Plagiarism discussion Paper Available

Plagiarism discussion
Plagiarism discussion

Plagiarism discussion

Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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A Good Life Essay Paper Assignment

A Good Life
A Good Life

A Good Life

How is a good life defined, and what is your plan to achieve it? Please refer to themes from the assigned readings to support your answer.

Important: Not making reference to the assigned themes or readings in your answer to this question may result in requiring revisions to your seminar answers.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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Trifles death of Mr. Wright Assignment

Trifles death of Mr. Wright
Trifles death of Mr. Wright

Trifles death of Mr. Wright

After reading “Trifles,” write a 250-350 word posting in which you discuss why you agree or disagree with the conclusions the characters come to about the death of Mr. Wright. Make sure to provide specific evidence from the text. Use the given circumstances as a starting point — but you will undoubtedly have to make inferences and even, possibly, depend on your intuition in arriving at your own conclusion. Just make sure to be clear about what is a fact, what is an inference, and what is an intuition. Your post should demonstrate good writing skills: well-constructed sentences and paragraphs, sufficient evidence to support your statements, and a logical progression of thought from beginning to end.

“Trifles” by Susan Glaspell (1916)

Scene: The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without having been put in order–unwashed pans under the sink, a loaf of bread outside the breadbox, a dish towel on the table–other signs of incompleted work. At the rear the outer door opens,and the Sheriff comes in, followed by the county Attorney and Hale. The Sheriff and Hale are men in middle life, the county Attorney is a young man; all are much bundled up and go at once to the stove. They are followed by the two women–the Sheriff’s Wife first; she is a slight wiry woman, a thin nervous face. Mrs. Hale is larger and would ordinarily be called more comfortable looking, but she is disturbed now and looks fearfully about as she enters. The women have come in slowly and stand close together near the door.

COUNTY ATTORNEY (rubbing his hands). This feels good. Come up to the fire, ladies.

MRS. PETERS (after taking a step forward). I’m not–cold.

SHERIFF (unbuttoning his overcoat and stepping away from the stove as if to the beginning of official business). Now, Mr. Hale, before we move things about, you explain to Mr. Henderson just what you saw when you came here yesterday morning.

COUNTY ATTORNEY. By the way, has anything been moved? Are things just as you left them yesterday?

SHERIFF (looking about). It’s just the same. When it dropped below zer0 last night, I thought I’d better send Frank out this morning to make a fire for us–no use getting pneumonia with a big case on; but I told him not to touch anything except the stove–and you know Frank.

COUNTY ATTORNEY. Somebody should have been left here yesterday.

SHERIFF. Oh–yesterday. When I had to send Frank to Morris Center for that man who went crazy–I want you to know I had my hands full yesterday. I knew you could get back from Omaha by today, and as long as I went over everything here myself-

COUNTY ATTORNEY. Well, Mr. Hale, tell just what happened when you came here yesterday morning.

HALE. Harry and I had started to town with a load of potatoes. We came along the road from my place; and as I got here, I said, “I’m going to see if I can’t get John Wright to go in with me on a party telephone.” I spoke to Wright about it once before, and he put me off, saying folks talked too much anyway, and all he asked was peace and quiet–I guess you know about how much he talked himself; but I thought maybe if I went to the house and talked about it before his wife, though I said to Harry that I didn’t know as what his wife wanted made much difference to John–

COUNTY ATTORNEY. Let’s talk about that later, Mr. Hale. I do want to talk about that, but tell now just what happened when you got to the house.

HALE. I didn’t hear or see anything; I knocked at the door, and still it was all quiet inside. I knew they must be up, it was past eight o’clock. so I knocked again, and I thought I heard somebody say, “Come in.” I wasn’t sure, I’m not sure yet, but I opened the door–this door (indicating the door by which the two women are still standing), and there in that rocker– (pointing to it) sat Mrs. Wright. (They all look at the rocker.)

COUNTY ATTORNEY. What–was she doing?

HALE. She was rockin’ back and forth. She had her apron in her hand and was kind of–pleating it.

COUNTY ATTORNEY. And how did she–look?

HALE. Well, she looked queer.

COUNTY ATTORNEY. How do you mean–queer?

HALE. Well, as if she didn’t know what she was going to do next. And kind of done up.

COUNTY ATTORNEY. How did she seem to feel about your coming?

HALE. Why, I don’t think she minded–one way or other. She didn’t pay much attention. I said, “How do, Mrs. Wright, it’s cold, ain’t it?” And she said, “Is it?”–and went on kind of pleating at her apron. Well, I was surprised; she didn’t ask me to come up to the stove, or to set down, but just sat there, not even looking at me, so I said, “I want to see John.” And then she–laughed. I guess you would call it a laugh. I thought of Harry and the team outside, so I said a little sharp:”Can’t I see John?” “No,” she says, kind o’ dull like. “Ain’t he home?” says I. “Yes,” says she, “he’s home.” “Then why can’t I see him?” I asked her, out of patience. “‘Cause he’s dead,” says she. “Dead?” says I. She just nodded her head, not getting a bit excited, but rockin’ back and forth. “Why–where is he?” says I, not knowing what to say. She just pointed upstairs–like that (himself pointing to the room above). I got up, with the idea of going up there. I talked from there to here–then I says, “Why, what did he die of?” “He died of a rope around his neck,” says she, and just went on pleatin’ at her apron. Well, I went out and called Harry. I thought I might–need help. We went upstairs, and there he was lying’–

COUNTY ATTORNEY. I think I’d rather have you go into that upstairs, where you can point in all out. Just go on now with the rest of the story.

