Archetypal Evolution Report Literary Analysis Component
Archetypal Evolution Report
Tracing the Cultural Genealogy of Folklore Personas
Researcher Information
Scholar:
Section:
I
Historical Genesis & Context
Subject Archetype (Character Name)
Primary Source Origin (Year/Edition)
Socio-Political Function of the Original Tale
Explain the original purpose (e.g., survival pedagogy, didacticism):
II
Sondheim's Deconstruction
The Pivot: Subverting the Archetype
How does 'Into the Woods' challenge the "Happily Ever After"? Identify the Act II pivot.
Symbolic Artifact Evolution
Meaning shift? (e.g., Red Cape)
Archetypal Convergence
Shared accountability moment?
III
Theoretical Reflection
Synthesis Prompt: To what extent does the character's Act II evolution mirror a modern "Paradigm Shift" in how we view heroism? Use evidence.
Adaptation Archaeology // Folklore Stream Document Ref: GENEALOGY-2A
Folklore Foundations Slides Adaptation Archaeology // Module II
Deconstructing
the Woods
Folklore, Archetypes, and the End of "Happily Ever After"
Sondheim
Grimm
Academic Objectives
Cultural Genealogy
Trace the evolution of fairy tales from 17th-century French salons to 19th-century German nationalism.
Thematic Subversion
Evaluate how Sondheim deconstructs archetypes to explore communal ethics and accountability.
Key Terms
Intertextuality
Moral Didacticism
Archetypal Pivot
Deconstruction
Folklore as Pedagogy
Survival
Original tales (Grimm) were survival guides for a brutal, agrarian world. Hunger and abandonment are literal, not symbolic.
Social Order
Tales reinforced hierarchy and behavior (Perrault). Disobedience leads to violent consequences to maintain the status quo.
Shadow
The "Woods" represent the human subconscious—the chaotic place where laws are suspended and desires manifest.
The Post-Modern Pivot
Sondheim asks:
Act I gives us the Fairytale (Wishes granted).
Act II gives us the Reality (Collective consequences).
The Deconstruction
"The princes are charming, but not sincere. The heroes are thieves. The villains are survivors. The lines between 'Nice' and 'Good' are blurred forever."
Into the Woods Teacher Guide Instructor Protocol // Adaptation Archaeology
Deconstructing the Woods Teacher Guide
Advanced Literary Analysis: Folklore, Subversion, and the Human Shadow
Core Objectives
1
Historical Genealogy:Analyze the transition from Perrault's aristocratic didacticism to the Grimm Brothers' agrarian survivalism.
2
Archetypal Pivot:Evaluate how Sondheim deconstructs the "Hero's Journey" via communal accountability and ambiguity.
3
Philosophical Synthesis:Critique the lyrics of "No One Is Alone" as a post-modern rejection of moral binary.
Focus Vocabulary
Intertextuality
Deconstruction
Archetype
Didacticism
Ambiguity
Theoretical Framework: The Woods as Subconscious
Jungian Archetypes
"The Woods represent the human shadow—the parts of ourselves we repress or fear."
Direct students to look for Act II where characters stop blaming the "Witch" (the externalized shadow) and start recognizing their own choices as the source of the "Giant's" wrath.
Socio-Political Critique
"The Baker's Wife: A study in the intersection of domesticity and desire."
Analyze "Moments in the Woods." Does her choice represent a moment of liberation or a moral failure in a world governed by rigid archetypes? Discuss the "Middle Path."
Socratic Seminar Prompts
Prompt A: The Fallacy of the Prince
Compare the Princes' lyric "I was raised to be charming, not sincere" with the original Perrault endings. How does Sondheim use these characters to critique the patriarchal structures of traditional folklore? Is "charm" a weapon or a shield in this context?
Prompt B: Communal Accountability
"No one is alone. Truly, no one is alone."
In Act II, the characters realize their individual wishes have created a collective catastrophe. How does this mirror modern ecological or social crises? Is the ending hopeful or existentialist?
Pacing & Assessment Flow
Phase 1: Research
Completion of the Archetypal Evolution Report using primary literary texts.
Phase 2: Observation
Tracking character subversion via the Thematic Deconstruction Log .
Phase 3: Summative
Synthesis of findings in the Folklore Deconstruction Assessment .
