While you are investing your capital of $1 million in your Interactive Brokers account according to your investment mandate, you are asked to develop a portfolio strategy, that is, come up with broad asset class return assumptions upon which you can develop a hypothetical plan (no trading) to allocate capital efficiently among risky asset classes and a risk-free asset so you achieve the lowest volatility for a given level of expected return.

While you are investing your capital of $1 million in your Interactive Brokers account according to your investment mandate, you are asked to develop a portfolio strategy, that is, come up with broad asset class return assumptions upon which you can develop a hypothetical plan (no trading) to allocate capital efficiently among risky asset classes and a risk-free asset so you achieve the lowest volatility for a given level of expected return.

You may allocate capital efficiently using Markowitz’s mean-variance framework based on the lecture and in-class discussion on Chapter 7: Optimal Risky Portfolios of the Bodie Kane Marcus (BKM) textbook.

I recommend you use broad asset-class ETFs for your portfolio allocations: global stocks, global bonds, and cash in USD (since you are US-based investors). Use ACWI for global equities, BNDW for global fixed income, and GBIL for 0-1 year Treasuries, which will be your proxy for USD cash.

You may allocate it in any proportions you deem prudent. For example, 60% equities, 35% fixed income, and 5% cash is a typical allocation in portfolios of investors with a moderate risk tolerance. However, my preference will be for you to allocate it in a mean-variance efficient manner.

The attached Excel workbook has the Solver Add-in. It is described in Appendix A of BKM Chapter 7, pp. 230-234 (or pp. 232-236 if you have the 11th edition). In the attached version, I have modified it to solve only for three assets: ACWI, BNDW and GBIL, and left Assets 4 -7 as placeholders for potential future use when more assets may be in your investable universe.
I have downloaded historical price data from to calculate daily returns, return standard deviation, variance and covariance for ACWI, BNDW, and GBIL, in the corresponding tabs added to the workbook. I have calculated annualized standard deviations, variances and covariances using 252 trading days per year.

My expected annual return assumptions for the three asset classes are: 8.5% for global equities, 2.5% for global fixed income, and 1% for USD cash. They are entered as inputs in cells B5:B7 of the main spreadsheet, and the rationale for each of them is shown in cells C5:C7.

As part of this portfolio strategy exercise, I expect you to come up as a team with your own return assumptions for the three asset classes and provide a sound rationale why you have made these return assumptions.

Using your expected return assumptions and the volatility, variances and covariances from the historical data, create the efficient frontier using the Solver as described during class and in the BKM textbook: find the minimum-variance portfolio, the maximum-Sharpe (or tangency) portfolio, and other portfolios along the efficient frontier by gradually increasing your required portfolio return. As I do in the spreadsheet, you may use GBIL as one of the risky assets that go on the efficient frontier, and not as the risk-free asset on the y-axis, as in the strict theoretical sense.

Do not have short positions (i.e., negative weights) in any of your assets. The optimizer will provide solutions with positive weights only if you check the box “Make unconstrained variables non-negative” in the dialog, as I do.

After you have built the efficient frontier, you may pick a point on it and implement it as your Investopedia portfolio. The optimal (maximum-Sharpe or tangency) portfolio is typically used. In my frontier, optimized using my return assumptions, it came out as the outermost point with a 100% allocation to ACWI, 0% to BNDW, and 0% to GBIL. When you use your return assumptions, the tangency portfolio will most likely be different.
Provide a short write-up discussing your return assumptions, your optimized efficient frontier (provide the main tab of your spreadsheet) and the recommended portfolio from it.

How to conduct MME

R‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌eview the following resources for the mental status exam: PsychPage. (n.d.). How to conduct a mental status exam (Links to an external site.). https://www.psychpage.com/learning/li‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌brary/advpract/mse.htm Mental Status Exam Handout Give a brief summary of the components of the mental status exam. Why is this critical to the care of the mental health patient‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌?

Olympic Issues

1) Considering the relationship between sport and international politics, how does this relationship contribute to answering the dichotomy between boycotting or not boycotting the Olympics? Considering the reasons both for and against the U.S. boycott of the Moscow Games in 1980, do you regard the pursuit by the Carter administration, and the decision by the USOC, to boycott the Games as justified? Additionally, was the boycott a success? Is it acceptable for governing nations to mandate actions such as boycotts despite technically being unable to manage their respective NOCs?