HALE. Well, my first thought was to get that rope off. I looked…(Stops, his face twitches.)…but Harry, he went up to him, and he said, “No, he’s dead all right, and we’d better not touch anything.” So we went back downstairs. She was still sitting that same way. “Has anybody been notified?” I asked.” “No,” says she, unconcerned. “Who did this, Mrs. Wright?” said Harry. He said it business-like–and she stopped pleatin’ of her apron. “I don’t know,” she says. “You don’t know?” says Harry. “No,” says she, “Weren’t you sleepin’ in the bed with him?” says Harry. “Yes,” says she, “but I was on the inside.” “Somebody slipped a rope round his neck and strangled him, and you didn’t wake up?” says Harry. “I didn’t wake up,” she said after him. We must ‘a looked as if we didn’t see how that could be, for after a minute she said, “I sleep sound.” Harry was going to ask her more questions, but I said maybe we ought to let her tell her story first to the coroner, or the sheriff, so Harry went fast as he could to Rivers’ place, where there’s a telephone.

COUNTY ATTORNEY. And what did Mrs. Wright do when she knew that you had gone for the coroner.

HALE. she moved from that chair to this over here… (Pointing to a small chair in the corner)…and just sat there with her hand held together and looking down. I got a feeling that I ought to make some conversation, so I said I had come in to see if John wanted to put in a telephone, and at that she started to laugh, and then she stopped and looked at me–scared.

(The County Attorney, who has had his notebook out, makes a note.) I dunno, maybe it wasn’t scared. I wouldn’t like to say it was. Soon Harry got back, and then Dr. Lloyd came, and you, Mr. Peters, and so I guess that’s all I know that you don’t.

COUNTY ATTORNEY. (looking around). I guess we’ll go upstairs first–and then out to the barn and around there. (To the Sheriff). You’re convinced that there was nothing important here–nothing that would point to any motive?

SHERIFF. Nothing here but kitchen things.

(The County Attorney, after again looking around the kitchen, opens the door of a cupboard closet. He gets up on a chair and looks on a shelf. Pulls his hand away, sticky.)

COUNTY ATTORNEY. Here’s a nice mess. 
(The women draw nearer.)

MRS. PETERS (to the other woman). Oh, her fruit; it did freeze. (To the Lawyer). She worried about that when it turned so cold. She said the fire’d go out and her jars would break.

SHERIFF. Well, can you beat the women! Held for murder and worryin’ about her preserves.

COUNTY ATTORNEY. I guess before we’re through she may have something more serious than preserves to worry about.

HALE. Well, women are used to worrying over trifles. 
(The two women move a little closer together.)

COUNTY ATTORNEY (with the gallantry of a young politician). And yet, for all their worries, what would we do without the ladies? (The women do not unbend. He goes to the sink, takes dipperful of water form the pail and, pouring it into a basin, washes his hands. Starts to wipe them on the roller towel, turns it for a cleaner place.) Dirty towels! (Kicks his foot against the pans under the sink.) Not much of a housekeeper, would you say, ladies?

MRS. HALE (stiffly). There’s a great deal of work to be done on a farm.

COUNTY ATTORNEY. To be sure. And yet… (With a little bow to her.) …I know there are some Dickson county farmhouses which do not have such roller towels. (He gives it a pull to expose its full length again.)

MRS. HALE. Those towels get dirty awful quick. Men’s hands aren’t always as clean as they might be.

COUNTY ATTORNEY. Ah, loyal to your sex, I see. But you and Mrs. Wright were neighbors. I suppose you were friends, too.

MRS. HALE (shaking her head.) I’ve not seen much of her of late years. I’ve not been in this house–it’s more than a year.

COUNTY ATTORNEY. And why was that? You didn’t like her?

MRS. HALE. I liked her all well enough. Farmers’ wives have their hands full, Mr. Henderson. And then–

COUNTY ATTORNEY. Yes–?

MRS. HALE (looking about.) It never seemed a very cheerful place.

COUNTY ATTORNEY. No–it’s not cheerful. I shouldn’t say she had the homemaking instinct.

MRS. HALE. Well, I don’t know as Wright had, either.

COUNTY ATTORNEY. You mean that they didn’t get on very well?

MRS. HALE. No, I don’t mean anything. But I don’t think a place’d be any cheerfuller for John Wright’s being in it.

COUNTY ATTORNEY. I’d like to talk more of that a little later. I want to get the lay of things upstairs now. (He goes to the left, where three steps lead to a stair door.)

SHERIFF. I suppose anything Mrs. Peters does’ll be all right. She was to take in some clothes for her, you know, and a few little things. We left in such a hurry yesterday.

COUNTY ATTORNEY. Yes, but I would like to see what you take, Mrs. Peters, and keep an eye out for anything that might be of use to us.

MRS. PETERS. Yes, Mr. Henderson. 
(The women listen to the men’s steps on the stairs, then look about the kitchen.)

MRS. HALE. I’d hate to have men coming into my kitchen, snooping around and criticizing. (She arranges the pans under sink which the Lawyer had shoved out of place.)

MRS. PETERS. Of course it’s no more than their duty.

MRS. HALE. Duty’s all right, but I guess that deputy sheriff that came out to make the fire might have got a little of this on. (Gives the roller towel a pull.) Wish I’d thought of that sooner. Seems mean to talk about her for not having things slicked up when she had to come away in such a hurry.

MRS. PETERS. (who has gone to a small table in the left rear corner of the room, and lifted on end of a towel that covers a pan). She had bread set. (Stands still.)

MRS. HALE (eyes fixed on a loaf of bread beside the breadbox, which is on a low shelf at the other side of the room. Moves slowly toward it.)she was going to put this in there. (Picks up loaf, then abruptly drops it. In a manner of returning to familiar things.) It’s a shame about her fruit. I wonder if it’s all gone. (Gets up on the chair and looks.) I think there’s some here that’s all right, Mrs. Peters. Yes–here; (Holding it toward the window.) This is cherries, too. (Looking again.) I declare I believe that’s the only one. (Gets down, bottle in her hand. Goes to the sink and wipes it off on the outside.) She’ll feel awful bad after all her hard work in the hot weather. I remember the afternoon I put up my cherries last summer. 
(She puts the bottle on the big kitchen table, center of the room, front table. With a sigh, is about to sit down in the rocking chair. Before she is seated realizes what chair it is; with a slow look at it, steps back. The chair, which she has touched, rocks back and forth.)

