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.
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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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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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African American Historical Trauma and Stigmatization
The Broken Men: African American Historical Trauma and Stigmatization
This assignment is based on the essay outline and bibliography assignment (s. there) and needs to incorporate the feedback and/or recommendations given by the course director on that earlier assignment.
This evidence-based essay should have an overall length of 2000 to 2500 words plus references and bibliography. It represents the longer, full version of the text your outline envisioned, although you will have the freedom to make greater changes to your topic if you so choose. The end-of-term essay should be organized in roughly this form: 1) title page (giving information on you as the author, on the course it is connected to, the name of the course director, and the title of your essay); 2) introduction (elaborating on the topic, its relevance within a larger scholarly context, and a brief outlook on how your essay goes about addressing this topic); 3) main part (the “body” of the essay presenting your data, condense them into an argument, and weigh its pros and cons); 4) conclusion (summarizing the overall results of your essay, putting them into a larger context, and providing your personal thoughts, your opinion, or possible open questions concerning the topic you investigated); and 5) bibliography (containing at least six (6) titles, a maximum two (2) of which can be taken from required reading course texts).
References used can be published in journals or books; Wikipedia and similar collaborative web-based reference works are not acceptable as references. Citations should be APA style (you can download a style guide from this Moodle site). For additional support in preparing and completing your essay, you are encouraged to review the relevant information in the Student Papers & Academic Research Kit (SPARK) provided by York University (at http://www.yorku.ca/spark/index.html).
The due date for handing in the end-of-term essay assignment through Moodle (or, in case of technical difficulties, by email) is April 2, 2019.
THE PROPOSAL:
Essay Outline & Bibliography “The Broken Men: African American Historical Trauma and Stigmatization” “It is easier to build strong children than to repair broken men.” - Fredrick Douglass The topic I have chosen to dissect is the concept of African American Mental Health and the effects that Slavery has had on these peoples. For generations in the African American community there has been a long standing stigma around mental health and seeking medical assistance in that regard. Many persons are told to “ suck it up”, or “go and pray”, or even disregard certain mental health issues due to the quality of life that many Black Americans are now able to receive after over four hundred years of slavery and Jim Crow. I will attempt to explore this topic by understanding the history of African American peoples and what could have attributed to these stigmas. Through the works of numerous writers namely Franz Fanon, I will use these theories to undercover how these stigmas began, what has made them continue these stigmas for generations, and what coping mechanisms have been used over time to alleviate these illnesses to some degree. Drawing upon the works of scholars helps to create my argument that due to the historical trauma that African Americans have faced it is the main contributor to the stigmas held against mental health and mental health treatment. This essay will pose questions that will add to the current debate in Black Mental Health Studies and also contribute to the discussion of Mental Health because it highlights the experiences of a racialized and exploited people and the historical traumas that their ancestors have felt are now being placed upon them and now with the issues of the 21st century it makes it harder to alleviate these stigmas against mental health when it has been generationally rooted into their minds.
Bibliography Baldwin, J. A. (1984). African Self-Consciousness and the Mental Health of African-Americans. Journal of Black Studies, 15(2), 177-194. doi:10.1177/002193478401500203
Harris, K. M., Edlund, M. J., & Larson, S. (2005). Racial and Ethnic Differences in the Mental Health Problems and Use of Mental Health Care. Medical Care, 43(8), 775-784. doi: 10.1097/01.mlr.0000170405.66264.23
Mandara, J., Gaylord-Harden, N. K., Richards, M. H., & Ragsdale, B. L. (2009). The Effects of Changes in Racial Identity and Self-Esteem on Changes in African American Adolescents’ Mental Health. Child Development, 80(6), 1660-1675. doi:10.1111/j.1467-8624.2009.01360.x
Poussaint, A. F., & Alexander, A. (2000). Lay my burden down: Unraveling suicide and the mental health crisis among African-Americans. Boston: Beacon Press.
Smith, A. (1981). Religion and mental health among blacks. Journal of Religion & Health, 20(4), 264-287. doi:10.1007/bf01572627
Fanon, Frantz. (1963) The wretched of the earth /New York : Grove Press,
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With the government shutdown, immigration policy is driving a wedge in our political system. First, please give a brief overview of the current American immigration policy. Would the construction of a wall along our southern border help stem the tide of illegal immigration or are there other ports of entry into the country where illegal immigration is more prevalent? Finally, do you think that President Trump has genuine concerns about illegal immigration or is it is a ploy to alleviate the concerns of his political base?
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You are a middle manager of a Florida state agency in the human resources department. Your boss comes to you and explains that the agency received an anonymous email claiming that an employee was seen being sexually harassed by another employee. Your boss directs you to investigate the anonymous complaint and report the findings.
