up she never knew.
Nevertheless, when her children were present, she always felt
the centre of her heart go hard. This troubled her, and in her
manner she was all the more gentle and anxious for her
children, as if she loved them very much. Only she herself knew
that at the centre of her heart was a hard little place that could
not feel love, no, not for anybody. Everybody else said of her:
"She is such a good mother. She adores her children." Only she
herself, and her children themselves, knew it was not so. They
read it in each other's eyes.
There were a boy and two little girls. They lived in a pleasant
house, with a garden, and they had discreet servants, and felt
themselves superior to anyone in the neighbourhood.
Although they lived in style, they felt always an anxiety in the
house. There was never enough money. The mother had a small
income, and the father had a small income, but not nearly
enough for the social position which they had to keep up. The
father went into town to some office. But though he had good
prospects, these prospects never materialised. There was always
the grinding sense of the shortage of money, though the style
was always kept up.
2. At last the mother said: "I will see if I can't make something."
But she did not know where to begin. She racked her brains, and
tried this thing and the other, but could not find anything
successful. The failure made deep lines come into her face. Her
children were growing up, they would have to go to school.
There must be more money, there must be more money. The
father, who was always very handsome and expensive in his
tastes, seemed as if he never would be able to do anything worth
doing. And the mother, who had a great belief in herself, did not
succeed any better, and her tastes were just as expensive.
And so the house came to be haunted by the unspoken phrase:
There must be more money! There must be more money! The
children could hear it all the time though nobody said it aloud.
They heard it at Christmas, when the expensive and splendid
toys filled the nursery. Behind the shining modern rocking-
horse, behind the smart doll's house, a voice would start
whispering: "There must be more money! There must be more
money!" And the children would stop playing, to listen for a
moment. They would look into each other's eyes, to see if they
had all heard. And each one saw in the eyes of the other two
that they too had heard. "There must be more money! There
must be more money!"
It came whispering from the springs of the still-swaying
rocking-horse, and even the horse, bending his wooden,
champing head, heard it. The big doll, sitting so pink and
smirking in her new pram, could hear it quite plainly, and
seemed to be smirking all the more self-consciously because of
it. The foolish puppy, too, that took the place of the teddy-bear,
he was looking so extraordinarily foolish for no other reason
but that he heard the secret whisper all over the house: "There
must be more money!"
Yet nobody ever said it aloud. The whisper was everywhere, and
therefore no one spoke it. Just as no one ever says: "We are
3. breathing!" in spite of the fact that breath is coming and going
all the time.
"Mother," said the boy Paul one day, "why don't we keep a car
of our own? Why do we always use uncle's, or else a taxi?"
"Because we're the poor members of the family," said the
mother.
"But why are we, mother?"
"Well - I suppose," she said slowly and bitterly, "it's because
your father has no luck."
The boy was silent for some time.
"Is luck money, mother?" he asked, rather timidly.
"No, Paul. Not quite. It's what causes you to have money."
"Oh!" said Paul vaguely. "I thought when Uncle Oscar said
filthy lucker, it meant money."
"Filthy lucre does mean money," said the mother. "But it's
lucre, not luck."
"Oh!" said the boy. "Then what is luck, mother?"
"It's what causes you to have money. If you're lucky you have
money. That's why it's better to be born lucky than rich. If
you're rich, you may lose your money. But if you're lucky, you
will always get more money."
"Oh! Will you? And is father not lucky?"
"Very unlucky, I should say," she said bitterly.
4. The boy watched her with unsure eyes.
"Why?" he asked.
"I don't know. Nobody ever knows why one person is lucky and
another unlucky."
"Don't they? Nobody at all? Does nobody know?"
"Perhaps God. But He never tells."
"He ought to, then. And are'nt you lucky either, mother?"
"I can't be, it I married an unlucky husband."
"But by yourself, aren't you?"
"I used to think I was, before I married. Now I think I am very
unlucky indeed."
"Why?"
"Well - never mind! Perhaps I'm not really," she said.
The child looked at her to see if she meant it. But he saw, by
the lines of her mouth, that she was only trying to hide
something from him.
"Well, anyhow," he said stoutly, "I'm a lucky person."
"Why?" said his mother, with a sudden laugh.
He stared at her. He didn't even know why he had said it.
"God told me," he asserted, brazening it out.
5. "I hope He did, dear!", she said, again with a laugh, but rather
bitter.
"He did, mother!"
"Excellent!" said the mother, using one of her husband's
exclamations.
The boy saw she did not believe him; or rather, that she paid no
attention to his assertion. This angered him somewhere, and
made him want to compel her attention.
He went off by himself, vaguely, in a childish way, seeking for
the clue to 'luck'. Absorbed, taking no heed of other people, he
went about with a sort of stealth, seeking inwardly for luck. He
wanted luck, he wanted it, he wanted it. When the two girls
were playing dolls in the nursery, he would sit on his big
rocking-horse, charging madly into space, with a frenzy that
made the little girls peer at him uneasily. Wildly the horse
careered, the waving dark hair of the boy tossed, his eyes had a
strange glare in them. The little girls dared not speak to him.
When he had ridden to the end of his mad little journey, he
climbed down and stood in front of his rocking-horse, staring
fixedly into its lowered face. Its red mouth was slightly open,
its big eye was wide and glassy-bright.
"Now!" he would silently command the snorting steed. "Now
take me to where there is luck! Now take me!"
And he would slash the horse on the neck with the little whip he
had asked Uncle Oscar for. He knew the horse could take him to
where there was luck, if only he forced it. So he would mount
again and start on his furious ride, hoping at last to get there.
6. "You'll break your horse, Paul!" said the nurse.
"He's always riding like that! I wish he'd leave off!" said his
elder sister Joan.
But he only glared down on them in silence. Nurse gave him up.
She could make nothing of him. Anyhow, he was growing
beyond her.
One day his mother and his Uncle Oscar came in when he was
on one of his furious rides. He did not speak to them.
"Hallo, you young jockey! Riding a winner?" said his uncle.
"Aren't you growing too big for a rocking-horse? You're not a
very little boy any longer, you know," said his mother.
But Paul only gave a blue glare from his big, rather close-set
eyes. He would speak to nobody when he was in full tilt. His
mother watched him with an anxious expression on her face.