MRS. PETERS. Well, I must get those things from the front room closet. [She goes to the door at the right, but after looking into the other room, steps back.] You coming with me, Mrs. Hale? You could help me carry them. (They go into the other room; reappear, Mrs. Peters carrying a dress and skirt, Mrs. Hale following with a pair of shoes.)

MRS. PETERS. My, it’s cold in there. (She puts the cloth on the big table, and hurries to the stove.)

MRS HALE (examining the skirt). Wright was close. I think maybe that’s why she kept so much to herself. She didn’t even belong to the Ladies’ Aid. I suppose she felt she couldn’t do her part, and then you don’t enjoy things when you feel shabby. She used to wear pretty clothes and be lively, when she was MInnie Foster, one of the town girls singing in the choir. But that–oh, that was thirty years ago. This all you was to take?

MRS. PETERS. She said she wanted an apron. Funny thing to want, for there isn’t much to get you dirty in jail, goodness knows. But I suppose just to make her feel more natural. She said they was in the top drawer in this cupboard. Yes, here. And then her little shawl that always hung behind the door. (Opens stair door and looks.) Yes, here it is. (Quickly shuts door leading upstairs..)

MRS. HALE (abruptly moving toward her.) Mrs. Peters?

MRS. PETERS. Do you think she did it?

MRS. PETERS (in a frightened voice.) Oh, I don’t know.

MRS. HALE. Well, I don’t think she did. Asking for an apron and her little shawl. Worrying about her fruit.

MRS. PETERS (starts to speak, glances up, where footsteps are heard in the room above. In a low voice.) Mrs. Peters says it looks bad for her. Mr. Henderson is awful sarcastic in speech, and he’ll make fun of her sayin’ she didn’t wake up.

MRS. HALE. Well, I guess John Wright didn’t wake when they was slipping that rope under his neck.

MRS. PETERS. No, it’s strange. It must have been done awful crafty and still. They say it was such a –funny way to kill a man, rigging it all up like that.

MRS. HALE. That’s just what Mr. Hale said. There was a gun in the house. He says that’s what he can’t understand.

MRS. PETERS. Mr. Henderson said coming out that what was needed for the case was a motive; something to show anger or–sudden feeling.

MRS. HALE (who is standing by the table). Well, I don’t see any signs of anger around here. (she puts her hand on the dish towel which lies on the table, stands looking down at the table, one half of which is clean, the other half messy.) It’s wiped here. (Makes a move as if to finish work, then turns and looks at loaf of bread outside the breadbox. Drops towel. In that voice of coming back to familiar things. ) Wonder how they are finding things upstairs? I hope she had it a little more there. You know, it seems kind of sneaking. Locking her up in town and then coming out here and trying to get her own house to turn against her!

MRS. PETERS. But, Mrs. Hale, the law is the law.

MRS. HALE. I s’pose ’tis. (Unbuttoning her coat.) Better loosen up your things, Mrs. Peters. You won’t feel them when you go out. (Mrs. Peters takes off her fur tippet, goes to hang it on hook at the back of room, stands looking at the under part of the small corner table.)

MRS. PETERS. She was piecing a quilt. (She brings the large sewing basket, and they look at the bright pieces.)

MRS. HALE. It’s log cabin pattern. Pretty, isn’t it? I wonder if she was goin’ to quilt or just knot it? (Footsteps have been heard coming down the stairs. The Sheriff enters, followed by Hale and the County Attorney.)

SHERIFF. They wonder if she was going to quilt it or just knot it. (The men laugh, the women look abashed.)

COUNTY ATTORNEY (rubbing his hands over the stove). Frank’s fire didn’t do much up there, did it? Well, let’s go out to the barn and get that cleared up. (The men go outside.)

MRS. HALE (resentfully). I don’t know as there’s anything so strange, our takin’ up our time with little things while we’re waiting for them to get the evidence. (She sits down at the big table, smoothing out a block with decision.) I don’t see as it’s anything to laugh about.

MRS. PETERS. (apologetically). Of course they’ve got awful important things on their minds. (Pulls up a chair and joins Mrs. Hale at the table.)

MRS. HALE (examining another block.) Mrs. Peters, look at this one. Here, this is the one she was working on, and look at the sewing! All the rest of it has been so nice and even. And look at this! It’s all over the place! Why, it looks as if she didn’t know what she was about! (After she has said this, they look at each other, then start to glance back at the door. After an instant Mrs. Hale has pulled at a knot and ripped the sewing.)

MRS. PETERS. Oh, what are you doing, Mrs. Hale?

MRS. HALE (mildly). Just pulling out a stitch or two that’s not sewed very good. (Threading a needle). Bad sewing always made me fidgety.

MRS. PETERS. (nervously). I don’t think we ought to touch things.

MRS. HALE. I’ll just finish up this end. (Suddenly stopping and leaning forward.) Mrs. Peters?

MRS. PETERS. Yes, Mrs. Hale?

MRS. HALE. What do you suppose she was so nervous about?

MRS. PETERS. Oh–I don’t know. I don’t know as she was nervous. I sometimes sew awful queer when I’m just tired. (Mrs. Hale starts to say something looks at Mrs. Peters, then goes on sewing.) Well, I must get these things wrapped up. They may be through sooner than we think. (Putting apron and other things together.) I wonder where I can find a piece of paper, and string.

MRS. HALE. In that cupboard, maybe.

MRS. PETER. (looking in cupboard). Why, here’s a birdcage. (Holds it up.) Did she have a bird, Mrs. Hale?

MRS. HALE. Why, I don’t know whether she did or not–I’ve not been here for so long. There was a man around last year selling canaries cheap, but I don’t know as she took one; maybe she did. She used to sing real pretty herself.