You then read the email, which claims that employee Jones (male) was seen kissing the neck of employee Smith (female) in the lunchroom and employee Smith became angry, stating, “I told you to quit bothering me.” The anonymous complainant indicated that the behavior was offensive and it should be investigated for possible sexual harassment.
In response to the complaint, you speak to employee Smith, who claims that the behavior was “no big deal” and that it was all in “good fun” and that Smith does not want to pursue the event any further. You then talk to employee Jones, who became very defensive and denied the behavior. As you continued to interview Jones further, Jones became disrespectful and demanded to know who made the complaint. After refusing to show Jones the complaint, Jones refused to answer more questions and left the office in anger.
You subsequently speak to your boss about the conversation and are told to “take care of the matter” without giving Jones any discipline since Jones is the highest producing employee that works at the agency and has had outstanding evaluations for the past 10 years. Your boss further tells you to make sure Jones is “happy” with your resolution to the matter because one of Jones’ relatives works at the Governor’s office and is very influential and has caused trouble for your boss in the past.
You then call Jones into your office to “take care of the matter” and make Jones “happy.” Jones is visibly angry and hostile when Jones arrives at your office.
Using ONLY the concepts contained in the textbook (NO OTHER REFERENCES SHOULD BE USED) relating to different approaches to speaking with angry and hostile employees, please prepare a paper, in APA format, that discusses what you believe would be the most effective way to resolve this situation. Keep in mind that there is no need to investigate the legal requirements of sexual harassment laws since your boss told you to handle the situation without giving any discipline. Therefore, I am looking for a THOROUGH analysis of how you would employ the skills and techniques mentioned in the text to “take care of the matter” and make Jones “happy.” In addition to the thorough analysis of the skills and techniques used, please include a thorough analysis of why you think the techniques and skills used would be effective. Please note, this paper is NOT about the legalities or issues surrounding a complaint about sexual harassment or a hostile work environment, it is about resolving the issues with techniques found in the textbook. Remember, use techniques found in the textbook, not other sources.
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The purpose of the individual biblical integration paper is to explore the topic of servant leadership in a non-exhaustive manner. Your research will then be joined with your group paper to form a work that will be useful in your future field of work.
• You will submit a 750-word paper assessing servant leadership from a biblical perspective. You must ensure that the paper is exactly 750 words.
• The paper must include citations from Scripture, the required readings from the course, the lectures, and all presentations that pertain to a biblical perspective on servant leadership (found in the Reading & Study folders in Modules/Weeks 1–3).
• There must be at least 10 references in your paper based on each item in the Reading & Study folder in Modules/Weeks 1–3 (the Duby article, the lectures (audio or PowerPoint), all presentations including both Fischer presentations, all articles, Blanchard and Hodges, Blanchard et al., and Scripture).
• The individual paper must cover the following topics:
A biblical analysis of the key ideas associated with Greenleaf’s servant leadership perspective.
A biblical foundation for servant leadership.
• Current APA guidelines must be followed, including the use of a running head, title page, abstract page, reference page, etc.
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Research Assignment Guidelines (see also subject outline for further information ) Please note: -As this is a research assignment, students are expected to go beyond the course materials and to conduct independent research in order to answer the assignment question.
-The content in the lecture topics listed in weeks 1 to 8 (see program on page 3 of the subject outline) will also provide useful guidance in relation to the assignment
. -Students are not required to address possible issues in relation to the lecture topics listed in weeks 9-12 of the subject outline (except to the extent that there is any overlap with lecture topics in weeks 1 to 8).
-Students are required to follow HIRAC to address the key issues arising from the facts eg, “Is the [$x] expense incurred, deductible to Sarah under s8-1, ITAA97?”, “Is the [$y] amount/benefit received, included in Sarah’s assessable income?” etc
-Students should identify the relevant key cases, legislation, tax rulings and principles of tax law, in relation to each key issue.
-Students should also include any relevant calculations of the assessable or deductible amount regarding each particular key issue, however students are not required to calculate the overall income tax payable by the taxpayer for the income year.
-Students may assume, as per the facts, that Sarah is an Australian resident for tax purposes. Accordingly, there is no need to discuss tax residency.
