What if’s?

What if’s?

A 2-page response is needed.

Below is a group of “What if?” scenarios. Read the situation and then answer each of the scenarios questions on how you personally would handle the situation.

It is two days before your performance appraisal. Your performance this quarter has been less than desirable. You came close to reaching your sales targets, but you did not meet them, and you are hoping to still get the merit pay raise to be determined as a result of your performance appraisal. You do not really like your manager, but you are hoping to advance in this company, and being on your manager’s good side may be a good idea both for your current performance appraisal and for your future in this company.

You are now at a meeting with your manager and a group of employees. Your manager is giving financial information to all employees about different markets. Yet, some of this information is inaccurate, which could lead to wrong pricing decisions and loss of money by the company. If you correct him, though, he would most likely get upset with you because he does not like being corrected. Would you correct him? How and when?

Today is also the day on which your manager’s boss is collecting information about your manager’s leadership style so that they can give him a 360-degree appraisal. They assure you that your comments about your manager will remain confidential, but the nature of your thoughts is such that he probably would guess you are the person who made those comments. Specifically, you think that your manager takes offense easily, has a bad temper, and could be more effective in time management. Would you share your thoughts with your manager’s manager?

You are now at the coffee shop and grabbing a cup of coffee and some pastries. You notice that they have almond coffee cake, which is your manager’s favorite. Would you pick some up for your manager?

Project One

The purpose of this project is to have you complete all of the steps of a real-world linear regression research project starting with developing a research question, then completing a comprehensive statistical analysis, and ending with summarizing your research conclusions.

You have been hired by the D. M. Pan National Real Estate Company to develop a model to predict housing prices for homes sold in 2019. The CEO of D. M. Pan wants to use this information to help their real estate agents better determine the use of square footage as a benchmark for listing prices on homes. Your task is to provide a report predicting the housing prices based square footage. To complete this task, use the provided real estate data set for all U.S. home sales as well as national descriptive statistics and graphs provided.

Using the Project One Template located in the What to Submit section, generate a report including your tables and graphs to determine if the square footage of a house is a good indicator for what the listing price should be. Reference the National Statistics and Graphs document for national comparisons and the Real Estate Data Spreadsheet spreadsheet (files provided) for your statistical analysis.

Note: Present your data in a clearly labeled table and using clearly labeled graphs.

Specifically, include the following in your report:

Describe the report: Give a brief description of the purpose of your report.
Define the question your report is trying to answer.
Explain when using linear regression is most appropriate.
When using linear regression, what would you expect the scatterplot to look like?
Explain the difference between response and predictor variables in a linear regression to justify the selection of variables.
Data Collection
Sampling the data: Select a random sample of 50 houses.
Identify your response and predictor variables.
Scatterplot: Create a scatterplot of your response and predictor variables to ensure they are appropriate for developing a linear model.
Data Analysis
Histogram: For your two variables, create histograms.
Summary statistics: For your two variables, create a table to show the mean, median, and standard deviation.
Interpret the graphs and statistics:
Based on your graphs and sample statistics, interpret the center, spread, shape, and any unusual characteristic (outliers, gaps, etc.) for the two variables.
Compare and contrast the shape, center, spread, and any unusual characteristic for your sample of house sales with the national population. Is your sample representative of national housing market sales?
Develop Your Regression Model
Scatterplot: Provide a graph of the scatterplot of the data with a line of best fit.
Explain if a regression model is appropriate to develop based on your scatterplot.
Discuss associations: Based on the scatterplot, discuss the association (direction, strength, form) in the context of your model.
Identify any possible outliers or influential points and discuss their effect on the correlation.
Discuss keeping or removing outlier data points and what impact your decision would have on your model.
Find r: Find the correlation coefficient (r).
Explain how the r value you calculated supports what you noticed in your scatterplot.
Determine the Line of Best Fit. Clearly define your variables. Find and interpret the regression equation. Assess the strength of the model.