MRS. PETERS. (glancing around). Seems funny to think of a bird here. But she must have had one, or why should she have a cage? I wonder what happened to it?

MRS. HALE. I s’pose maybe the cat got it.

MRS. PETERS. No, she didn’t have a cat. She’s got that feeling some people have about cats–being afraid of them. My cat got in her room, and she was real upset and asked me to take it out.

MRS. HALE. My sister Bessie was like that. Queer, ain’t it?

MRS. PETERS. (examining the cage). Why, look at this door. It’s broke. One hinge is pulled apart.

MRS. HALE. (looking, too.) Looks as if someone must have been rough with it.

MRS. PETERS. Why, yes. (she brings the cage forward and puts it on the table.)

MRS. HALE. I wish if they’re going to find any evidence they’d be about it. I don’t like this place.

MRS. PETERS. But I’m awful glad you came with me, Mrs. Hale. It would be lonesome of me sitting here alone.

MRS. HALE. It would, wouldn’t it? (Dropping her sewing). But I tell you what I do wish, Mrs. Peters. I wish I had come over sometimes she was here. I– (Looking around the room.)–wish I had.

MRS. PETERS. But of course you were awful busy, Mrs. Hale—your house and your children.

MRS. HALE. I could’ve come. I stayed away because it weren’t cheerful–and that’s why I ought to have come. I–I’ve never liked this place. Maybe because it’s down in a hollow, and you don’t see the road. I dunno what it is, but it’s a lonesome place and always was. I wish I had come over to see Minnie Foster sometimes. I can see now–(Shakes her head.)

MRS. PETERS. Well, you mustn’t reproach yourself, Mrs. Hale. Somehow we just don’t see how it is with other folks until–something comes up.

MRS. HALE. Not having children makes less work–but it makes a quiet house, and Wright out to work all day, and no company when he did come in. Did you know John Wright, Mrs. Peters?

MRS. PETERS. Not to know him; I’ve seen him in town. They say he was a good man.

MRS. HALE. Yes–good; he didn’t drink, and kept his word as well as most, I guess, and paid his debts. But he was a hard man, Mrs. Peters. Just to pass the time of day with him. (Shivers.) Like a raw wind that gets to the bone. (Pauses, her eye falling on the cage.) I should think she would ‘a wanted a bird. But what do you suppose went with it?

MRS. PETERS. I don’t know, unless it got sick and died. (She reaches over and swings the broken door, swings it again; both women watch it.)

MRS.> HALE. She–come to think of it, she was kind of like a bird herself–real sweet and pretty, but kind of timid and–fluttery. How–she–did–change. (Silence; then as if struck by a happy thought and relieved to get back to everyday things.) Tell you what, Mrs. Peters, why don’t you take the quilt in with you? It might take up her mind.

MRS. PETERS. Why, I think that’s a real nice idea, Mrs. Hale. There couldn’t possible be any objection to it, could there? Now, just what would I take? I wonder if her patches are in here–and her things. (They look in the sewing basket.)

MRS. HALE. Here’s some red. I expect this has got sewing things in it (Brings out a fancy box.) What a pretty box. Looks like something somebody would give you. Maybe her scissors are in here. (Opens box. Suddenly puts her hand to her nose.) Why– (Mrs. Peters bend nearer, then turns her face away.) There’s something wrapped up in this piece of silk.

MRS. PETERS. Why, this isn’t her scissors.

MRS. HALE (lifting the silk.) Oh, Mrs. Peters–it’s– (Mrs. Peters bend closer.)

MRS. PETERS. It’s the bird.

MRS. HALE (jumping up.) But, Mrs. Peters–look at it. Its neck! Look at its neck! It’s all–other side to.

MRS. PETERS. Somebody–wrung–its neck. 
(Their eyes meet. A look of growing comprehension of horror. Steps are heard outside. Mrs. Hale slips box under quilt pieces, and sinks into her chair. Enter Sheriff and County Attorney. Mrs. Peters rises.)

COUNTY ATTORNEY (as one turning from serious thing to little pleasantries). Well, ladies, have you decided whether she was going to quilt it or knot it?

MRS. PETERS. We think she was going to–knot it.

COUNTY ATTORNEY. Well, that’s interesting, I’m sure. (Seeing the birdcage.) Has the bird flown?

MRS. HALE (putting more quilt pieces over the box.) We think the–cat got it.

COUNTY ATTORNEY (preoccupied). Is there a cat? 
(Mrs. Hale glances in a quick covert way at Mrs. Peters.

) MRS. PETERS. Well, not now. They’re superstitious, you know. They leave.

COUNTY ATTORNEY (to Sheriff Peters, continuing an interrupted conversation.) No sign at all of anyone having come from the outside. Their own rope. Now let’s go up again and go over it piece by piece. (They start upstairs.) It would have to have been someone who knew just the– 
(Mrs. Peters sits down. The two women sit there not looking at one another, but as if peering into something and at the same time holding back. When they talk now, it is the manner of feeling their way over strange ground, as if afraid of what they are saying, but as if they cannot help saying it.) MRS. HALE. She liked the bird. She was going to bury it in that pretty box.

MRS. PETERS. (in a whisper). When I was a girl–my kitten–there was a boy took a hatchet, and before my eyes–and before I could get there–(Covers her face an instant.) If they hadn’t held me back, I would have– (Catches herself, looks upstairs, where steps are heard, falters weakly.)–hurt him.

MRS. HALE (with a slow look around her.) I wonder how it would seem never to have had any children around. (Pause.) No, Wright wouldn’t like the bird–a thing that sang. She used to sing. He killed that, too.

MRS. PETERS (moving uneasily). We don’t know who killed the bird.

MRS. HALE. I knew John Wright.