At last he suddenly stopped forcing his horse into the
mechanical gallop and slid down.
"Well, I got there!" he announced fiercely, his blue eyes still
flaring, and his sturdy long legs straddling apart.
"Where did you get to?" asked his mother.
"Where I wanted to go," he flared back at her.
"That's right, son!" said Uncle Oscar. "Don't you stop till you
get there. What's the horse's name?"
"He doesn't have a name," said the boy.
7. "Get's on without all right?" asked the uncle.
"Well, he has different names. He was called Sansovino last
week."
"Sansovino, eh? Won the Ascot. How did you know this
name?"
"He always talks about horse-races with Bassett," said Joan.
The uncle was delighted to find that his small nephew was
posted with all the racing news. Bassett, the young gardener,
who had been wounded in the left foot in the war and had got
his present job through Oscar Cresswell, whose batman he had
been, was a perfect blade of the 'turf'. He lived in the racing
events, and the small boy lived with him.
Oscar Cresswell got it all from Bassett.
"Master Paul comes and asks me, so I can't do more than tell
him, sir," said Bassett, his face terribly serious, as if he were
speaking of religious matters.
"And does he ever put anything on a horse he fancies?"
"Well - I don't want to give him away - he's a young sport, a
fine sport, sir. Would you mind asking him himself? He sort of
takes a pleasure in it, and perhaps he'd feel I was giving him
away, sir, if you don't mind.
Bassett was serious as a church.
The uncle went back to his nephew and took him off for a ride
in the car.
"Say, Paul, old man, do you ever put anything on a horse?" the
8. uncle asked.
The boy watched the handsome man closely.
"Why, do you think I oughtn't to?" he parried.
"Not a bit of it! I thought perhaps you might give me a tip for
the Lincoln."
The car sped on into the country, going down to Uncle Oscar's
place in Hampshire.
"Honour bright?" said the nephew.
"Honour bright, son!" said the uncle.
"Well, then, Daffodil."
"Daffodil! I doubt it, sonny. What about Mirza?"
"I only know the winner," said the boy. "That's Daffodil."
"Daffodil, eh?"
There was a pause. Daffodil was an obscure horse
comparatively.
"Uncle!"
"Yes, son?"
"You won't let it go any further, will you? I promised Bassett."
"Bassett be damned, old man! What's he got to do with it?"
"We're partners. We've been partners from the first. Uncle, he
9. lent me my first five shillings, which I lost. I promised him,
honour bright, it was only between me and him; only you gave
me that ten-shilling note I started winning with, so I thought
you were lucky. You won't let it go any further, will you?"
The boy gazed at his uncle from those big, hot, blue eyes, set
rather close together. The uncle stirred and laughed uneasily.
"Right you are, son! I'll keep your tip private. How much are
you putting on him?"
"All except twenty pounds," said the boy. "I keep that in
reserve."
The uncle thought it a good joke.
"You keep twenty pounds in reserve, do you, you young
romancer? What are you betting, then?"
"I'm betting three hundred," said the boy gravely. "But it's
between you and me, Uncle Oscar! Honour bright?"
"It's between you and me all right, you young Nat Gould," he
said, laughing. "But where's your three hundred?"
"Bassett keeps it for me. We're partner's."
"You are, are you! And what is Bassett putting on Daffodil?"
"He won't go quite as high as I do, I expect. Perhaps he'll go a
hundred and fifty."
"What, pennies?" laughed the uncle.
"Pounds," said the child, with a surprised look at his uncle.
"Bassett keeps a bigger reserve than I do."
10. Between wonder and amusement Uncle Oscar was silent. He
pursued the matter no further, but he determined to take his
nephew with him to the Lincoln races.
"Now, son," he said, "I'm putting twenty on Mirza, and I'll put
five on for you on any horse you fancy. What's your pick?"
"Daffodil, uncle."
"No, not the fiver on Daffodil!"
"I should if it was my own fiver," said the child.
"Good! Good! Right you are! A fiver for me and a fiver for you
on Daffodil."
The child had never been to a race-meeting before, and his eyes
were blue fire. He pursed his mouth tight and watched. A
Frenchman just in front had put his money on Lancelot. Wild
with excitement, he flayed his arms up and down, yelling
"Lancelot!, Lancelot!" in his French accent.
Daffodil came in first, Lancelot second, Mirza third. The child,
flushed and with eyes blazing, was curiously serene. His uncle
brought him four five-pound notes, four to one.
"What am I to do with these?" he cried, waving them before the
boys eyes.
"I suppose we'll talk to Bassett," said the boy. "I expect I have
fifteen hundred now; and twenty in reserve; and this twenty."
His uncle studied him for some moments.
"Look here, son!" he said. "You're not serious about Bassett and
11. that fifteen hundred, are you?"
"Yes, I am. But it's between you and me, uncle. Honour
bright?"
"Honour bright all right, son! But I must talk to Bassett."
"If you'd like to be a partner, uncle, with Bassett and me, we
could all be partners. Only, you'd have to promise, honour
bright, uncle, not to let it go beyond us three. Bassett and I are
lucky, and you must be lucky, because it was your ten shillings
I started winning with ..."
Uncle Oscar took both Bassett and Paul into Richmond Park for
an afternoon, and there they talked.
"It's like this, you see, sir," Bassett said. "Master Paul would
get me talking about racing events, spinning yarns, you know,
sir. And he was always keen on knowing if I'd made or if I'd
lost. It's about a year since, now, that I put five shillings on
Blush of Dawn for him: and we lost. Then the luck turned, with
that ten shillings he had from you: that we put on Singhalese.
And since that time, it's been pretty steady, all things
considering. What do you say, Master Paul?"
"We're all right when we're sure," said Paul. "It's when we're
not quite sure that we go down."
"Oh, but we're careful then," said Bassett.
"But when are you sure?" smiled Uncle Oscar.
"It's Master Paul, sir," said Bassett in a secret, religious voice.
"It's as if he had it from heaven. Like Daffodil, now, for the
Lincoln. That was as sure as eggs."
12. "Did you put anything on Daffodil?" asked Oscar Cresswell.
"Yes, sir, I made my bit."
"And my nephew?"
Bassett was obstinately silent, looking at Paul.
