Dutchman
Amiri Baraka
1964
CHARACTERS
CLAY, twenty‐year‐old Negro
LULA, thirty‐year‐old white woman
RIDERS OF COACH, white and black YOUNG NEGRO
CONDUCTOR
In the flying underbelly of the city Steaming hot, and summer on top, outside. Underground. The subway heaped
in modern myth.
Opening scene is a man sitting in a subway seat, holding a magazine but looking vacantly just above its wilting
pages. Occasionally he looks blankly toward the window on his right. Dim lights and darkness whistling by
against the glass. (Or paste the lights, as admitted props, right on the subway windows. Have them move, even
dim and flicker. But give the sense of speed. Also stations, whether the train is stopped or the glitter and activity
of these stations merely flashes by the windows.)
The man is sitting alone. That is, only his seat is visible, though the rest of the car is outfitted as a complete
subway car. But only his seat is shown. There might be, for a time, as the play begins, a loud scream of the actual
train. And it can recur throughout the play, or continue on a lower key once the dialogue starts.
The train slaws after a time, pulling to a brief stop at one of the stations. The man looks idly up, until he sees a
woman's face staring at him through the window; when it realizes that the man has noticed the face, it begins
very premeditatedly to smile. The man smiles too, for a moment, without a trace of selfconsciousness. Almost an
instinctive though undesirable response. Then a kind of awkwardness or embarrassment sets in, and the man
makes to look away, is further embarrassed, so he brings back his eyes to where the face was, but by naw the
train is moving again, and the face would seem to be left behind by the way the man turns his head to look back
through the other windows at the slowly fading platform. He smiles then; more comfortably confident, hoping
perhaps that his memory of this brief encounter will be pleasant. And then he is idle again.
Scene I
Train roars. Lights flash outside the windows.
LULA enters from the rear of the car in bright, skimpy summer clothes and sandals. She carries a net bag
full of paper books, fruit, and other anonymous articles. She is wearing sunglasses, which she pushes up on
her forehead from time to time. LULA is a tall, slender, beautiful woman with long red hair hanging
straight down her back, wearing only loud lipstick in some body's good taste. She is eating an apple, very
daintily. Coming down the car toward CLAY. She stops beside CLAY'S seat and hangs languidly from the
strap, still managing to eat the apple. It is apparent that she is going to sit in the seat next to CLAY, and
that she is only waiting for him to notice her before she sits.
CLAY sits as before, looking just beyond his magazine, now and again pulling the magazine slowly back and
forth in front of his face in a hopeless effort t ...
Dutchman Amiri Baraka 1964 CHARACTERS CLAY, twe.docxjacksnathalie
Dutchman
Amiri Baraka
1964
CHARACTERS
CLAY, twenty‐year‐old Negro
LULA, thirty‐year‐old white woman
RIDERS OF COACH, white and black YOUNG NEGRO
CONDUCTOR
In the flying underbelly of the city Steaming hot, and summer on top, outside. Underground. The subway heaped
in modern myth.
Opening scene is a man sitting in a subway seat, holding a magazine but looking vacantly just above its wilting
pages. Occasionally he looks blankly toward the window on his right. Dim lights and darkness whistling by
against the glass. (Or paste the lights, as admitted props, right on the subway windows. Have them move, even
dim and flicker. But give the sense of speed. Also stations, whether the train is stopped or the glitter and activity
of these stations merely flashes by the windows.)
The man is sitting alone. That is, only his seat is visible, though the rest of the car is outfitted as a complete
subway car. But only his seat is shown. There might be, for a time, as the play begins, a loud scream of the actual
train. And it can recur throughout the play, or continue on a lower key once the dialogue starts.
The train slaws after a time, pulling to a brief stop at one of the stations. The man looks idly up, until he sees a
woman's face staring at him through the window; when it realizes that the man has noticed the face, it begins
very premeditatedly to smile. The man smiles too, for a moment, without a trace of selfconsciousness. Almost an
instinctive though undesirable response. Then a kind of awkwardness or embarrassment sets in, and the man
makes to look away, is further embarrassed, so he brings back his eyes to where the face was, but by naw the
train is moving again, and the face would seem to be left behind by the way the man turns his head to look back
through the other windows at the slowly fading platform. He smiles then; more comfortably confident, hoping
perhaps that his memory of this brief encounter will be pleasant. And then he is idle again.
Scene I
Train roars. Lights flash outside the windows.