MRS. PETERS. It was an awful thing was done in this house that night, Mrs. Hale. Killing a man while he slept, slipping a rope around his neck that choked the life out of him.

MRS. HALE. His neck, Choked the life out of him. 
(Her hand goes out and rests on the birdcage.) MRS. PETERS (with a rising voice). We don’t know who killed him. We don’t know.

MRS. HALE (her own feeling not interrupted.) If there’d been years and years of nothing, then a bird to sing to you, it would be awful–still, after the bird was still.

MRS. PETERS (something within her speaking). I know what stillness is. When we homesteaded in Dakota, and my first baby died–after he was two years old, and me with no other then–

MRS. HALE (moving). How soon do you suppose they’ll be through, looking for evidence?

MRS. PETERS. I know what stillness is. (Pulling herself back). The law has got to punish crime, Mrs. Hale. MRS. HALE (not as if answering that). I wish you’d seen MInnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang. (A look around the room). Oh, I wish I’d come over here once in a while! That was a crime! That was a crime! Who’s going to punish that?

MRS. Peters (looking upstairs). We mustn’t–take on.

MRS. HALE. I might have known she needed help! I know how things can be–for women. I tell you, it’s queer, Mrs. Peters. We live close together and we live far apart. We all go through the same things–it’s all just a different kind of the same thing. (Brushes her eyes, noticing the bottle of fruit, reaches out for it.) If I was you, I wouldn’t tell her her fruit was gone. Tell her it ain’t. Tell her it’s all right. Take this in to prove it to her. She–she may never know whether it was broke or not.

MRS. PETERS (takes the bottle, looks about for something to wrap it in; takes petticoat from the clothes brought from the other room, very nervously begins winding this around the bottle. In a false voice). My, it’s a good thing the men couldn’t hear us. Wouldn’t they just laugh! Getting all stirred up over a little thing like a–dead canary. As if that could have anything to do with–with–wouldn’t they laugh! 
(The men are heard coming downstairs.) MRS. HALE (under her breath). Maybe they would–maybe they wouldn’t.

COUNTY ATTORNEY. No, Peters, it’s all perfectly clear except a reason for doing it. But you know juries when it comes to women. If there was some definite thing. Something to show–something to make a story about–a thing that would connect up with this strange way of doing it. 
(The women’s eyes meet for an instant. Enter Hale from outer door.)

HALE. Well, I’ve got the team around. Pretty cold out there.

COUNTY ATTORNEY. I’m going to stay here awhile by myself (To the Sheriff). You can send Frank out for me, can’t you? I want to go over everything. I’m not satisfied that we can’t do better.

SHERIFF. Do you want to see what Mrs. Peters is going to take in? 
(The Lawyer goes to the table, picks up the apron, laughs.) COUNTY ATTORNEY. Oh I guess they’re not very dangerous things the ladies have picked up. (Moves a few things about, disturbing the quilt pieces which cover the box. Steps back.) No, Mrs. Peters doesn’t need supervising. For that matter, a sheriff’s wife is married to the law. Ever think of it that way, Mrs. Peters?

MRS. PETERS. Not–just that way.

SHERIFF (chuckling). Married to the law. (Moves toward the other room.) I just want you to come in here a minute, George. We ought to take a look at these windows.

COUNTY ATTORNEY (scoffingly). Oh, windows!

SHERIFF. We’ll be right out, Mr. Hale. 
(Hale goes outside. The Sheriff follows the County Attorney into the other room. Then Mrs. Hale rises, hands tight together, looking intensely at Mrs. Peters, whose eyes take a slow turn, finally meeting Mrs. Hale’s. A moment Mrs. Hale holds her, then her own eyes point the way to where the box is concealed. Suddenly Mrs. Peters throws back quilt pieces and tries to put the box in the bag she is wearing. It is too big. She opens box, starts to take the bird out, cannot touch it, goes to pieces, stands there helpless. Sound of a knob turning in the other room. Mrs. Hale snatches the box and puts it in the pocket of her big coat. Enter County Attorney and Sheriff.)

COUNTY ATTORNEY (facetiously). Well, Henry, at least we found out that she was not going to quilt it. She was going to–what is it you call it, ladies!

MRS. HALE (her hand against her pocket). We call it–knot it, Mr. Henderson.

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Gender and migration in Kincaid’s Lucy

Gender and migration in Kincaid’s Lucy
Gender and migration in Kincaid’s Lucy

Gender and migration in Kincaid’s Lucy

PART TWO: WINTER TERM ESSAY
You will write a 1500-2000 word essay (7-8 pages) that develops the ideas in your proposal and addresses your TA’s feedback.
The essay should be organized around a clear and focused thesis statement. You discuss your chosen course text through textual analysis and draw upon and substantially engage with at least 2 scholarly sources from beyond the course material to develop and complicate your analysis of the chosen text. We will discuss strategies for integrating source material into your essay in lectures and tutorials.
Please double-space your essay, number your pages, use one-inch margins, 12-point font, and include a cover page. Citations should follow MLA format.

POSSIBLE ESSAY TOPICS

Gender and migration in Kincaid’s Lucy 
Language,

voice and art in Kincaid’s Lucy 
Legacies of colonialism in Kincaid’s Lucy
“Illegal” migrants in Dirty, Pretty Things
 The global city in Dirty, Pretty Things 
Undocumented farm workers in Return to Sender
 Friendship across differences in Lucy or Return to Sender

Any other topic related to Lucy; Dirty, Pretty Things, or Return to Sender 
An essay topic of your choice on a creative text (film, novel, poetry, and/or music) about a diasporic experience.

The text need not be covered in our class but should be a humanities-type text and not social science research.