"I made twelve hundred, didn't I, Bassett? I told uncle I was
putting three hundred on Daffodil."
"That's right," said Bassett, nodding.
"But where's the money?" asked the uncle.
"I keep it safe locked up, sir. Master Paul he can have it any
minute he likes to ask for it."
"What, fifteen hundred pounds?"
"And twenty! And forty, that is, with the twenty he made on the
course."
"It's amazing!" said the uncle.
"If Master Paul offers you to be partners, sir, I would, if I were
you: if you'll excuse me," said Bassett.
Oscar Cresswell thought about it.
"I'll see the money," he said.
They drove home again, and, sure enough, Bassett came round
to the garden-house with fifteen hundred pounds in notes. The
twenty pounds reserve was left with Joe Glee, in the Turf
Commission deposit.
13. "You see, it's all right, uncle, when I'm sure! Then we go
strong, for all we're worth, don't we, Bassett?"
"We do that, Master Paul."
"And when are you sure?" said the uncle, laughing.
"Oh, well, sometimes I'm absolutely sure, like about Daffodil,"
said the boy; "and sometimes I have an idea; and sometimes I
haven't even an idea, have I, Bassett? Then we're careful,
because we mostly go down."
"You do, do you! And when you're sure, like about Daffodil,
what makes you sure, sonny?"
"Oh, well, I don't know," said the boy uneasily. "I'm sure, you
know, uncle; that's all."
"It's as if he had it from heaven, sir," Bassett reiterated.
"I should say so!" said the uncle.
But he became a partner. And when the Leger was coming on
Paul was 'sure' about Lively Spark, which was a quite
inconsiderable horse. The boy insisted on putting a thousand on
the horse, Bassett went for five hundred, and Oscar Cresswell
two hundred. Lively Spark came in first, and the betting had
been ten to one against him. Paul had made ten thousand.
"You see," he said. "I was absolutely sure of him."
Even Oscar Cresswell had cleared two thousand.
"Look here, son," he said, "this sort of thing makes me
nervous."
14. "It needn't, uncle! Perhaps I shan't be sure again for a long
time."
"But what are you going to do with your money?" asked the
uncle.
"Of course," said the boy, "I started it for mother. She said she
had no luck, because father is unlucky, so I thought if I was
lucky, it might stop whispering."
"What might stop whispering?"
"Our house. I hate our house for whispering."
"What does it whisper?"
"Why - why" - the boy fidgeted - "why, I don't know. But it's
always short of money, you know, uncle."
"I know it, son, I know it."
"You know people send mother writs, don't you, uncle?"
"I'm afraid I do," said the uncle.
"And then the house whispers, like people laughing at you
behind your back. It's awful, that is! I thought if I was lucky -"
"You might stop it," added the uncle.
The boy watched him with big blue eyes, that had an uncanny
cold fire in them, and he said never a word.
"Well, then!" said the uncle. "What are we doing?"
15. "I shouldn't like mother to know I was lucky," said the boy.
"Why not, son?"
"She'd stop me."
"I don't think she would."
"Oh!" - and the boy writhed in an odd way - "I don't want her to
know, uncle."
"All right, son! We'll manage it without her knowing."
They managed it very easily. Paul, at the other's suggestion,
handed over five thousand pounds to his uncle, who deposited it
with the family lawyer, who was then to inform Paul's mother
that a relative had put five thousand pounds into his hands,
which sum was to be paid out a thousand pounds at a time, on
the mother's birthday, for the next five years.
"So she'll have a birthday present of a thousand pounds for five
successive years," said Uncle Oscar. "I hope it won't make it all
the harder for her later."
Paul's mother had her birthday in November. The house had
been 'whispering' worse than ever lately, and, even in spite of
his luck, Paul could not bear up against it. He was very anxious
to see the effect of the birthday letter, telling his mother about
the thousand pounds.
When there were no visitors, Paul now took his meals with his
parents, as he was beyond the nursery control. His mother went
into town nearly every day. She had discovered that she had an
odd knack of sketching furs and dress materials, so she worked
secretly in the studio of a friend who was the chief 'artist' for
the leading drapers. She drew the figures of ladies in furs and
16. ladies in silk and sequins for the newspaper advertisements.
This young woman artist earned several thousand pounds a year,
but Paul's mother only made several hundreds, and she was
again dissatisfied. She so wanted to be first in something, and
she did not succeed, even in making sketches for drapery
advertisements.
She was down to breakfast on the morning of her birthday. Paul
watched her face as she read her letters. He knew the lawyer's
letter. As his mother read it, her face hardened and became
more expressionless. Then a cold, determined look came on her
mouth. She hid the letter under the pile of others, and said not a
word about it.
"Didn't you have anything nice in the post for your birthday,
mother?" said Paul.
"Quite moderately nice," she said, her voice cold and hard and
absent.
She went away to town without saying more.
But in the afternoon Uncle Oscar appeared. He said Paul's
mother had had a long interview with the lawyer, asking if the
whole five thousand could not be advanced at once, as she was
in debt.
"What do you think, uncle?" said the boy.
"I leave it to you, son."
"Oh, let her have it, then! We can get some more with the
other," said the boy.
"A bird in the hand is worth two in the bush, laddie!" said
Uncle Oscar.
17. "But I'm sure to know for the Grand National; or the
Lincolnshire; or else the Derby. I'm sure to know for one of
them," said Paul.
So Uncle Oscar signed the agreement, and Paul's mother
touched the whole five thousand. Then something very curious
happened. The voices in the house suddenly went mad, like a
chorus of frogs on a spring evening. There were certain new
furnishings, and Paul had a tutor. He was really going to Eton,
his father's school, in the following autumn. There were flowers
in the winter, and a blossoming of the luxury Paul's mother had
been used to. And yet the voices in the house, behind the sprays
of mimosa and almond-blossom, and from under the piles of
iridescent cushions, simply trilled and screamed in a sort of
ecstasy: "There must be more money! Oh-h-h; there must be
more money. Oh, now, now-w! Now-w-w - there must be more
money! - more than ever! More than ever!"
It frightened Paul terribly. He studied away at his Latin and
Greek with his tutor. But his intense hours were spent with
Bassett. The Grand National had gone by: he had not 'known',
and had lost a hundred pounds. Summer was at hand. He was in
agony for the Lincoln. But even for the Lincoln he didn't
'know', and he lost fifty pounds. He became wild-eyed and
strange, as if something were going to explode in him.