Woods Watching Guide Observation Protocol // Deconstruction
Thematic Deconstruction Log
Sequence Code
ADAPT-WOODS-02
Analytical Lead (Student Name)
Assessment Date
Act I: The Linear Hero's Journey
Tracking initial 'Wishes' and the traditional archetypal pursuit.
Character Persona Primary Wish/Object Archetypal Pursuit (Analysis) The Baker & Wife
|
| Cinderella |
|
|
| Jack |
|
|
Act II: Moral Ambiguity & Chaos
Analyzing the destruction of the 'Happy Ever After' and communal fallout.
The Ethical Pivot (Discussion Point)
Identify a specific moment in Act II where a character is forced to abandon their Act I "wish" to survive. Explain the moral cost.
Communal Accountability
Analyze the lyric "Your fault! / No, it's yours!" What does this scene reveal about human nature under societal pressure?
Final Analysis: The Shadow
Sondheim's Thesis Statement
If the Giant represents the consequence of repressed collective guilt, what is the "Woods" fundamentally teaching the audience? Answer using the concept of Archetypal Subversion .
Fairytale Folklore Quiz Folklore Deconstruction Assessment
Module II // Adaptation Archaeology
Score:
Student:
Section I: Theoretical Framework & History
1. Which of the following best describes the transition in "Folklore Pedagogy" from Perrault to the Grimm Brothers?
A shift from agrarian survival guides to aristocratic etiquette manuals for the French court.
A shift from aristocratic social control to agrarian narratives focused on literal survival and famine.
A shift from violent religious allegories to secular stories intended to entertain young children.
A shift from oral tradition focused on community history to written stories used for nationalist propaganda.
2. In Jungian psychology, what does the "Woods" fundamentally symbolize within the context of 'Into the Woods'?
The externalization of social laws and the safety found within communal structures.
The literal manifestation of geographical boundaries between warring kingdoms.
The subconscious realm where archetypal characters confront their repressed shadows.
The physical transition from childhood innocence to the complexities of adulthood.
Section II: Intertextual Analysis & Subversion
Examine the following lyric excerpt:
"Maybe I shouldn't have strayed from the path. / But the path is straight, / And the path is flat, / And it's much more fun to be slightly astray."
3. Evaluate how this lyric subverts the original "Red Riding Hood" didacticism. How does it shift the blame from the "Stranger" to the "Self"?
4. Analysis: Explain the difference between "Nice" and "Good" as it applies to the character of the Princes. Why is this distinction crucial to Sondheim's critique of heroism?
Section III: Critical Synthesis Essay
Prompt: Evaluate the "Giant's Wife" as a symbolic representation of communal consequence. To what extent does Act II of 'Into the Woods' argue that individual "Wishes" are inherently destructive to the social fabric? Use at least two characters from your Archetypal Evolution Report to support your argument.
Into the Woods Teacher Guide Instructor Protocol // Adaptation Archaeology
Deconstructing the Woods Teacher Guide
Advanced Literary Analysis: Folklore, Subversion, and the Human Shadow
Core Objectives
1
Historical GenealogyAnalyze the transition from Perrault's aristocratic didacticism to the Grimm Brothers' agrarian survivalist narratives.
2
Archetypal PivotEvaluate how Sondheim and Lapine deconstruct the "Hero's Journey" by introducing communal accountability and moral ambiguity.
3
Philosophical SynthesisCritique the lyrics of "No One Is Alone" as a post-modern rejection of objective moral binary.
Focus Vocabulary
Intertextuality
Deconstruction
Archetype
Didacticism
Ambiguity
Theoretical Framework: The Woods as Subconscious
Jungian Archetypes
"The Woods represent the human shadow—the parts of ourselves we repress or fear."
Direct students to look for Act II where characters stop blaming the "Witch" (the externalized shadow) and start recognizing their own choices as the source of the "Giant's" wrath.
Socio-Political Critique
"The Baker's Wife: A study in the intersection of domesticity and desire."
Analyze "Moments in the Woods." Does her choice represent a moment of liberation or a moral failure in a world governed by rigid archetypes? Discuss the "Middle Path."
Socratic Seminar Prompts
Prompt A: The Fallacy of the Prince
Compare the Princes' lyric "I was raised to be charming, not sincere" with the original Perrault endings. How does Sondheim use these characters to critique the patriarchal structures of traditional folklore? Is "charm" a weapon or a shield in this context?