Criteria of Evaluation for Essay


 CONTENT
* Essay answers assignment question


* Comprehension of relevant theories/concepts from the course; clear understanding of how to use the theories/concepts to analyze/explain your subject


* Critical thinking about the concepts; some level of abstract thought


* Development of a coherent argument that supports thesis throughout the essay and is consistent, logical, coherent, and persuasive; argument distinguishes between major and subordinate points


* Develops argument through analysis and interpretation of relevant evidence from the texts


 THESIS FOCUS
* Introduction includes a concise, clear statement that formulates your central argument


 STRUCTURE
* Introduction: presents your topic and thesis


* Body of Essay: coherent organization of ideas; continuity and logical transitions between paragraphs


* Paragraphs: each paragraph deals with only one idea or point; clear identification of theme of paragraph in a topic sentence; develops evidence to support your argument; links to the thesis 


GRAMMAR, STYLE, MECHANICS
* Clarity and readability
* Spelling, punctuation, proper referencing, proofreading

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Canadian Indoctrination Essay Paper Assignment

Canadian Indoctrination
Canadian Indoctrination

Canadian Indoctrination

The book The Rocket Scientists’ Guide to Money and the Economy is a sweeping tutorial on money, the economy, debt, exchange, and a number of other issues (like environmental degradation, inequality, austerity programs, etc.). The short animation Money Moksha is a broad overview of the content in Rocket Scientists’ Guide to Money and the Economy.

For this assignment you are to research Indoctrination (examples and purpose) that is discussed in the book and/or video and expand on that topic as it relates to CANADA in a short research essay.

Your essay should make use of a combination of Internet resources, newspaper articles (as appropriate), and scholarly books and journal articles. To complete this essay, you will need to track down several external sources. Wikipedia, magazine articles, and web pages are okay, but you must supplement those with at least three academic articles. Don’t forget to cite your sources!

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Involuntary manslaughter Essay Paper

Involuntary manslaughter
Involuntary manslaughter

Involuntary manslaughter

Judge James Shoreman is up for reelection in 2 months. He has a full docket on Monday morning. Two of the individuals on this docket are Thomas J. Catalano and Abdul Hussein Jabari.

Mr. Catalano has been charged with involuntary manslaughter. His prior record consists of breaking and entering, assault on a police officer, and possession of narcotics. Mr. Catalano has a “high-priced” lawyer with the discretionary funds for an additional investigation. Mr. Catalano has a wife and two children. He has been employed for 5 years for the local banking institution. Mr. Catalano has received a 10-year probation sentence with the stipulation that if he violates this probation, he will serve the remainder of the sentence in the state prison.

Mr. Jabari has been charged with the distribution of a controlled substance (prescription drugs). His prior record consists of possession of narcotics and falsification of identity. Mr. Jabari has a court-appointed lawyer who is on the pro bono list maintained by the judge. His funds are limited but the Muslim community has rallied to his financial aid, and there have been demonstrations at the courthouse. Mr. Jabari has a wife and three children. He has been employed for 8 years as the chief chef at a local restaurant. Mr. Jabari has received 7 years in the state prison, without the possibility of good time.

Looking at the family situations, the employment situations, and community support, give a reason why you think the judge would render such decisions.

How could the judge support his decisions?

Do you think he showed any type of bias? Why or why not?If he did, what form of bias?

Could the demonstration have had an adverse effect upon the sentencing? How? Why?

Search the Web, and find 2 examples in which minorities were sentenced unfairly.Explain the reasoning behind this sentencing, and determine if the sentences were fair or biased.

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The Kite Runner by Khaled Hosseini

The Kite Runner by Khaled Hosseini
 The Kite Runner by Khaled                        Hosseini

The Kite Runner by Khaled Hosseini

Order Instructions:

Six reader response journal entries; three for each novel.

Two character development charts.

SAMPLE ANSWER

The Kite Runner by Khaled Hosseini

Journals

  1. My first impression after reading the novel mainly on Hassan was on how the author described him. His perfect round face that is described to resemble a China doll. His face has a flattened nose and eyes that were narrow and slanting his eyes were of varying colors from sapphire, to gold or even green. He is described by the author to have a pointed chin. Hassan is said never to deny Amir anything he desired. The author paints a picture of a man who would go to the edge in order to assist a partner or friend.
  2. Hosseini uses a hyperbole in his descriptions of Baba. He tells of how the character wrestled a bear with no weapon but his bare hands. The story portrays baba as a strong individual. To drive the point home, the author indicates that had this story been of someone else the people would have dismissed it as untrue. The character is depicted in the novel to hold a lot of power and respect of all people. Everyone believes what he or she hears from him. The author further depicts him as a “Hurricane” who would uproot a willow tree or even kill the devil by his glare alone.
  3. The author shows greed in Amir who wants Baba all for himself. He avoids all cases of Hassan being present fearing he can impress Baba and snatch him away from him. As a reader, I understand that Amir is like an unwanted child who works exceedingly hard to please his father. To Baba, the only unlawful thing is theft and therefore what Amir has been learning in school is not helpful. He wishes to see Amir as businessperson or a wealthy man in the future.

Character Chart

Amir – the main character and narrator

Baba – Amir’s father, wealthy Afghani

Rahim Khan – Baba’s best friend and business partner Amir’s uncle

Hassan – Amir’s best friend and servant

Ali – Hassan’s father

Complicated Kindness by Miriam Toews

Journals

  1. The term “Mennonite” to modern people, has differing meanings. However, according to the author, the area that provides the novels background is in Russia. It focuses on people from Mennonites in Manitoba. My understanding is that the author tries to paint a picture of a society that will give the readers a point to think about as they read her work.
  2. Naomi Nickel is portrayed as a protagonist in the novel. My attention was drawn by her curiosity and defiance. She gives me the idea of normal sixteen years old who is very inquisitive. Her nature is similar to other teenagers who often find themselves in conflict with the society they live in. she later learns that her sister ran away with her boyfriend which further drives her curiosity.
  3. The novel also gives me the picture of a family living in a village, where everyone is expected to do as those in authority tell them. Naomi becomes a victim of these beliefs where she has to conform or live in opposition with the society and her family. Her nature makes her a target of confrontations between hospital staff, her teacher Mr. Quiring and her father. Eventually her father gives her the freedom to do as the desires. The life of Naomi makes readers think of the sacrifices parents have to make. It also depicts what teenagers go through and the life lessons of their endeavors.