"Let it alone, son! Don't you bother about it!" urged Uncle
Oscar. But it was as if the boy couldn't really hear what his
uncle was saying.
"I've got to know for the Derby! I've got to know for the
Derby!" the child reiterated, his big blue eyes blazing with a
sort of madness.
His mother noticed how overwrought he was.
18. "You'd better go to the seaside. Wouldn't you like to go now to
the seaside, instead of waiting? I think you'd better," she said,
looking down at him anxiously, her heart curiously heavy
because of him.
But the child lifted his uncanny blue eyes.
"I couldn't possibly go before the Derby, mother!" he said. "I
couldn't possibly!"
"Why not?" she said, her voice becoming heavy when she was
opposed. "Why not? You can still go from the seaside to see the
Derby with your Uncle Oscar, if that that's what you wish. No
need for you to wait here. Besides, I think you care too much
about these races. It's a bad sign. My family has been a
gambling family, and you won't know till you grow up how
much damage it has done. But it has done damage. I shall have
to send Bassett away, and ask Uncle Oscar not to talk racing to
you, unless you promise to be reasonable about it: go away to
the seaside and forget it. You're all nerves!"
"I'll do what you like, mother, so long as you don't send me
away till after the Derby," the boy said.
"Send you away from where? Just from this house?"
"Yes," he said, gazing at her.
"Why, you curious child, what makes you care about this house
so much, suddenly? I never knew you loved it."
He gazed at her without speaking. He had a secret within a
secret, something he had not divulged, even to Bassett or to his
Uncle Oscar.
19. But his mother, after standing undecided and a little bit sullen
for some moments, said: "Very well, then! Don't go to the
seaside till after the Derby, if you don't wish it. But promise me
you won't think so much about horse-racing and events as you
call them!"
"Oh no," said the boy casually. "I won't think much about them,
mother. You needn't worry. I wouldn't worry, mother, if I were
you."
"If you were me and I were you," said his mother, "I wonder
what we should do!"
"But you know you needn't worry, mother, don't you?" the boy
repeated.
"I should be awfully glad to know it," she said wearily.
"Oh, well, you can, you know. I mean, you ought to know you
needn't worry," he insisted.
"Ought I? Then I'll see about it," she said.
Paul's secret of secrets was his wooden horse, that which had no
name. Since he was emancipated from a nurse and a nursery-
governess, he had had his rocking-horse removed to his own
bedroom at the top of the house.
"Surely you're too big for a rocking-horse!" his mother had
remonstrated.
"Well, you see, mother, till I can have a real horse, I like to
have some sort of animal about," had been his quaint answer.
"Do you feel he keeps you company?" she laughed.
20. "Oh yes! He's very good, he always keeps me company, when
I'm there," said Paul.
So the horse, rather shabby, stood in an arrested prance in the
boy's bedroom.
The Derby was drawing near, and the boy grew more and more
tense. He hardly heard what was spoken to him, he was very
frail, and his eyes were really uncanny. His mother had sudden
strange seizures of uneasiness about him. Sometimes, for half
an hour, she would feel a sudden anxiety about him that was
almost anguish. She wanted to rush to him at once, and know he
was safe.
Two nights before the Derby, she was at a big party in town,
when one of her rushes of anxiety about her boy, her first-born,
gripped her heart till she could hardly speak. She fought with
the feeling, might and main, for she believed in common sense.
But it was too strong. She had to leave the dance and go
downstairs to telephone to the country. The children's nursery-
governess was terribly surprised and startled at being rung up in
the night.
"Are the children all right, Miss Wilmot?"
"Oh yes, they are quite all right."
"Master Paul? Is he all right?"
"He went to bed as right as a trivet. Shall I run up and look at
him?"
"No," said Paul's mother reluctantly. "No! Don't trouble. It's all
right. Don't sit up. We shall be home fairly soon." She did not
want her son's privacy intruded upon.
21. "Very good," said the governess.
It was about one o'clock when Paul's mother and father drove up
to their house. All was still. Paul's mother went to her room and
slipped off her white fur cloak. She had told her maid not to
wait up for her. She heard her husband downstairs, mixing a
whisky and soda.
And then, because of the strange anxiety at her heart, she stole
upstairs to her son's room. Noiselessly she went along the upper
corridor. Was there a faint noise? What was it?
She stood, with arrested muscles, outside his door, listening.
There was a strange, heavy, and yet not loud noise. Her heart
stood still. It was a soundless noise, yet rushing and powerful.
Something huge, in violent, hushed motion. What was it? What
in God's name was it? She ought to know. She felt that she
knew the noise. She knew what it was.
Yet she could not place it. She couldn't say what it was. And on
and on it went, like a madness.
Softly, frozen with anxiety and fear, she turned the door-
handle.
The room was dark. Yet in the space near the window, she heard
and saw something plunging to and fro. She gazed in fear and
amazement.
Then suddenly she switched on the light, and saw her son, in his
green pyjamas, madly surging on the rocking-horse. The blaze
of light suddenly lit him up, as he urged the wooden horse, and
lit her up, as she stood, blonde, in her dress of pale green and
crystal, in the doorway.
"Paul!" she cried. "Whatever are you doing?"
22. "It's Malabar!" he screamed in a powerful, strange voice. "It's
Malabar!"
His eyes blazed at her for one strange and senseless second, as
he ceased urging his wooden horse. Then he fell with a crash to
the ground, and she, all her tormented motherhood flooding
upon her, rushed to gather him up.
But he was unconscious, and unconscious he remained, with
some brain-fever. He talked and tossed, and his mother sat
stonily by his side.
"Malabar! It's Malabar! Bassett, Bassett, I know! It's Malabar!"
So the child cried, trying to get up and urge the rocking-horse
that gave him his inspiration.
"What does he mean by Malabar?" asked the heart-frozen
mother.
"I don't know," said the father stonily.
"What does he mean by Malabar?" she asked her brother Oscar.
"It's one of the horses running for the Derby," was the answer.
And, in spite of himself, Oscar Cresswell spoke to Bassett, and
himself put a thousand on Malabar: at fourteen to one.