Prompt B: Communal Accountability
"No one is alone. Truly, no one is alone."
In Act II, the characters realize their individual wishes have created a collective catastrophe. How does this mirror modern ecological or social crises? Is the ending hopeful or existentialist?
Pacing & Assessment Flow
Phase 1: Research
Completion of the Archetypal Evolution Report using primary literary texts.
Phase 2: Observation
Tracking character subversion via the Thematic Deconstruction Log .
Phase 3: Summative
Synthesis of findings in the Folklore Deconstruction Assessment .
Folklore Artifact Dossier Folklore Research Archive
Character Artifact Dossier
ARCHIVE ID: WOODS-_____
DATE:
Subject (Into the Woods Character)
Primary Source (Grimm/Perrault)
Archetype (e.g. Hero, Catalyst)
Visual ID Attachment
Original Narrative Analysis
Summarize the ORIGINAL, raw version. Note the violent elements removed in modern media:
Symbolic Artifacts
Key items (slippers, cape, beans):
The Original Moral
What was the cautionary survival lesson?
Official Folklore Intelligence Archive — Section G
Folklore Identity Cards Folklore Identity Cards
Reference Cards for 'Into the Woods' Comparison Project
Cinderella
The Maiden at the Ball
Origins: Perrault (1697) & Grimm (1812)
Artifacts: Glass Slipper (Perrault) or Gold Slipper (Grimm).
Key Change: In Sondheim, she is indecisive about the Prince, seeing his vanity clearly.
"I wish... to go to the Festival."
#FOLK-01
Little Red
The Girl in the Hood
Origins: Grimm & Perrault
Artifacts: Red Cape, Basket of bread/wine.
Key Change: Starts naive; ends as a survivor who questions the safety of the "path."
"Nice is different than good."
#FOLK-02
Jack
The Beanstalk Climber
Origins: English Folklore
Artifacts: Magic Beans, Milky White (Cow).
Key Change: His theft from the Giants triggers the destruction of Act II.
"There are Giants in the sky!"
#FOLK-03
The Witch
The Neighbor / Mother
Origins: Rapunzel (Grimm)
Artifacts: The Curse, The Garden (Greens).
Role: She is the only character who tells the blunt truth, even if it's cruel.
"I'm not good; I'm not nice; I'm just right."
#FOLK-04
The Baker
The Everyman
Origins: Original (Sondheim/Lapine)
Artifacts: Slipper, Cape, Cow, Hair.
Role: Represents the human center, trying to fix a curse he didn't create.
"No one is alone."
#FOLK-05
Rapunzel
The Locked Maiden
Origins: Grimm
Artifacts: Golden Hair, The Tower.
Theme: The toll of being overprotected and isolated by a parent.
"Our little world."
#FOLK-06
Folklore Artifact Archive — Authorized Personnel Only
Fairytale Fusion Answer Key Master Answer Key
High School Unit: Folklore & Woods
Classified
Reference: Midnight
Artifact & Villain Key
Subject Dark Root & Original Moral Cinderella Grimm: Golden slippers; birds peck out sisters' eyes. Moral: Cruelty to family is punished with blindness.Little Red Perrault: Red is eaten and dies (predator allegory). Moral: "Wolves" come in many forms; follow social etiquette.Jack English Folklore: Jack is a thief who kills the Giant for gold. Moral: Resourcefulness and boldness lead to wealth.The Wolf Archetype: The Predator / Subconscious Fear. Originally representing the untamed nature of man.The Witch Archetype: The Protective Parent / Harbinger of Truth. Represents the consequences of the "Hidden Sin" (the beans).
Assessment Answer Key
Multiple Choice
1. Pedagogy: B (Survival guide teaching dangers/morals).
2. Cultural Identity: C (Brothers Grimm, raw preservation).
Open Response Analysis
Cinderella Symbolism: Perrault's glass slipper version was "refined" and high-fashion for French nobility, making it safer for mass Disney marketing. Grimm's version involved blood and eyes—too raw for modern consumers.
Act II Subversion: Act I is "The Dream." Act II is "The Debt." Sondheim shows that wishes are interconnected; when one gets their wish, someone else pays (e.g., the Giant's Wife seeking revenge).