Character Chart

Naomi nickel also Nomi – main character and a protagonist

Raymond Nickel also ray – Naomi’s father who is reserved. Caught in conflict between family and society

Natasha nickel also Tash – Naomi’s older sister,

Travis – Naomi’s broadminded boyfriend

Hans Rosenfeldt – Naomi’s uncle, poster conservationist

Lydia Voth – Naomi’s friend from a conservative family

References

Hosseini, K. (2009). The kite runner.Review. London: Bloomsbury.

Toews, M. (2014). A complicated kindness.

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The Most Dangerous Game by Richard Connell

The Most Dangerous Game by Richard Connell
The Most Dangerous Game by Richard Connell

The Most Dangerous Game by Richard Connell vs. The Child by Tiger by Thomas Wolfe

Order Instructions:

FICTION ESSAY INSTRUCTIONS

Write a 750-word (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).

The essay is due on Monday of Module/Week 3 and must include:

  • a title page,
  • a thesis/outline page,

the essay itself followed by a works cited/references page of any primary or secondary texts cited in the essay.

Guidelines for Developing Your Paper Topic

Read the following short stories to compare and contrast in your essay:

• “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, and/or
• 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? How do these conflicts build tension, 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)?
• 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?

http://www.classicshorts.com/stories/danger.html

http://www.unz.org/Pub/WolfeThomas-1939n02-00132

SAMPLE ANSWER

 The Most Dangerous Game by Richard Connell

Thesis statement

The essay compares and contrasts two short stories. These are The Most Dangerous Game by Richard Connell and The Child by Tiger by Thomas Wolfe. The essay focuses on the following elements of fiction: conflict, theme, and imagery. Each of the two short stories has different themes, and imagery. However, they have the same conflicts.

Outline for the essay

Theme

In The Child by Tiger, the themes are: (i) both evil and violence exist within the human soul alongside goodness and gentleness, and (ii) like every other aspect of nature, human nature comprises 2 sides – one side is chaotic and repulsive whereas the other side is orderly and beautiful. In The Most Dangerous Game, the main theme is Violence and Cruelty. For instance, Zaroff shows off the heads of animals he has slayed and after he has described his latest prey, he refers to his latest collection of heads that are apparently human (Connell 157).

Conflict

In The Child by Tiger by Thomas Wolfe, the following conflicts are evident: person versus person, person versus nature, and person versus self. There are also conflicts of whites versus whites, whites versus blacks, and blacks versus blacks. In The Most Dangerous Game by Richard Connell, the conflicts include Human versus Human, Human versus Nature and Human versus Self.

Imagery

In The Child by Tiger, after Dick Prosser is first introduced, he appears a very religious, multi-talented and gentle person. Almost immediately however, Thomas Wolfe starts a consistent reference to Dick Prosser as a person who is very cat-like in nature, and who draws on his sly agility, speed and prowess (Wolfe 134). Thus, it could be gathered by the readers that the tiger symbolizes Dick Prosser. In The Most Dangerous Game, ungovernable, wild and teeming, the jungle powerfully symbolizes general Zaroff’s twisted psyche as well as the chaos in the island. In addition, the jungle symbolizes restriction and Rainsford’s loss of control given that it obstructs his efforts of returning to civilization.

Works cited

Connell, Richard. The Most Dangerous Game. Print. 1949.

Wolfe, Thomas. “The Child By Tiger.” Saturday Evening Post 210.11 (1937): 10-102. Academic Search Premier. Web. 1 Sept. 2015.

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Differences in Nursing Essay Assignment

Differences in Nursing
Differences in Nursing

Differences in Nursing

Order Instructions:

Differences in Nursing
Write a 2-3 page (not including title and reference) paper in 6th edition APA format. What are the similarities and differences between parish nursing and the role of other nurses in community health? Do the standards, functions, and roles differ between parish nursing and regular practice?

references should base on state of Maryland and Prince Georges county.

SAMPLE ANSWER

Differences in Nursing

Introduction

Nursing is a profession in the health sector focusing on the care of the community, individuals and also the families for the purpose of attaining quality life (Kosevich et al, 2014). There is a wide diversity of practice areas under which the nurses perform their roles. Nurses protect, optimize and also promote the health and abilities of the individuals and the community. The nurses also help in the alleviation of suffering through the diagnosis and treatments administered (Kosevich et al, 2014). The main role and function performed by the nurses in the profession is care provision. There are different types of nurses in the nursing profession. In this case, the community or public health nurses and the parish nurses will be explored in this paper. The area of specialization, roles and functions are the biggest contributing factors to the different types of nurses in the nursing profession. The parish nursing will combine health ministry and professionalism. The nurses emphasize on healing within a community of faith. Public health is a focused population practice that works to improve the overall health of the community and safeguarding people’s safety (Driscoll et al, 2015).

There are some similarities and some identifiable differences although not so distinct as they all fall under the nursing profession. There is the similarity in the role of the two types of nurses in that both try to ensure there are sufficient education and resource allocations to the community. The two nursing professions have the role of providing interdisciplinary programs that anticipate, monitor and also give responses to the community and individuals (Kosevich et al, 2015). They perform the same role as health educators. The health screening role performed by the public health nurses is also incorporated into the practices performed by parish nurses as they carry out health advocation. Both the parish and public health nurses assist the individuals to navigate through healthcare systems. The parish and public health nurses perform the same role of infections control in their different areas of work (Driscoll et al, 2015). Group leadership is another common role performed by both the parish and public community nurses. There are also emerging differences in the roles performed by the two type of nurse. However, the differences are not very substantive. The main difference between the two types of nurses is that parish nurses provide care to people in their religious community.