The third day of the illness was critical: they were waiting for a
change. The boy, with his rather long, curly hair, was tossing
ceaselessly on the pillow. He neither slept nor regained
consciousness, and his eyes were like blue stones. His mother
sat, feeling her heart had gone, turned actually into a stone.
23. In the evening Oscar Cresswell did not come, but Bassett sent a
message, saying could he come up for one moment, just one
moment? Paul's mother was very angry at the intrusion, but on
second thoughts she agreed. The boy was the same. Perhaps
Bassett might bring him to consciousness.
The gardener, a shortish fellow with a little brown moustache
and sharp little brown eyes, tiptoed into the room, touched his
imaginary cap to Paul's mother, and stole to the bedside, staring
with glittering, smallish eyes at the tossing, dying child.
"Master Paul!" he whispered. "Master Paul! Malabar came in
first all right, a clean win. I did as you told me. You've made
over seventy thousand pounds, you have; you've got over eighty
thousand. Malabar came in all right, Master Paul."
"Malabar! Malabar! Did I say Malabar, mother? Did I say
Malabar? Do you think I'm lucky, mother? I knew Malabar,
didn't I? Over eighty thousand pounds! I call that lucky, don't
you, mother? Over eighty thousand pounds! I knew, didn't I
know I knew? Malabar came in all right. If I ride my horse till
I'm sure, then I tell you, Bassett, you can go as high as you like.
Did you go for all you were worth, Bassett?"
"I went a thousand on it, Master Paul."
"I never told you, mother, that if I can ride my horse, and get
there, then I'm absolutely sure - oh, absolutely! Mother, did I
ever tell you? I am lucky!"
"No, you never did," said his mother.
But the boy died in the night.
And even as he lay dead, his mother heard her brother's voice
saying to her, "My God, Hester, you're eighty-odd thousand to
24. the good, and a poor devil of a son to the bad. But, poor devil,
poor devil, he's best gone out of a life where he rides his
rocking-horse to find a winner."
The Lottery--Shirley Jackson
"The Lottery" (1948)
by Shirley Jackson
The morning of June 27th was clear and sunny, with the fresh
warmth of a full-summer day; the flowers
were blossoming profusely and the grass was richly green. The
people of the village began to gather in
the square, between the post office and the bank, around ten
o'clock; in some towns there were so many
people that the lottery took two days and had to be started on
June 2th. but in this village, where there
were only about three hundred people, the whole lottery took
less than two hours, so it could begin at ten
o'clock in the morning and still be through in time to allow the
villagers to get home for noon dinner.
The children assembled first, of course. School was recently
over for the summer, and the feeling of
liberty sat uneasily on most of them; they tended to gather
together quietly for a while before they broke
into boisterous play. and their talk was still of the classroom
and the teacher, of books and reprimands.
Bobby Martin had already stuffed his pockets full of stones, and
the other boys soon followed his
example, selecting the smoothest and roundest stones; Bobby
and Harry Jones and Dickie Delacroix-- the
villagers pronounced this name "Dellacroy"--eventually made a
25. great pile of stones in one corner of the
square and guarded it against the raids of the other boys. The
girls stood aside, talking among themselves,
looking over their shoulders at rolled in the dust or clung to the
hands of their older brothers or sisters.
Soon the men began to gather. surveying their own children,
speaking of planting and rain, tractors and
taxes. They stood together, away from the pile of stones in the
corner, and their jokes were quiet and they
smiled rather than laughed. The women, wearing faded house
dresses and sweaters, came shortly after
their menfolk. They greeted one another and exchanged bits of
gossip as they went to join their husbands.
Soon the women, standing by their husbands, began to call to
their children, and the children came
reluctantly, having to be called four or five times. Bobby Martin
ducked under his mother's grasping hand
and ran, laughing, back to the pile of stones. His father spoke
up sharply, and Bobby came quickly and
took his place between his father and his oldest brother.
The lottery was conducted--as were the square dances, the teen
club, the Halloween program--by Mr.
Summers. who had time and energy to devote to civic activities.
He was a round-faced, jovial man and he
ran the coal business, and people were sorry for him. because he
had no children and his wife was a
scold. When he arrived in the square, carrying the black wooden
box, there was a murmur of
conversation among the villagers, and he waved and called.
"Little late today, folks." The postmaster, Mr.
Graves, followed him, carrying a three- legged stool, and the
stool was put in the center of the square and
Mr. Summers set the black box down on it. The villagers kept
their distance, leaving a space between
26. themselves and the stool. and when Mr. Summers said, "Some
of you fellows want to give me a hand?"
there was a hesitation before two men. Mr. Martin and his
oldest son, Baxter. came forward to hold the
box steady on the stool while Mr. Summers stirred up the papers
inside it.
The original paraphernalia for the lottery had been lost long
ago, and the black box now resting on the
stool had been put into use even before Old Man Warner, the
oldest man in town, was born. Mr.
Summers spoke frequently to the villagers about making a new
box, but no one liked to upset even as
much tradition as was represented by the black box. There was a
story that the present box had been
made with some pieces of the box that had preceded it, the one
that had been constructed when the first
people settled down to make a village here. Every year, after the
lottery, Mr. Summers began talking
again about a new box, but every year the subject was allowed
to fade off without anything's being done.
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The Lottery--Shirley Jackson
The black box grew shabbier each year: by now it was no longer
completely black but splintered badly
along one side to show the original wood color, and in some
places faded or stained.
Mr. Martin and his oldest son, Baxter, held the black box
securely on the stool until Mr. Summers had
27. stirred the papers thoroughly with his hand. Because so much of
the ritual had been forgotten or
discarded, Mr. Summers had been successful in having slips of
paper substituted for the chips of wood
that had been used for generations. Chips of wood, Mr.
Summers had argued. had been all very well
when the village was tiny, but now that the population was more
than three hundred and likely to keep on
growing, it was necessary to use something that would fit more
easily into he black box. The night before
the lottery, Mr. Summers and Mr. Graves made up the slips of
paper and put them in the box, and it was
then taken to the safe of Mr. Summers' coal company and locked
up until Mr. Summers was ready to take
it to the square next morning. The rest of the year, the box was
put way, sometimes one place, sometimes
another; it had spent one year in Mr. Graves's barn and another
year underfoot in the post office. and
sometimes it was set on a shelf in the Martin grocery and left
there.