Regression equation: Write the regression equation (i.e., line of best fit) and clearly define your variables.
Interpret regression equation: Interpret the slope and intercept in context.
Strength of the equation: Provide and interpret R-squared.
Determine the strength of the linear regression equation you developed.
Use regression equation to make predictions: Use your regression equation to predict how much you should list your home for based on the square footage of your home.
Summarize findings: In one paragraph, summarize your findings in clear and concise plain language for the CEO to understand. Summarize your results.
Did you see the results you expected, or was anything different from your expectations or experiences?
What changes could support different results, or help to solve a different problem?
Provide at least one question that would be interesting for follow-up research.

Ways of Knowing

Preparing the Assignment
Nursing knowledge is classified in a variety of ways, one of which is Carper’s Patterns of Knowing (Carper, 1978). Carper’s framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978). Through intentional reflection using Carper’s Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice.

The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience.

Criteria for Content

Think of a surprising or challenging practice situation in which you felt underprepared, unprepared, or uncomfortable. ( I WORK IN THE ICU SETTING)
Select an important nursing issue/topic that was inherent to the identified situation.
Briefly explain the situation
Identify the nursing issue inherent in the identified situation
As a method of refection, use Carper’s Patterns of Knowing to analyze the situation. In your discussion, address ONE of the following Patterns of Knowing:
What do you think was the underlying reason for the situation? (Esthetics)
What were your thoughts and feeling in the situation? (Personal)
What was one personal belief that impacted your actions? (Ethics)
What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)
What new insights did you gain through this reflective practice opportunity? How will this apply to your practice as a nurse practitioner? Be sure to use scholarly literature to support your position.

Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.

You are working at a government agency and your section recently received

Scenario: You are working at a government agency and your section recently received a new intern, River, to learn about critical infrastructures. River will be with your section for at least six months, perhaps permanently. The section chief tasked you to write a short paper on three of the critical infrastructures for River this week and discuss them in terms of physical attacks, cyber events, and natural disasters.

You already talked to River about three of them through some casual discussions and you need to cover three of the remaining ones. Using the Critical Manufacturing sector, the Water and Wastewater Systems sector and the Food and Agricultural sector. Determine which one of them you will use to discuss a physical attack, which one for a cyber event, and the remaining one for a natural disaster.

You decide that you need to write something that will catch River’s attention and provide the information in an interesting way. You determined to use the following outline for each of the three sections (plus the overarching requirements):

Description of a Hypothetical Threat (physical, cyber, or natural disaster)
Brief background on the Critical Infrastructure as it relates to National Security
Elaborate on the known Risks/Threats/Hazards/Vulnerabilities from the Hypothetical Threat
Explain how damage to the Hypothetical Threat could impact the Dependencies/Interdependencies between critical infrastructure sectors
Existing Resiliency related to Continuity of Operations
Consider how to Minimize Disruption that improves First Responder Safety.
Technical Requirements

Your paper must be approximately 6 pages – 2 pages per critical infrastructure discussed (the Title and Reference pages do not count towards the minimum limit).
Scholarly and/or credible references should be used. A good rule of thumb is at least two sources per page of content.
Type in Times New Roman, 12 point and double-spaced.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.

Discrimination for pregnant woman in the workplace

In this part of the project, your job is to think broadly and to research possible solutions to the problems you have identified that are related to the topic you discussed in Parts 1 and 2.
Look for others who have addressed the situation and have come up with solutions. Look for and report on any business organizations, non-governmental organizations, and/or non-profit organizations addressing your topic. This is a great place to research non-profit organizations that may be addressing the same concerns you are addressing in this project. For example, if you are concerned about clean water, you may consider looking at the American Water Works Association, which is dedicated to protecting water as a vital resource.
Use the evidence you have collected to support your proposed solutions. If there are opposing views, be sure to address your how your solutions will be more effective. Make sure you cite your evidence. You must use EVIDENCE to back up your opinions. Please refer to Part 2 for a refresher or visit the IndianaUniversityWritingGuide:
Indiana University Writing Guide on Evidence in Research Papers (opens in new window)
Answer these questions in this part of the paper: (This should be at least 2 pages double-spaced. Make sure you include citations or in-text citations for all your resources. Use the MLA format for your citations).
1. Are the current laws or regulations the best way to handle the problems you identifed that are related to the issue/topic you are researching? Explain.
2. What are some alternatives to the this bill? Explain.
3. What would your ideal solution be to resolve the problems you identified that are related to the issue/topic you are researching? Why?
4. Look for and report on any business organizations, non-governmental organizations, and/or non-profit organizations addressing your topic. What is their mission and how are they trying to make changes to resolve the problems? Do you think they are effective? Explain.