While the community health nurses aim at the provision of care and services to the entire community, the parish nurse only focuses on the church population (Kosevich et al, 2014). The public community health nurses provide invasive screening procedures while hands-on care and services by parish nurses are non-invasive services. The parish nurses are focused on health promotion and outreach during their time in service without much emphasis on implementation and utilization of services. Contrary to that, the community health nurses spend most of their time in ensuring evaluation of services and also their utilization (Driscoll et al, 2015). The parish nurses have their roles conscious of partnering the health issues with the individuals or family’s faith. The public health community is focused on the general health of individuals with no faith consideration at any one time. Most of the parish nurses are volunteer roles in the health sector while the public community health nurses perform paid roles in their profession (Kosevich et al, 2014).

Standards of practice in other nurses are also intended to be used by the parish nurses. The difference in functions and standard of practice arise due to specialization factors. The differences between the nurses are brought about by the roles performed by each. The standards are the same in the two type of nursing. The standards include professional practice and accountability in their work, holistic nursing care and also ensure evidence-informed practice (Kosevich et al, 2014). Collaboration, communication and advocacy of ethics is another standard common in both the parish and public nursing. The standard for facilitation of spiritual care stands out among the parish nurses. The main function of parish nurses is the integration of faith in health activities. The main function of the regular nurses is the provision of assurances, the assessments and also policy development in the health sector (Drsicoll et al, 2015). The main functions in each show the differences between parish nurses from other regular practice nurses. The only major reason that makes the parish nurses differ from those in the regular practice is because they are practices are religious oriented.

Conclusion

In a nutshell, the assessment of the function, roles, and standards in the two type of nursing reveals that there are more similarities than differences in both. The distinctive difference is brought about by the specialization of parish nurses on health matters while incorporating religious matters (Kosevich et al, 2014). The collaboration of the parish nurses and regular health practice in their practices will improve performance in care delivery and provision of all services to individuals and the general community (Driscoll et al, 2015).

Reference

Driscoll, D. W., & Darcy, J. (2015). Indoor Tanning Legislation: Shaping Policy and Nursing Practice. Pediatric Nursing, 41(2), 59-88.

Kosevich, G., Leinfelder, A., Sandin, K. J., Swift, E., Taber, S., Weber, R., & Finkelstein, M. (2014). Nurse practitioners in medical rehabilitation settings: A description of practice roles and patterns. Journal Of The American Association Of Nurse Practitioners, 26(4), 194-201. http://www.doi:10.1002/2327-6924.12038

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Tort Law Essay Paper Assignment

Tort Law
Tort Law

Tort Law

Order Instructions:

PLEASE SEE ATTACHMENT. I WOULD ALSO SEND IT BY EMAIL.

SAMPLE ANSWER

Tort Law

Part one: Quests ion 1

In our daily lives and encounters, various incidences of torts do occur to us. These torts also known as civil wrongs that the law recognizes, hence used as a basis for lawsuits. Wrongs can result to harm or even injury and this constitutes the basis upon which the injured person claims for compensation (Varuhas, 2014). Therefore, tort laws help to deter other people from committing the same mistakes as well as providing relief to those that experienced damages or injuries. I have personally experienced a real tort issue. I was driving, but failed to obey traffic lights. The police arrested me and charged me for negligence in the court of law. The court found that I did a mistake of putting the life of other road users at risk. My action was unreasonable, hence punishable to ensure that I do not repeat the mistake again, and served to deter other road users from breaching any traffic rules.

I think it was right for me to pursue litigation because even if I mistakenly failed to obey traffic lights, I was putting the life of other road users at risk. The reason for losing this litigation is clear. I was on the wrong and therefore, deserved the punishment. Putting other road users at risk due to negligence is wrong, hence punishable.

Question 2

Tort is a legal wrong meaning that any individual that is injured by another, has a right to pursue for compensation from the person responsible for the injury through civil lawsuit (Varuhas, 2014). The injured individual has to prove this in the court and the plaintiff attorney requires that the evidence contain four elements of a tort. One of the elements is for the injured person to demonstrate that the person that caused the injury had a duty to protect or observe the safety of the injured (Hmpfmlaw.com, 2015). The second element is to prove that the defendant failed to observe the duty, hence endangered the safety and health of the injured or the plaintiff. Third is for the plaintiff to have sustained injury of some nature, and lastly the plaintiff need to prove that the injury sustained was because of the defendant negligence (Hmpfmlaw.com, 2015). The case will not be clear incase the element was not met clearly, hence in such incidences no litigation cause of action may be instituted or taken against the defendant.

Topic 2

In commercial tort law, the owner of the car cannot be liable to a thief that incurs injuries in case the stolen car had no brakes. Such an incidence does not qualify to be a commercial tort, and therefore, no commercial tort claim can be demanded. Commercial tort law deals with businesses only where a businessperson or business as an entity makes a claim to someone for the suffered harm. Furthermore, a claim can only be made in case the claimant is an individual or an organization in case the claim came about in the course of the claimant profession or business and such is not inclusive of damages that arise to personal injuries or death of a person (US Practical Law, 2015). Therefore, in this incidence, the accident did not occur in the course of the thief’s’ business or profession. Furthermore, the damages the thief succumbed are personally injuries that are not compensated by the commercial tort claim. Therefore, there is no way that the owner can be liable for the injury the thief sustained.

Reference

Hmpfmlaw.com. (2015). The four elements of a tort. Retrieved from:             http://www.hmpfmlaw.com/articles/the-four-elements-of-a-tort

US Practical Law. (2015). Commercial Tort Claim. Retrieved from: http://us.practicallaw.com/8- 382-3350

Varuhas, J. N. (2014). The Concept of ‘Vindication’ in the Law of Torts: Rights, Interests, and    Damages. Oxford Journal Of Legal Studies, 34(2), 253-293.

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