There was a great deal of fussing to be done before Mr.
Summers declared the lottery open. There were
the lists to make up--of heads of families. heads of households
in each family. members of each
household in each family. There was the proper swearing-in of
Mr. Summers by the postmaster, as the
official of the lottery; at one time, some people remembered,
there had been a recital of some sort,
performed by the official of the lottery, a perfunctory. tuneless
chant that had been rattled off duly each
year; some people believed that the official of the lottery used
to stand just so when he said or sang it,
others believed that he was supposed to walk among the people,
but years and years ago this p3rt of the
ritual had been allowed to lapse. There had been, also, a ritual
28. salute, which the official of the lottery had
had to use in addressing each person who came up to draw from
the box, but this also had changed with
time, until now it was felt necessary only for the official to
speak to each person approaching. Mr.
Summers was very good at all this; in his clean white shirt and
blue jeans. with one hand resting
carelessly on the black box. he seemed very proper and
important as he talked interminably to Mr. Graves
and the Martins.
Just as Mr. Summers finally left off talking and turned to the
assembled villagers, Mrs. Hutchinson came
hurriedly along the path to the square, her sweater thrown over
her shoulders, and slid into place in the
back of the crowd. "Clean forgot what day it was," she said to
Mrs. Delacroix, who stood next to her, and
they both laughed softly. "Thought my old man was out back
stacking wood," Mrs. Hutchinson went on.
"and then I looked out the window and the kids was gone, and
then I remembered it was the twenty-
seventh and came a-running." She dried her hands on her apron,
and Mrs. Delacroix said, "You're in time,
though. They're still talking away up there."
Mrs. Hutchinson craned her neck to see through the crowd and
found her husband and children standing
near the front. She tapped Mrs. Delacroix on the arm as a
farewell and began to make her way through
the crowd. The people separated good-humoredly to let her
through: two or three people said. in voices
just loud enough to be heard across the crowd, "Here comes
your, Missus, Hutchinson," and "Bill, she
made it after all." Mrs. Hutchinson reached her husband, and
Mr. Summers, who had been waiting, said
cheerfully. "Thought we were going to have to get on without
29. you, Tessie." Mrs. Hutchinson said.
grinning, "Wouldn't have me leave m'dishes in the sink, now,
would you. Joe?," and soft laughter ran
through the crowd as the people stirred back into position after
Mrs. Hutchinson's arrival.
"Well, now." Mr. Summers said soberly, "guess we better get
started, get this over with, so's we can go
back to work. Anybody ain't here?"
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The Lottery--Shirley Jackson
"Dunbar." several people said. "Dunbar. Dunbar."
Mr. Summers consulted his list. "Clyde Dunbar." he said.
"That's right. He's broke his leg, hasn't he?
Who's drawing for him?"
"Me. I guess," a woman said. and Mr. Summers turned to look
at her. "Wife draws for her husband." Mr.
Summers said. "Don't you have a grown boy to do it for you,
Janey?" Although Mr. Summers and
everyone else in the village knew the answer perfectly well, it
was the business of the official of the
lottery to ask such questions formally. Mr. Summers waited
with an expression of polite interest while
Mrs. Dunbar answered.
"Horace's not but sixteen vet." Mrs. Dunbar said regretfully.
"Guess I gotta fill in for the old man this
year."
30. "Right." Sr. Summers said. He made a note on the list he was
holding. Then he asked, "Watson boy
drawing this year?"
A tall boy in the crowd raised his hand. "Here," he said. "I'm
drawing for my mother and me." He blinked
his eyes nervously and ducked his head as several voices in the
crowd said thin#s like "Good fellow,
lack." and "Glad to see your mother's got a man to do it."
"Well," Mr. Summers said, "guess that's everyone. Old Man
Warner make it?"
"Here," a voice said. and Mr. Summers nodded.
A sudden hush fell on the crowd as Mr. Summers cleared his
throat and looked at the list. "All ready?" he
called. "Now, I'll read the names--heads of families first--and
the men come up and take a paper out of
the box. Keep the paper folded in your hand without looking at
it until everyone has had a turn.
Everything clear?"
The people had done it so many times that they only half
listened to the directions: most of them were
quiet. wetting their lips. not looking around. Then Mr. Summers
raised one hand high and said, "Adams."
A man disengaged himself from the crowd and came forward.
"Hi. Steve." Mr. Summers said. and Mr.
Adams said. "Hi. Joe." They grinned at one another humorlessly
and nervously. Then Mr. Adams reached
into the black box and took out a folded paper. He held it firmly
by one corner as he turned and went
hastily back to his place in the crowd. where he stood a little
apart from his family. not looking down at
31. his hand.
"Allen." Mr. Summers said. "Anderson.... Bentham."
"Seems like there's no time at all between lotteries any more."
Mrs. Delacroix said to Mrs. Graves in the
back row.
"Seems like we got through with the last one only last week."
"Time sure goes fast.-- Mrs. Graves said.
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The Lottery--Shirley Jackson
"Clark.... Delacroix"
"There goes my old man." Mrs. Delacroix said. She held her
breath while her husband went forward.
"Dunbar," Mr. Summers said, and Mrs. Dunbar went steadily to
the box while one of the women said.
"Go on. Janey," and another said, "There she goes."
"We're next." Mrs. Graves said. She watched while Mr. Graves
came around from the side of the box,
greeted Mr. Summers gravely and selected a slip of paper from
the box. By now, all through the crowd
there were men holding the small folded papers in their large
hand. turning them over and over nervously
Mrs. Dunbar and her two sons stood together, Mrs. Dunbar
holding the slip of paper.
32. "Harburt.... Hutchinson."
"Get up there, Bill," Mrs. Hutchinson said. and the people near
her laughed.
"Jones."
"They do say," Mr. Adams said to Old Man Warner, who stood
next to him, "that over in the north
village they're talking of giving up the lottery."
Old Man Warner snorted. "Pack of crazy fools," he said.
"Listening to the young folks, nothing's good
enough for them. Next thing you know, they'll be wanting to go
back to living in caves, nobody work any
more, live hat way for a while. Used to be a saying about
'Lottery in June, corn be heavy soon.' First thing
you know, we'd all be eating stewed chickweed and acorns.