The most creative solution to a difficult problem

Tell us about the most creative solution to a difficult problem at work/school/extracurricular activity/personal that you have ever come up with. What was the problem? How did you decide on the solution/What was your process? How was it received? What was the final outcome? How did you measure your success? Make sure this presentation is eye catching and quirky. I want it to be fun! I want to make sure that the presentation shows that ownership, transparency, and integrity was shown throughout the process. upd:

Some other pointers: Your presentation should follow a flow – for example, Problem –> What you did to solve it –> What was the outcome –> How did you know you were successful Make sure you demonstrate to us that you know how to work with data and think about metrics (e.g., maybe you “knew you were successful” because you were able to measure success… % complete, % improvement, etc.)

Full Conservation Action Plan

Full Conservation Action Plan


Task Description:

Notes on Assignments 2 and 3: These assignments involve developing a conservation action plan for a species, following a simplified version of the Conservation Action Plan and Open Conservation methods. The final plan will be submitted as Assignment 3. Assignment 2 involves submitting a draft of the first part of the plan, allowing an opportunity for feedback that you can draw upon to improve the final, complete plan.

Develop a conservation action plan for a threatened species (if necessary, a species within a particular part of its range, such as within a specific country). You may choose any species you like – plant, animal, terrestrial, marine or freshwater. However, while you should choose a species for which there is a good amount of accessible literature, try to avoid choosing one for which there is already a good conservation action plan that follows the structure we request here, as it is important for your thought processes to be original and not simply rewording a plan that already exists. We will suggest some suitable species to consider, if you are unsure of which to choose.

Your conservation action plan should be informed by your understanding of conservation action planning and related approaches, based on the practical sessions, set references, and wider reading. You should use careful literature searches to identify both journal articles and ‘grey’ literature such as reports and existing conservation plans that can inform your understanding of the species, the threats it faces, and conservation actions that may be appropriate and effective.

Note: more information and guidance will be provided in practical classes and via the course Blackboard site during semester. Details of the original Conservation Action Planning Process can be accessed here: http://conserveonline.org/workspaces/cbdgateway/cap/practices.html, but note that a simplified version will be used for these assignments.









Assignment 3.  Full Conservation Action Plan

3000 words maximum in total (including parts 1-8) – 45%

You must include Parts 1-3, as developed in Assignment 2, as the first part of this Assessment item. You may revise the material from Assignment 2 before you submit it as part of Assignment 3. In addition, you must include in your submission Parts 4-8. Thus, Assignment 3 includes the following:


  1. Project scope & focal conservation target
  • A brief text description and basic map of your species, and the project area and scope
  • A simple, one-sentence statement of the overall vision of your project
  1. Key participants
  • Describe and justify who would be the key participants in the development of a conservation action plan for this species, with text supported by a table
  1. Attributes and indicators
  • List the proposed indicators (things you can measure) for two to three attributes of your species (such as population size or nesting success), with a brief justification of why each was selected.