Nice vs. Good: "Nice" is passive politeness. "Good" is active responsibility. The Princes are "nice" but abandon wives; the Witch is "not nice" but her actions are necessary for survival/truth.
The Woods Shadow: Represents the unknown or subconscious. Stories endure because they mirror timeless human fears (abandonment, greed) that logic cannot solve.
Folklore Archive Master Key — Unit Finale
Folklore Villain Dossier Classified: Antagonist Intel
Villain Research Dossier
FILE REF: SHADOW-_____
DANGER: Critical
Antagonist Identity
Source Material (Origin Story)
Archetype (e.g. Predator, Rival)
Facial ID Suppressed
Original Grimm Legend
How was this villain originally portrayed? Note their dark deeds or gruesome fate in the original text:
Nature of Malice
What is their primary motivation?
The Deconstruction
How does Sondheim humanize or change them?
Restricted Access — Do Not Engage In The Woods
Director's Cut Teacher Guide Instructor Protocol // Module I: Intertextuality
Fin de Siècle Intertextuality Facilitation Guide
Exploring Victorian Anxieties and Post-Modern Adaptation
Academic Objectives
01 Intertextual Analysis: Evaluate how the "Crossover" functions as a post-modern literary device, merging disparate Victorian universes into a singular commentary.
02 Victorian Contextualization: Analyze "Fin de Siècle" pessimism—colonialism, evolution, and industrialization—embodied by the characters.
03 Adaptation Criticism: Critique the cinematic transition from complex anti-heroes to modern superhero archetypes.
Advanced Lexicon
Verisimilitude
Fin de Siècle
Colonialism
Aesthetics
Subversion
Thematic Framework: Victorian Fears
The Crisis of Identity
Jekyll/Hyde & Invisible Man: Reflect Victorian anxieties over scientific progress and the loss of soul. Discuss the "Human Shadow" in 19th-century psychology.
Imperialism & Anti-Colonialism
Captain Nemo: Nemo is a response to British imperialism. His technology (Nautilus) represents the fear of the "Other" gaining superior power.
Socratic Seminar Prompts
"To what extent does the film's Dorian Gray prioritize 'aesthetic survival' over the moral decay explored in Wilde's original text?"
"Analyze the introduction of Tom Sawyer. How does this reflect 21st-century cinematic geopolitics vs. Victorian reality?"
Sequence Workflow
Phase 1: Research
Students analyze literary origins via the Literary Genealogy Profile , focusing on the character's symbolic role in their era.
Phase 2: Evaluation
During screening, students use the Adaptation Analysis Chart to document the shift from literary nuance to cinematic trope.
Phase 3: Synthesis
Final Essay: "The Modernity of the Legend." Evaluate why these specific Victorian icons endure in the 21st-century unconscious.
Character Dossier Handout Module I: Fin de Siècle Research
Literary Genealogy Profile
Analyzing the Victorian Origin of the Extraordinary Persona
Scholar ID:
Date:
Subject Archetype (Character Name)
Source Material (Origin Novel & Author)
Publication Year & Era
The Victorian Anxiety
Identify the societal fear this character embodied (e.g., scientific progress, moral decay, colonialism).
Philosophical & Archetypal Traits
Original Motivation
In the source material, what drives this character? (Revenge, curiosity, etc.)
The Extraordinary Burden
What is the "cost" of their status in the original text?
Intertextual Hypothesis
Predicting the Shift: How might a modern filmmaker adapt this character for a 21st-century audience? Consider gender, morality, and superhero tropes.
Adaptation Archaeology // Archive Ref: FIN-DE-SIECLE-1
Page to Screen Chart Observation Protocol // Module I
Intertextual Analysis Chart
Evaluating the Shift from Victorian Nuance to Cinematic Trope
Reference Code
LXG-ANLYS-01
Principal Analyst
Screening Date
The Divergence Grid
Subject Persona Literary Baseline (Original Text) Cinematic Shift (Adaptation Change) Reason for Shift? Mina Harker A survivor of Dracula's attack; represents Victorian resilience and maternal intelligence.
|
| Dorian Gray | A study in moral decay and aestheticism; cannot be "killed" in a conventional sense. |
|
|
| Allan Quatermain | An aging, world-weary colonial hunter; physically frail but intellectually sharp. |
|
|
| Captain Nemo | An Indian prince driven by anti-colonial rage and scientific isolationism. |
|
|
Theoretical Conclusion
Adaptation as Subversion
Identify one character whose cinematic shift fundamentally changes their thematic purpose . Does this change enhance or diminish the character's legacy?