Structure/format -Make sure you follow the HIRAC methodology (see “Concise Guide to Answering Tax Law Problem Questions” and “Example illustrating HIRAC methodology” on UTS Online) -Use separate headings for each relevant key issue eg, “Is the [$x] expense incurred, deductible to Sarah under s8-1, ITAA97? -Maximum word limit is 1500 words (excluding references), students must not deviate from the word limit by more than 10% -Use at least 11 point font size (use one consistent font – Arial 11 or Times New Roman 12) Referencing -Make sure you include case citations for any cases referred to in your response eg, Brent v FCT (1971) 125 CLR 418 Case citations may be found easily in the Prescribed Textbook (see Table of Cases at the back of the textbook) or on the Lexis Advance Pacific database which can be accessed via the UTS Library website -Make sure you refer to any relevant specific sections of legislation for each key issue eg, s6-5, Income Tax Assessment Act 1997 (Cth) -Referencing style should be consistent throughout the response. For this assignment, students may use either: AGLC (see links below): http://www.lib.uts.edu.au/help/referencing/aglc-guide
Taxation Law: Research Assignment (40%) Word limit: 1500 words maximum (excluding references) Due Date: The assignment must be submitted both in hard copy to Law Reception (Level 3, CB05 B) and online via UTS Online by 5 pm on Tuesday 5 February 2019. Facts: Sarah is a full-time interior design consultant employed by a large interior design firm Design Co Ltd. She is an Australian resident for tax purposes. Sarah’s main duties are to provide advice to clients, and to develop functional and aesthetically enhancing designs for the interior of buildings. Design Co Ltd pays Sarah a salary of $80,000 per year. Design Co Ltd provides Sarah with a laptop computer to use for her work, however does not provide Sarah with an office. She lives in Strathfield where she uses a spare room at home as her home office which is the base of her consulting operations, where she prepares advice and designs for clients. The home office takes up about 20% of the floor area of the house. She spends 60% of her time in the home office on design work and 40% of her time in the home office chatting on the phone with her friends. During the 2017/18 year, Sarah incurs expenses of $30,000 for interest on her home loan, $3,000 for insurance and $7,000 for lighting and electricity for the entire house. On 1 August 2017, Sarah paid $9,000 (GST exclusive) for a new piece of design equipment for her home office. The design equipment has an effective life of nine (9) years. From 1 August 2017, Sarah uses the equipment 60% for preparing designs for clients, and 40% for designing a new kitchen for herself, which she plans to build in the future. For the 2017/18 year of income, she pays $700 membership fees for her membership of the Interior Designers Association of Australia, and $500 for subscriptions to Interior Design journals. Sarah is occasionally required to travel to client premises to provide on-site advice and inspect the interior of buildings and afterwards she travels directly home from the client’s offices. During the 2017/18 year of income, she incurs travel expenses of $4,000 in travelling from home to client premises and back home again. She is required, by her employer, to wear “all black” clothing when meeting with clients. During the 2017/18 year of income, she spends $700 on “all black” skirts, trousers, and tops to wear to client meetings. Sarah is very hardworking and in addition to her full-time job, she also teaches art classes at a community college in Newtown during the week, in the evenings. She travels from home to the college in Newtown to teach, and afterwards she travels directly home from the college. During the 2017/18 year of income, she incurs travel expenses of $5,000 in travelling from home to the college in Newtown and back home again. She receives $25,000 from teaching at the college during the 2017/18 income year. In July 2017, Sarah also commenced a Master of Business Administration (MBA) degree at university, as she hopes to move into a management role (and away from an interior design role) in the future. During the 2017/18 year of income, she incurred $6,000 for course fees and $700 for textbooks. In January 2018, while exploring the new year sales, Sarah came across a good bargain and purchased a 120-year old, antique bedroom furniture set (comprising a bed, 2 bedside tables and a chest of drawers) for $1,550 ($450 for the bed, $350 for each bedside table, and $400 for the chest of drawers). She negotiated with the vendor to buy each piece of the set separately. A few weeks later she received an offer of $4,400 for the set. She negotiated with the purchaser to sell each item separately ($2,000 for the bed, $700 for each bedside table, and $1,000 for the chest of drawers). Required: Advise Sarah regarding the tax implications to her, arising from the above facts, in relation to the 2017/18 year of income. In your answer, make sure you consider the potential assessability for income tax purposes to Sarah of any of the above events, and the availability of a tax deduction for any expenses incurred. Also make sure that you apply the HIRAC methodology and refer to any relevant cases, legislative provisions, tax rulings and principles of tax law. (40 marks)
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Write a Complaint Letter based on a recent bad experience you had (or you can make one up). Be sure to provide a detailed description of the product or service you are complaining about, when and where you purchased it, what went wrong, explain the inconvenience it caused you, and explain how you want them to handle it. Remember to keep emotions to a minimum. You won’t get anywhere by whining or threatening.
Make sure you use the proper letter format. You can either create your own letterhead or just put your return address at the top. The letter should be kept to one page, but make sure you keep it organized, use paragraph breaks, and keep it clear and concise.
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