  1. Current and target condition and trend
  • Thoroughly review the literature about this species. For each ecological attribute with its measurable indicator, assess and summarise in a Table:
  • Is it in a good, fair, or poor condition?
  • Is its condition improving, stable, or declining?
  • For each of these judgements, indicate the level of uncertainty.
  • What is the goal state and trend for each indicator? Make these desired outcomes as “SMART” as possible.
  1. Stresses and critical threats
  • Summarise the main stresses that are causing the undesirable state and/or trend of each attribute. In a simple table, classify the threats based on their severity and scope.
  • Summarise the main sources or causes of these stresses.
  1. Conservation Strategies
  • What are the opportunities for actions to reduce the critical threats to each attribute?
  • Create a simple diagram of your hypothesized linkages between indirect threats and opportunities to reduce them, including the critical threats, and focal targets and their attributes.
  1. Measures and Monitoring
  • What will be monitored to evaluate the progress and success of the plan? This will include your indicators for each attribute, but may also include indicators of stresses/threats.
  1. Caveats and limitations
  • Briefly summarise any caveats, such as which assumptions are being made? What needs to occur outside of the action the project team can take? What information would you like to have to improve the plan?



Module 3 – Case Groups and Teams at Work

Assignment Overview

Signature Assignment: Written Communication, Introduced level

In this assignment, your written communication skills will be assessed. The written communication rubric will be useful for this purpose. In the course, MGT302, written communication skills will be assessed at the “introduced” level. In MGT407, they will be assessed at the “reinforced” level. Finally, in MGT491, your written communication skills will be assessed at the “emphasized” level. The grading rubric for written communication at the undergraduate level has been developed to measure student success in meeting the MGT302 Case 3 expectations. Rubrics for the other two courses are included in their respective assignments.

This Module 3 Case Assignment has two functions. First, it helps you develop and demonstrate your understanding of the topics in Module 3. Second, it will help to assess the development of your written communications skills. This Case will be graded using a special Written Communications Rubric, which you should review before you begin writing the assignment. (Students can find the rubric to an assignment from the course homepage under Module Activities, then clicking on the Dropbox link, then looking in lower right-hand corner for the rubric.)

Case Assignment

For this assignment, your deliverable is a 4- to 5-page essay, not counting the cover or reference pages, of an analysis of the use of teams in the following case study scenario. You will draw on the background material and your analysis of the scenario presented below to help you address the questions at the end of this case study.

In this second Case Assignment, the assignment is going to test your understanding of how successful teams operate efficiently through teamwork. Teamwork relies upon individuals to work together to achieve common team goals through sharing knowledge and skills. Successful teamwork relies upon synergism existing between all team members and the creation of an environment where they are all willing to contribute and participate to promote and nurture a positive, effective team environment. Team members must be flexible enough to adapt to a cooperative work environment where goals are achieved through collaboration and social interdependence rather than placement of their focus on individualized, competitive goals.

Please see Table 1 on pages 642 and 643 in Tarricone and Luca (2002). It provides a summary of literature on the successful attributes needed for effective teamwork as follows:

  1. Commitment to team success and shared goals – team members are committed to the success of the team and their shared goals for the project. Successful teams are motivated, engaged, and aim to achieve at the highest level;
  2. Interdependence – team members need to create an environment where together they can contribute far more than as individuals. A positive interdependent team environment brings out the best in each person, enabling the team to achieve their goals at a far superior level (Johnson & Johnson, 1995, 1999). Individuals promote and encourage their fellow team members to achieve, contribute, and learn;
  3. Interpersonal Skills includes the ability to discuss issues openly with team members; be honest, trustworthy, and supportive; and show respect and commitment to the team and to its individuals. Fostering a caring work environment is important, including the ability to work effectively with other team members;
  4. Open Communication and positive feedback – actively listening to the concerns and needs of team members, valuing their contribution, and expressing this helps to create an effective work environment. Team members should be willing to give and receive constructive criticism and provide authentic feedback;
  5. Appropriate team composition is essential in the creation of a successful team. Team members need to be fully aware of their specific team role and understand what is expected of them in terms of their contribution to the team and the project; and
  6. Commitment to team processes, leadership & accountability – team members need to be accountable for their contribution to the team and the project. They need to be aware of team processes, best practice, and new ideas. Effective leadership is essential for team success, including shared decision-making and problem solving.

There are two teams of students working on projects. In the end, one team was successful in completing their project on time while the other was not.