The Fin de Siècle Aesthetic
How does the movie's production design (Venice, the Nautilus, the "Phantoms") visually represent the fears of the industrial age?
LXG Intelligence Network // Division of Comparative Lit Doc ID: ADAPT-CHART-V2
League Legends Slides Adaptation Archaeology // Module I
Fin de Siècle
Intertextuality
Victorian Legends and the Post-Modern Crossover
Literature
Cinema
Module Objectives
Intertextuality
Analyze the "Crossover" as a post-modern device that critiques and merges classic literary canons.
Contextual Lens
Examine how Victorian anxieties (evolution, colonialism, moral decay) are re-interpreted for a 21st-century audience.
The Scholar's Lexicon
Fin de Siècle
Verisimilitude
Aestheticism
Imperialism
Subversion
The Fin de Siècle Mind
The "End of the Century" (1880-1900) was marked by a crisis of certainty. Modernity was arriving, and the old world was dying.
Core Anxieties
Scientific progress vs. the Human Soul. The collapse of Empire. The terrifying truth of biological evolution (Darwinism).
Hyde & The Invisible Man: Loss of Self
Nemo: Anti-Colonial Resistance
Dorian Gray: Moral Decay
Intertextual Archaeology
You are not just watching a movie. You are investigating how Victorian Archetypes are hollowed out and filled with modern tropes.
Research
The Literary Genealogy Profile
Observation
The Intertextual Analysis Chart
Synthesis
Comparative Adaptation Essay
Page to Screen Chart Observation Protocol // Module I
Intertextual Analysis Chart
Evaluating the Shift from Victorian Nuance to Cinematic Trope
Reference Code
LXG-ANLYS-01
Principal Analyst (Student Name)
Screening Date
The Divergence Grid
Subject Persona Literary Baseline (Original Text) Cinematic Shift (Adaptation Change) Reason for Shift? Mina Harker A survivor of Dracula's attack; represents Victorian resilience and maternal intelligence.
|
| Dorian Gray | A study in moral decay and aestheticism; cannot be "killed" in a conventional sense. |
|
|
| Allan Quatermain | An aging, world-weary colonial hunter; physically frail but intellectually sharp. |
|
|
Theoretical Conclusion
Adaptation as Subversion
Identify one character whose cinematic shift fundamentally changes their thematic purpose . Does this change enhance or diminish the character's legacy?
The Fin de Siècle Aesthetic
How does the movie's production design (Venice, the Nautilus, the "Phantoms") visually represent the fears of the industrial age?
LXG Intelligence Network // Division of Comparative Lit Doc ID: ADAPT-CHART-V2
Linguistic Legends Guide Linguistic Legends
The Idiom & Allusion Investigation
Live
Agent Name:
Date:
As you watch, hunt for idioms and allusions . These are linguistic "Easter Eggs" that connect the movie to the original literature.
Idiom Example
"Whitewashing" a situation. This is an idiom for hiding unpleasant facts, alluding to Tom Sawyer's fence painting scene.
Allusion Example
A mention of "The Napoleon of Crime." This alludes to Professor Moriarty's description in the Sherlock Holmes stories.
Investigation Log: Initial Contacts
Quote / Reference from Film Speaker Connection to Literature "I'm a survivor of the Pequod." Ishmael The whaling ship from Herman Melville's Moby Dick . References to "The Phantom" The Phantom / M Reference to Leroux's The Phantom of the Opera identity.
Investigation Log (Cont.)
LXG Field Report
Quote / Reference from Film Speaker Connection to Literature
Final Verdict: The "Whitewash"
Early in the movie, Tom Sawyer mentions a situation being "whitewashed." In Twain's The Adventures of Tom Sawyer , this is how Tom tricks others into doing his work.
The Challenge: How does the meaning of "whitewashing" change from the book (literal fence painting) to the movie (political or military deception)? Why is Tom the perfect character to say it?
Field Intelligence Property — Literary Legends Archive
Legend Identity Cards Legend Identity Cards
Field Guide Reference for the League of Extraordinary Gentlemen
Allan Quatermain
The Great White Hunter
Source: King Solomon's Mines
Author: H. Rider Haggard
Skill: Legendary Marksman and expert navigator of the wilderness.