There's always been a lottery," he added
petulantly. "Bad enough to see young Joe Summers up there
joking with everybody."
"Some places have already quit lotteries." Mrs. Adams said.
"Nothing but trouble in that," Old Man Warner said stoutly.
"Pack of young fools."
"Martin." And Bobby Martin watched his father go forward.
"Overdyke.... Percy."
"I wish they'd hurry," Mrs. Dunbar said to her older son. "I wish
they'd hurry."
"They're almost through," her son said.
33. "You get ready to run tell Dad," Mrs. Dunbar said.
Mr. Summers called his own name and then stepped forward
precisely and selected a slip from the box.
Then he called, "Warner."
"Seventy-seventh year I been in the lottery," Old Man Warner
said as he went through the crowd.
"Seventy-seventh time."
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The Lottery--Shirley Jackson
"Watson" The tall boy came awkwardly through the crowd.
Someone said, "Don't be nervous, Jack," and
Mr. Summers said, "Take your time, son."
"Zanini."
After that, there was a long pause, a breathless pause, until Mr.
Summers. holding his slip of paper in the
air, said, "All right, fellows." For a minute, no one moved, and
then all the slips of paper were opened.
Suddenly, all the women began to speak at once, saving. "Who
is it?," "Who's got it?," "Is it the
Dunbars?," "Is it the Watsons?" Then the voices began to say,
"It's Hutchinson. It's Bill," "Bill
Hutchinson's got it."
"Go tell your father," Mrs. Dunbar said to her older son.
People began to look around to see the Hutchinsons. Bill
34. Hutchinson was standing quiet, staring down at
the paper in his hand. Suddenly. Tessie Hutchinson shouted to
Mr. Summers. "You didn't give him time
enough to take any paper he wanted. I saw you. It wasn't fair!"
"Be a good sport, Tessie." Mrs. Delacroix called, and Mrs.
Graves said, "All of us took the same chance."
"Shut up, Tessie," Bill Hutchinson said.
"Well, everyone," Mr. Summers said, "that was done pretty fast,
and now we've got to be hurrying a little
more to get done in time." He consulted his next list. "Bill," he
said, "you draw for the Hutchinson
family. You got any other households in the Hutchinsons?"
"There's Don and Eva," Mrs. Hutchinson yelled. "Make them
take their chance!"
"Daughters draw with their husbands' families, Tessie," Mr.
Summers said gently. "You know that as
well as anyone else."
"It wasn't fair," Tessie said.
"I guess not, Joe." Bill Hutchinson said regretfully. "My
daughter draws with her husband's family; that's
only fair. And I've got no other family except the kids."
"Then, as far as drawing for families is concerned, it's you," Mr.
Summers said in explanation, "and as far
as drawing for households is concerned, that's you, too. Right?"
"Right," Bill Hutchinson said.
"How many kids, Bill?" Mr. Summers asked formally.
35. "Three," Bill Hutchinson said.
"There's Bill, Jr., and Nancy, and little Dave. And Tessie and
me."
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The Lottery--Shirley Jackson
"All right, then," Mr. Summers said. "Harry, you got their
tickets back?"
Mr. Graves nodded and held up the slips of paper. "Put them in
the box, then," Mr. Summers directed.
"Take Bill's and put it in."
"I think we ought to start over," Mrs. Hutchinson said, as
quietly as she could. "I tell you it wasn't fair.
You didn't give him time enough to choose. Everybody saw
that."
Mr. Graves had selected the five slips and put them in the box.
and he dropped all the papers but those
onto the ground. where the breeze caught them and lifted them
off.
"Listen, everybody," Mrs. Hutchinson was saying to the people
around her.
"Ready, Bill?" Mr. Summers asked. and Bill Hutchinson, with
one quick glance around at his wife and
children. nodded.
36. "Remember," Mr. Summers said. "take the slips and keep them
folded until each person has taken one.
Harry, you help little Dave." Mr. Graves took the hand of the
little boy, who came willingly with him up
to the box. "Take a paper out of the box, Davy." Mr. Summers
said. Davy put his hand into the box and
laughed. "Take just one paper." Mr. Summers said. "Harry, you
hold it for him." Mr. Graves took the
child's hand and removed the folded paper from the tight fist
and held it while little Dave stood next to
him and looked up at him wonderingly.
"Nancy next," Mr. Summers said. Nancy was twelve, and her
school friends breathed heavily as she went
forward switching her skirt, and took a slip daintily from the
box "Bill, Jr.," Mr. Summers said, and Billy,
his face red and his feet overlarge, near knocked the box over as
he got a paper out. "Tessie," Mr.
Summers said. She hesitated for a minute, looking around
defiantly. and then set her lips and went up to
the box. She snatched a paper out and held it behind her.
"Bill," Mr. Summers said, and Bill Hutchinson reached into the
box and felt around, bringing his hand
out at last with the slip of paper in it.
The crowd was quiet. A girl whispered, "I hope it's not Nancy,"
and the sound of the whisper reached the
edges of the crowd.
"It's not the way it used to be." Old Man Warner said clearly.
"People ain't the way they used to be."
"All right," Mr. Summers said. "Open the papers. Harry, you
open little Dave's."
37. Mr. Graves opened the slip of paper and there was a general
sigh through the crowd as he held it up and
everyone could see that it was blank. Nancy and Bill. Jr..
opened theirs at the same time. and both
beamed and laughed. turning around to the crowd and holding
their slips of paper above their heads.
"Tessie," Mr. Summers said. There was a pause, and then Mr.
Summers looked at Bill Hutchinson, and
Bill unfolded his paper and showed it. It was blank.
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The Lottery--Shirley Jackson
"It's Tessie," Mr. Summers said, and his voice was hushed.
"Show us her paper. Bill."
Bill Hutchinson went over to his wife and forced the slip of
paper out of her hand. It had a black spot on
it, the black spot Mr. Summers had made the night before with
the heavy pencil in the coal company
office. Bill Hutchinson held it up, and there was a stir in the
crowd.
"All right, folks." Mr. Summers said. "Let's finish quickly."
Although the villagers had forgotten the ritual and lost the
original black box, they still remembered to
use stones. The pile of stones the boys had made earlier was
ready; there were stones on the ground with
the blowing scraps of paper that had come out of the box
38. Delacroix selected a stone so large she had to
pick it up with both hands and turned to Mrs. Dunbar. "Come
on," she said. "Hurry up."