Successful Team

This team of students was highly successful in developing a quality project, as well as being highly collaborative. Their journal entries continually reflected positive comments about other team members, and at no stage during the semester was there a request or requirement to transfer marks from one team member to another. Team meetings were always friendly, and at no stage were team issues discussed as being problematic. The team always focused on the project and how the process of development could be improved by exploring expectations of the tutor, client, and end users. An analysis of the data collected from this team indicated that they showed the attributes needed for successful teamwork. In almost all of their responses in interviews, focus group meetings, and questionnaires, it was evident that this team was committed to:

Commitment to team success and shared goals – the team was highly focused on delivering a quality product, and not pre-occupied by personal issues that might have interrupted this objective. They facilitated and nurtured positive, cooperative-working relationships based upon the focus of developing a quality final product that would impress their client tutor, peers, and end users. The whole team was strongly motivated to outperform other teams and shared a strong common goal of wanting to develop a product that would support their chances of gaining employment at the end of the course. This was evident in almost all of their responses.

Interdependence – the team members felt that they had a responsibility towards the other members of the team and that the success of the project was based upon each team member’s contribution. Team members were always happy to help peers when they were experiencing difficulties. The team would proactively brainstorm problems individual team members were having and offer assistance if needed.

Interpersonal skills – the team recognized that team members had different personalities and experienced problems at different stages. They showed consideration for each other, and respected and supported others in difficult times.

Open communication and positive feedback – the team recognised that it was a “healthy thing” to discuss problems or difficult issues and try to offer constructive help/criticism in trying to resolve these. They strongly valued open dialogue that enabled team members to express their concerns in a non-defensive manner. They were open and truthful about all aspects of the project.

Appropriate team composition – this team was proactive in selecting their team members well in advance for this unit. They had carefully considered the skills needed for each team member, and also the type of personality for each team member. These were carefully discussed and considered by two team members four months before the unit commenced.

Commitment to team processes, leadership & accountability – team members were all aware of the importance of everyone’s role within the team and the process used by the team to plan and track the timing and quality of required tasks. The project manager was well respected by the team, and always consulted the team before making any major decisions. Also, the team had a number of quality assurance procedures which helped monitor activities as well as individual team members’ accountabilities.

Unsuccessful Team

Another team of students experienced severe team problems, which caused it to become dysfunctional; it had to be split. At the first peer assessment session, marks were transferred between team members, as it was perceived that some team members were not contributing. Even though agreement was made at this meeting that marks should be transferred, and suggestions were made about how to improve the situation, resentment amongst team members escalated. This was clearly evident from the comments being made through the confidential on-line journal entries each week. The tutor had several meetings with the project manager and individuals to help try to resolve issues, but to no avail.

At one of the team meetings, a serious disagreement occurred in which one of the team members verbally berated another, from which point there was no reconciliation. After this altercation, team members felt they could no longer work together, so even though they would experience a heavier workload, they unanimously agreed to split and form two separate teams. An analysis of the responses given by the successful team indicated that this team had a strong awareness of the attributes needed for successful teamwork. Comparing responses from this team against the key attributes needed for successful teams shown in Table 1, it was evident that this team was not congruent with these criteria.

Review the descriptors in Table 1 on pages 642 and 643 in Tarricone and Luca (2002) that describe the successful team, then review the commentary about the unsuccessful team and create your own Table in which you change the descriptors to ones applicable to the unsuccessful team. Then, include paragraph descriptions of the six attributes as was done for the successful team above.

Last, address these final questions about the unsuccessful team:

  1. How would you recommend the unsuccessful team resolve its conflicts?
  2. What steps could you take to improve the team’s performance?

The essay assignment calls for a paper that is 4-5 pages. This means your submission will not be less than 4 full pages, not counting the cover and reference page. 

Upload your assignment to the Case 3 Dropbox. Be sure to review your Turnitin Originality report. If the score is over 15%, you may not be writing in your own words and you will need to contact your professor and arrange to revise and resubmit your assignment. Changes cannot be made to the submission, however, if it has already been graded by your professor. Always check your originality score after submitting your papers. If your score is above 15%, take a look at the originality report to see where you forgot to cite your sources. Always use quotation marks to indicate that material has been copied directly from the source. Also, the citation for all quotes must include the page number where you found the quote. These are two areas where most students get dinged on their score.