"I've earned my place in the dark."
#01-LXG
Captain Nemo
Prince Dakkar
Source: 20,000 Leagues
Author: Jules Verne
Skill: Scientific genius; Captain of the high-tech Nautilus .
"I am not a civilized man!"
#02-LXG
Mina Harker
The Vampiress
Source: Dracula
Author: Bram Stoker
Skill: Gifted chemist with the cursed immortality of a vampire.
"The world is full of obvious things."
#03-LXG
Invisible Man
Rodney Skinner
Source: The Invisible Man
Author: H.G. Wells
Skill: Absolute invisibility, making him the perfect spy and thief.
"You'll feel the consequences."
#04-LXG
Dorian Gray
The Immortal Beauty
Source: Picture of Dorian Gray
Author: Oscar Wilde
Skill: Eternal youth; he cannot be wounded as long as his portrait is safe.
"I am jealous of beauty."
#05-LXG
Tom Sawyer
Secret Service Agent
Source: Tom Sawyer
Author: Mark Twain
Skill: American ingenuity; expert marksman and investigator.
"They stay done."
#06-LXG
Jekyll & Hyde
The Dual Nature
Source: Dr. Jekyll and Mr. Hyde
Author: R.L. Stevenson
Skill: Science (Jekyll) combined with unstoppable strength (Hyde).
"Man is truly two."
Literary Legends Answer Key Master Answer Key
Literary Legends Archive — For Teacher Use Only
Classified
CODE: RED-PEN
Part 1: Character Origins & Authors
Character Source Material Author Allan Quatermain King Solomon's Mines H. Rider Haggard Captain Nemo 20,000 Leagues Under the Sea Jules Verne Mina Harker Dracula Bram Stoker Invisible Man The Invisible Man H.G. Wells Dorian Gray The Picture of Dorian Gray Oscar Wilde Tom Sawyer The Adventures of Tom Sawyer Mark Twain Jekyll & Hyde Dr. Jekyll and Mr. Hyde R.L. Stevenson Ishmael Moby Dick Herman Melville Moriarty Sherlock Holmes / Phantom Conan Doyle / Leroux
Part 2: Major Adaptation Changes
Mina Harker
In the book, she is a victim/survivor. In the film, she is a vampire with supernatural powers, reflecting a shift towards more "active" female roles in modern cinema.
Dorian Gray
In the book, he is purely a figure of social scandal. The film gives him combat skills and a direct role in the espionage plot.
Tom Sawyer
Aged up significantly from the 12-year-old boy in Twain's novel to an adult agent, serving as the audience surrogate for modern American viewers.
Professor Moriarty
While Holmes described him as the "spider in the web," the movie literalizes his secrecy by having him assume the persona of Gaston Leroux's Phantom of the Opera.
Part 3: Linguistic Investigation Key
Key Idiom: "Whitewash"
"You're trying to whitewash the whole thing, aren't you?" — Tom Sawyer
Connection: References Tom Sawyer tricking neighborhood boys into painting a fence. In the movie, it refers to covering up a crime. It is the perfect character beat because Tom's origin is defined by this specific act of deception.
Allusion: "The Napoleon of Crime"
"He is the Napoleon of Crime, Watson." — Sherlock Holmes (origin)
Connection: Holmes' iconic description of Moriarty. The movie uses this to foreshadow the Phantom's true identity for observant literary fans.
The Mastermind Dossier Classified: Antagonist Intelligence
The Mastermind Dossier
Subject Ref: OMEGA-00
THREAT LEVEL: Extreme
ARCHIVE: RESTRICTED
True Identity (Literary)
Cinematic Alias (Allusion)
Original Author(s)
Facial Recognition
EVIDENCE: MASK
Literary Profile: The "Napoleon of Crime"
Research the original 1893 text where this character first met his nemesis. What was his original occupation and intellectual reputation?
Phantom Identity
How does the subject use the "Phantom" mask in the film?
Primary Objective
What is his world-threatening goal?
The Archetype
Why is this specific villain considered the prototype for all modern "Masterminds"? What human fear does he represent?
LXG INTELLIGENCE ARCHIVE — SUBJECT 00 — DO NOT COPY