Mid Term Essay Exam Rubric

I)Writing (Structure, grammar,…) —————————————————

Structure (introduction, conclusion, something in-between) – 10%
Paragraphs (the eye test) (short, 1 idea per par.) – 10%
Clear Sentences (avoid run-on sentences, too many commas) (precision) – 10%
Formal writing (choice of words, informal vs over complicated) -10%

II)Content ———————————————————————————–

Definition of terms – 20%
Argument/ideas 1 & 2 – 30%
Reference (attributing ideas to the authors) – 10%

————————————————————————————
Word length per answer is 1000 words per question (10% below or over, is ok)
Reference style is Chicago or MLA

Community Health Teaching Plan

Please use worksheet (Community Health Assessment Worksheet) to complete the Community Health Teaching Plan Worksheet

Both worksheets in word doc
Please use APA format with references with a mixture of peer-viewed journals and regular credible sources.

Bipolar or related group

F‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌or each assessment, you are tasked with selecting, you will identify an instrument and:? List what DSM diagnosis the tool/instrument is used for. Identify an assessment/diagnosis instrument. Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.? Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.? Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.? Discuss the psychometrics/scoring of th‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌e instrument, including reliability and validity.? Discuss any limitations associated with the use of the instrument. Include a link to view the assessment if possible. Use the following template in completing your portfolio assignments. Your information can be in bulleted format or just a couple of sentences for each?criterion?listed above.?However,?you must use APA citations.? You are NOT required to write this in a paper format.? Turn in one document for each week’s topics.? (However, create a file on your desktop to compile your portfolio as you move through the term.)? This will ensure you can have easy access to show the full portfolio and once you begin clinical and practice. Throughout the program, you will continue to add to the portfolio in each co‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌urse.

Staff Development: Technology

Your task for this assignment is to complete a Professional Learning Plan for staff that relates to a School Improvement Plan. Refer to chapter 18 of Glickman’s book for information, direction and ideas.
-The Scenario; you are in a school leadership position for a
• 6-8 school
• 600 students
• 25 teachers
• Approximately 80% of the students qualify for free and/or reduced meals
• located in a large district
• 5 computers and 1 SMART board per classroom
• School did not make AYP last year in math and reading at the 6th – 8th grades
• Your school has $10,000 for staff development this coming year

The system has recently installed each classroom with 5 student computers, 1 teacher laptop, and a Smartboard, all of which are connected to the network. Your staff is comprised of about 40% veteran teachers (10+ years of experience), 40% have between 3-9 years of experience, and the rest are novice teachers. All of the teachers are at moderate levels of development, expertise and commitment, and at the integration stage of technology usage.

Your goal is to create a plan for Staff Development that addresses the goals for the SIP (improve student performance in math and reading) and helps teachers move toward more integration of technology with instruction.
*Resource: Supervision and Instructional Leadership by Glickman

Classical and Keynesian debate

T‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌he Week 4 assignment is a group project. Only one student from each group (of the classical school and the Keynesian school) will submit the group assignment (groups are maintained from the Week 3 Classical Economics Versus Keynesian Economics discussion). From 2007 to 2010, the Federal Reserve used many practices unfamiliar to the U.S. central bank. Respond to the following components as an economist representing either the classical or Keynesian school: Evaluate critically, as a classical or Keynesian economist, what caused the 2007 to 2009 financial crisis. Examine the causes that aggravated the financial crisis during the period? Evaluate the actions that the Federal Reserve and the government took during this period. Do you support their actions in both monetary policy and fiscal policy? Why or why not? Recommend an alternative policy or method that could have better resolved the financial crisis if you were a decision maker (of monetary policy or fiscal policy) during the period. Give advice, as a prominent classical or Keynesian economist, to the Federal Reserve and/or federal policy makers to prevent future economic or financial crises. The Classical and Keynesian Debate paper Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center APA Style (Links to an external site.) resource. Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted For further assistance with t‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌he formatting and the title page, refer to APA Formatting for Microsoft Word (Links to an external site.). Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Writing Center resources. Must use at least five scholarly, peer-reviewed, and/or other credible sources in addition to the course text. The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must document any information used from sources in APA style as outlined in the Writing Center’s Citing Within Your Paper (Links to an external site.) guide. Must include a separate references page that is formatted according to APA style as outlined in the Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Writing Center for specifications. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assi‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌gnment.

Select Massachusetts Bay Colony or Jamestown and present an argument with 3 reasons for why that particular colony

Colonial America

To support your paper you can use the textbook, class PowerPoints/video lectures, or an approved source.

The following is a selection of approved sources.

If you want to use a source other than the ones I have provided, then prior to submitting your paper, you must email the proof of why your source is reliable. I will gladly let you use any source but the burden of proving its scholarly integrity is on you. You need to research the author and the institution. If it is an academic paper then you will need to send the paper or link (not the abstract but the paper, so I can read it). Your source must be approved before submitting your paper otherwise you will not receive any credit for the source.

In-Text Citation: If you use facts, events, or evidence found in one of these documents, at the end of the sentence where you stated the fact, event, or evidence write the author’s name (Winthrop) or a word that would identify the source.

Works Cited Page: At the top of each of the documents you will find Cite this Source. You can simply copy and paste the information at the top of the document into your Works Cited page.

I want your words! Give credit to people who inspire your thoughts, but I do not want to see direct quotes longer than two lines. You do not need to have direct quotes but if you do, they must support your argument—NOT be the argument. DIRECT QUOTES MUST BE LIMITED TO NO LONGER THAN TWO LINES.

Data Integrity & Health Information Exchange

The directions are below and I paid for an estimate of slides and words for presenter notes. If you think more of either slides or words are needed please let me know and I’m happy to pay for more slides or words for presenter notes.

Scenario:

You are the HIM director of a local hospital. Part of your responsibilities include ensuring that the master patient index is kept up to date and does not contain duplicate patient records. You already have some internal processes in place to minimize the potential for duplicates but would like to implement a new biometric technology that will further support this initiative. The new technology must be approved by the board of directors. While you are meeting with the board, you decide to also pitch the idea of your facility participating in the nationwide E-Health Exchange.

Instructions:

Prepare a PowerPoint presentation that you will use in your meeting with the board of directors to address the following:

MPI Data Integrity

Define data integrity and discuss why it is important as it relates to the MPI.
Discuss two policies/strategies your facility could implement (or has implemented) to achieve data integrity within the MPI.
Provide an overview of a patient-facing biometric technology (i.e. palm vein readers, fingerprint recognition, iris scanner, facial recognition etc.) that you would like to see implemented, including a vendor option.
Justify how implementation of this new biometric technology would improve data integrity within the MPI.
Identify a possible repercussion of not implementing this biometric technology.
E-Health Exchange Participation

Describe what the E-Health Exchange is and its purpose.
Describe the role of HL7 in the exchange of health information and why it is important to have a standard.
Describe the potential impact participating in the exchange may have on the patients of your facility.
REQUIREMENTS:

You MUST submit your file in a PDF format with presenter notes.
This should include a title slide, at least one slide per topic above, and a references slide
To export as a PDF (see screenshot here Download here , if needed):
Open your PowerPoint presentation.
Click “File,” then “Print.”
Go to the “Show Details” section.
Choose “Notes” from the “Layout” dropdown.
Choose “Save as PDF” from the “PDF” dropdown, and click “Save.
Robust presenter notes (minimum 100 words) for each slide (excluding the title slide & references slide) that thoroughly expand upon the content of the slide and include appropriately formatted in-text citations.
A reference slide with a minimum of three (3) properly cited, credible sources per APA style. The UCF Library offers guidance on APA style: to an external site.
Note: Sources such as Wikipedia will not count towards the required total. Sources should be both credible and professional.
Corresponding in-text citations are required for each of the sources on the references slide. These should be included either on the content slides or within the presenter notes of the content slides, as appropriate.
Remember that you are presenting to a board of directors – ensure that your presentation is professional in appearance, free of grammatical errors, and appropriately acknowledges any sources used.
REMINDER: Plagiarism of any type will not be tolerated and will result in an immediate zero and possible disciplinary action. Be sure to cite your sources! Please review the syllabus for complete details on expectations for student conduct.