Mr. Dunbar had small stones in both hands, and she said.
gasping for breath. "I can't run at all. You'll
have to go ahead and I'll catch up with you."
The children had stones already. And someone gave little Davy
Hutchinson few pebbles.
Tessie Hutchinson was in the center of a cleared space by now,
and she held her hands out desperately as
the villagers moved in on her. "It isn't fair," she said. A stone
hit her on the side of the head. Old Man
Warner was saying, "Come on, come on, everyone." Steve
Adams was in the front of the crowd of
villagers, with Mrs. Graves beside him.
"It isn't fair, it isn't right," Mrs. Hutchinson screamed, and then
they were upon her.
•••••••••••••••••••••••••••••••••
Discussion Questions:
1. Were you surprised by the ending of the story? If not, at what
point did you know what was going to happen? How does
Jackson start to foreshadow the ending in paragraphs 2 and 3?
Conversely, how does Jackson lull us into thinking that this is
just an ordinary story with an ordinary town?
2. Where does the story take place? In what way does the
setting affect the story? Does it make you more or less likely to
anticipate the ending?
3. In what ways are the characters differentiated from one
another? Looking back at the story, can you see why Tessie
39. Hutchinson is singled out as the "winner"?
4. What are some examples of irony in this story? For example,
why might the title, "The Lottery," or the opening description
in paragraph one, be considered ironic?
5. Jackson gives interesting names to a number of her
characters. Explain the possible allusions, irony or symbolism
of some
of these:
● Delacroix
● Graves
● Summers
● Bentham
● Hutchinson
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The Lottery--Shirley Jackson
● Warner
● Martin
7. Take a close look at Jackson's description of the black
wooden box (paragraph 5) and of the black spot on the fatal slip
of
paper (paragraph 72). What do these objects suggest to you?
Why is the black box described as "battered"? Are there any
other
symbols in the story?
8. What do you understand to be the writer's own attitude
40. toward the lottery and the stoning? Exactly what in the story
makes
her attitude clear to us?
9. This story satirizes a number of social issues, including the
reluctance of people to reject outdated traditions, ideas, rules,
laws, and practices. What kinds of traditions, practices, laws,
etc. might "The Lottery" represent?
10. This story was published in 1948, just after World War II.
What other cultural or historical events, attitudes, institutions,
or
rituals might Jackson be satirizing in this story?
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Local DiskThe Lottery--Shirley Jackson
ENGL 102
Fiction Essay Instructions
In Module/Week 3, you will write a 750-word (about 3–4-pages)
essay that compares and contrasts 2 stories from the Fiction
Unit. Before you begin writing the essay, carefully read the
guidelines for developing your paper topic that are given below.
Review the Fiction Essay Grading Rubric to see how your
submission will be graded. Gather all of your information, plan
the direction of your essay, and organize your ideas by
developing a 1-page thesis statement and outline for your essay.
Format the thesis statement and the outline in a single Word
document using current MLA, APA, or Turabian style
(whichever corresponds to your degree program).
Guidelines for Developing Your Paper Topic
Chapter 39 in your textbook provides some helpful pointers for
41. reading actively, taking notes, brainstorming, developing a
clearly-defined thesis statement, preparing an outline, and
writing a cogent fiction essay. Be sure that you have read the
chapter before doing any further work for this assignment.
Choose 2 of the following short stories to compare and contrast
in your essay:
· “The Lottery” by Shirley Jackson
· “The Destructors” by Graham Greene
· “The Rocking-Horse Winner” by D.H. Lawrence
· “Young Goodman Brown” by Nathaniel Hawthorne
· “The Child by Tiger” by Thomas Wolfe
· “The Most Dangerous Game” by Richard Connell
Also, make at least 1 of these elements of fiction the focus of
your essay:
· Conflict/Plot/Structure
· Characterization
· Setting
· Theme/Authors’ Purposes
· Point of View
· Tone/Style/Irony/Symbol/Imagery
If you need help focusing your essay, ask yourself questions
that correspond to your chosen element(s).
Conflict/Plot/Structure (This is not a summary of the stories)
· What are the basic conflicts, and how do these build tension,
42. leading to major complicated incidents and climactic
moment(s)?
· What are the ways in which each major character experiences
conflict (either with self, with other characters, or with the
social and/or physical environment)?
· How are the conflicts resolved? Do the protagonists succeed in
achieving their goals?
· Who receives your deepest sympathy and why?
Characterization
· Who are the main characters in the stories?
· What are their outstanding qualities? Does the author give any
indication as to how or why the character developed these
qualities?
· What are the characters’ emotions, attitudes, and behaviors?
What do these indicate to the reader about the character?
· Can the characters’ motivations be determined from the text?
Setting
· Where and when do the stories take place (remember to
include such details as geographic location, time of year, time
period, if the setting is rural or urban, etc.)?
· Do the settings make the stories believable or credible? How
does setting impact the plot of the story, and how would the plot
be affected if the story took place in another setting?
· Are the characters influenced by their setting? How might they
behave if they were in a different setting?
· What atmosphere or mood does the setting create (for
example, darkness may create a mood of fear or unhappiness
while light or bright colors may create one of happiness)?
43. · Is the setting or any aspect of it a symbol or does the setting
express particular ideas?
· Does setting create expectations that are the opposite of what
occurs?
Theme/Authors’ Purposes
· What is the major theme (or themes) of each story?
· Are the themes of the stories similar or different?
· How does the author convey the theme (or themes) to the
reader?
· How do the stories’ themes relate to the authors’ purposes
(some examples of author purposes are to entertain, to satirize,
to realistically portray life’s problems, to analyze emotions and
responses, and/or to communicate a moral message)?
· What unique style, techniques, or devices do the writers use to
communicate their themes?
Tone/Style/Irony/Symbol
· How would you describe the tone of the piece?
· Does the tone correspond with the action occurring in the
plot?
· What style does the author use (for example, one way an
author might satirize is by including a lot of ironies, hyperbole,
and unrealistic scenarios)?
· How might the story be different if the tone or style is
changed?
· Does the writer use irony or symbols to communicate the
message?