While it is not mandatory, you are encouraged to submit all your assignments into the practice dropbox. If you do this, you can make any needed changes prior to submitting the assignments for grading.

Citation and reference style instructions are available at
https://owl.english.purdue.edu/owl/resource/560/10/ and Trident University’s Introduction to APA Style, 7th edition .

You will find the following useful as you critique sources:

Herring, J. E. (2011). Chapter 3: Evaluating websites, Figure 3.1, p. 38. In Improving students’ web use and information literacy: a guide for teachers and teacher librarians. Facet Publishing. Available in the Trident Online Library, EBSCO eBook Collection.

Lack, C. W., & Rousseau, J. (2016). Chapter 4: What is critical thinking? In Critical thinking, science, and pseudoscience: Why we can’t trust our brains. Springer Publishing Company.  Available in the Trident Online Library, EBSCO eBook Collection.

Assignment Expectations

  1. Include a cover page and References page in your essay of 4-5 pages, not including the cover and reference pages.
  2. Study the Written Communications Rubric. Review it before, during, and after preparing your presentation.
  3. Demonstrate your knowledge and understanding of the materials cited on the Background page. Supplement these with at least two relevant high-quality peer-reviewed sources that you locate in the Trident Online Library. When you find an article in the Library, you can click the quote (”), select the APA format from the drop-down list, and copy/paste the reference onto your reference list. You may have to clean it up because they are not always input into the database correctly.

Your submission will be assessed on the criteria found in the written communications grading rubric for this assignment:

  • Context and purpose for writing
  • Content
  • Adherence to conventions in specific disciplines
  • Sources of evidence
  • Syntax control
  • Timeliness

The prologues to Terence’s plays, including The Eunuch



LEH352 – Ancient Comedy in Translation

Spring 2022

Instructor: Mark Murphy Name: ______________________________

ID Quiz: The Eunuch

1. The prologues to Terence’s plays, including The Eunuch, differ from those of earlier playwrights. What theatrical innovation did he introduce in his prologues?


2. Thaïs has two objectives in summoning Phaedria to her home? What are they?



3. What are the two reasons Thaïs gives for wanting to wrangle Pamphila out of Thraso’s sweaty paws?



4. According to Phaedria, why does Thaïs want a eunuch?



5. What sort of business is Gnatho thinking about starting?


6. When Chaerea arrives on stage he’s frantically looking for someone. What’s this someone’s name?


7. What two “items” is Parmeno delivering to Thaïs’ house? Be specific.



8. Who advises Chaerea to swap clothes with the eunuch? Is he serious?

_________________________________________________________________________________ ____ yes ____ no

9. What is the relationship between Gnatho and Thraso? (Hint: It’s not master/slave.)


10. Chremes suspects that Thaïs is plotting against him. What does he think her endgame is?


11. Who is the first to recognize Chaerea disguised as a eunuch?


12. Chaerea compares his rape of Pamphila with what mythical antecedent/event?


13. Pythias and Dorias identify Dorus as the eunuch they received into Thaïs’ house.

____ Yes ____ No

14. What is Phaedria’s initial concern after first learning of the rape?


15. Name the members of Thraso’s army (all six of them!). What is the objective of their attack?

__________________________ __________________________ ___________________________

__________________________ __________________________ ___________________________


16. Thraso has a bone to pick with Chremes. What does he suspect Chremes is up to?


17. Why, in his own words, did Chaerea rape Pamphila?


18. After the rape, what does Parmeno claim was his purpose in helping Chaerea infiltrate Thaïs’ house?



19. What exactly does Pythias tell Parmeno is happening to Chaerea inside Thaïs’ house? One has already occurred, the other is possibly in the cards.



20. In Act V, what does Gnatho demand from Thraso in exchange for gaining him entry to Thaïs’ house?