What contemporary issues does “The Lottery” bring to mind?”Comments from CustomerDiscipline: critical thinking

Essay #1 directionsFor Essay #1, you will be analyzing one of the following stories from Making Literature Matter using the close reading strategies from the first three chapters.“The Lottery” by Shirley Jackson (704)As we discussed in class, analyses of fiction can be highly subjective, but there are some criteria we can establish. Your analysis can work within the context of one or more “Topics of literary study” (pg.41-42), identify an issue (pg.61-67), and/or analyze and evaluate an element of fiction (Plot and Structure, Characters, Setting, etc. pg. 136-46) within the context of your chosen text. Whatever approach you choose, your analysis should have a clear thesis, an argument about the text. Your argument should be supported with specific textual evidence. The essay should be 900+ words, formatted and cited using current MLA guidelines.”SHIRLEY JACKSONThe LotteryShirley Jackson (1919–1965) was born in San Francisco and grew up in the affluent suburb of Burlingame. Her family moved to Rochester, New York, in 1939, and she graduated from Syracuse University in 1940. Jackson wrote of her life: “I was married in 1940 to Stanley Edgar Hyman, critic and numismatist, and we live in Vermont, in a quiet rural community with fine scenery and comfortably away from city life. Our major export are books and children, both of which we produce in abundance.” She received a National Book Award nomination for The Haunting of Hill House (1959), which was adapted for film twice (1963 and 1999); this popular book is often cited as one of the best horror novels of the twentieth century and as an influence on contemporary masters of that genre such as Stephen King.The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix — the villagers pronounced this name “Dellacroy” — eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.The lottery was conducted — as were the square dances, the teenage club, the Halloween program — by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers’s coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’s barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up — of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Missus, Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.“Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”“Dunbar,” several people said. “Dunbar; Dunbar.”Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”“Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.“Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”“Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”“Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”“Here,” a voice said, and Mr. Summers nodded.A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names — heads of families first — and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.“Allen,” Mr. Summers said, “Anderson. . . . Bentham.”“Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”“Time sure goes fast,” Mrs. Graves said.“Clark. . . . Delacroix.”“There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.“Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”“We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.“Harburt. . . . Hutchinson.”“Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.“Jones.”“They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live that way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s always been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”“Some places have already quit lotteries,” Mrs. Adams said.“Nothing but trouble in that,” Old Man Warner said stoutly. “Pack of young fools.”“Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”“I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”“They’re almost through,” her son said.“You get ready to run tell Dad,” Mrs. Dunbar said.Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”“Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”“Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”“Zanini.”After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?” “Who’s got it?” “Is it the Dunbars?” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”“Go tell your father,” Mrs. Dunbar said to her older son.People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”“Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”“Shut up, Tessie,” Bill Hutchinson said.“Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”“There’s Don and Eva,” Mrs. Hutchinson yelled. “Make them take their chance!”“Daughters drew with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”“It wasn’t fair,” Tessie said.“I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”“Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”“Right,” Bill Hutchinson said.“How many kids, Bill?” Mr. Summers asked formally.“Three,” Bill Hutchinson said. “There’s Bill Jr., and Nancy, and little Dave. And Tessie and me.”“All right, then,” Mr. Summers said. “Harry, you got their tickets back?”Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”“I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t fair. You didn’t give him time enough to choose. Everybody saw that.”Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.“Listen, everybody,” Mrs. Hutchinson was saying to the people around her.“Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.“Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just one paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.“Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.“Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.“It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”“All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill Jr. opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.“Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.“It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up and there was a stir in the crowd.“All right, folks,” Mr. Summers said. “Let’s finish quickly.”Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”Mrs. Dunbar had small stones in both hands, and she said, gasping for breath, “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”The children had stones already, and someone gave little Davy Hutchinson a few pebbles.Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed and then they were upon her.[1948]THINKING ABOUT THE TEXTAt what point in the story did you suspect that something was amiss in this bucolic village? How does Jackson both prepare you for and surprise you with her ending?Make a list of the characters’ names in the story. What symbolic significance might they have?What do the phrase “Lottery in June, corn be heavy soon” and the pile of stones suggest about the origins of the lottery?Critics often mention scapegoating, man’s inherent evil, and the destructive consequence of hanging on to ancient and outdated rituals as the principal themes of this story. Do you agree? What are some other themes suggested by the story?What contemporary issues does “The Lottery” bring to mind?”Comments from CustomerDiscipline: critical thinking