LULA enters from the rear of the car in bright, skimpy summer clothes and sandals. She carries a net bag
full of paper books, fruit, and other anonymous articles. She is wearing sunglasses, which she pushes up on
her forehead from time to time. LULA is a tall, slender, beautiful woman with long red hair hanging
straight down her back, wearing only loud lipstick in some body's good taste. She is eating an apple, very
daintily. Coming down the car toward CLAY. She stops beside CLAY'S seat and hangs languidly from the
strap, still managing to eat the apple. It is apparent that she is going to sit in the seat next to CLAY, and
that she is only waiting for him to notice her before she sits.
CLAY sits as before, looking just beyond his magazine, now and again pulling the magazine slowly back and
forth in front of his face in a hopeless effort to fan himself. ...
Maurio Coles' New Nightmare in the Hood (screenplay)Maurio Coles
Teena tells her brother Deucalion about her nightmare involving their friend Minnie's death. She describes in detail an incident she and Minnie experienced previously where they encountered a killer named Jaxon Volker at an abandoned campsite. Though they escaped, Teena has been having nightmares and a bad feeling since then. She wonders if Minnie's death could be connected to someone associated with Jaxon seeking revenge. Deucalion listens and questions if Minnie's killer could indeed be linked to the past encounter.
After reading below What do you think was the point.pdfsdfghj21
Blanche interacts with a young newspaper delivery man who reminds her of her late young husband. She flirts with him, kissing him briefly before sending him on his way. This interaction was likely meant to express Blanche's loneliness and longing for youth and romance after the death of her husband left her alone at a young age. It reflects Tennessee Williams' portrayal of Blanche as a fragile and romantic character seeking connection.
The story is a metaphor for depression. Eliza dines alone in a empty restaurant called Solitario, reflecting her loneliness. She is visited by the Dark Clad Man who represents her depression, belittling her and making her feel worthless. As her depression takes hold, the lights in the restaurant begin shutting off, plunging her into darkness while the outside world remains unaware of her struggle. The story uses visual metaphors to depict what depression feels like for some, such as feeling alone in a glass box as the world passes by oblivious or watching things spin out of control.
Eternal Sunshine of the Spotless Mind (Shooting)kcarmody
- Joel takes a train to Montauk to get away from his life in the city. On the beach, he writes in his journal about running into his ex Naomi and considering getting back together with her.
- He notices another visitor to the beach, Clementine, and is too shy to make eye contact with her. The next day at a local diner, Clementine recognizes Joel from the beach and tries to start a conversation with him.
- On the train ride back, Clementine sits with Joel and talks animatedly with him. She thinks she may recognize him from the bookstore where she works, though he doesn't remember her due to her frequent changes in hair color.
Death of a Salesman by Arthur Miller (1915 -2005)Certain Private.docxtheodorelove43763
Death of a Salesman by Arthur Miller (1915 -2005)
Certain Private Conversations in Two Acts and a Requiem
THE CHARACTERS
WILLY LOMAN THE WOMAN JENNY
LINDA CHARLEY STANLEY
BIFF UNCLE BEN MISS FORSYTHE
HAPPY HOWARD WAGNER LETTA
BERNARD
The action takes place in WILLY LOMAN’s house and yard and in various places he visits in the New York and Boston of today.
Act One
A melody is heard, playing upon a flute. It is small and fine, telling of grass and trees and the horizon. The curtain rises.
Before us is the Salesman’s house. We are aware of towering, angular shapes behind it, surrounding it on all sides. Only the blue light of the sky falls upon the house and forestage; the surrounding area shows an angry flow of orange. As more light appears, we see a solid vault of apartment houses around the small, fragile-seeming home. An air of the dream clings to the place, a dream rising out of reality. The kitchen at center seems actual enough, for there is a kitchen table with three chairs, and a refrigerator. But no other fixtures are seen. At the back of the kitchen there is a draped entrance, which leads to the living-room. To the right of the kitchen, on a level raised two feet, is a bedroom furnished only with a brass bedstead and a straight chair. On a shelf over the bed a silver athletic trophy stands. A window opens onto the apartment house at the side.
Behind the kitchen, on a level raised six and a half feet, is the boys’ bedroom, at present barely visible. Two beds are dimly seen, and at the back of the room a dormer window. (This bedroom is above the unseen living-room.) At the left a stairway curves up to it from the kitchen.
The entire setting is wholly or, in some places, partially transparent. The roofline of the house is one-dimensional; under and over it we see the apartment buildings. Before the house lies an apron, curving beyond the forestage into the orchestra. This forward area serves as the back yard as well as the locale of all WILLY’s imaginings and of his city scenes. Whenever the action is in the present the actors observe the imaginary wall-lines, entering the house only through its door at the left. But in the scenes of the past these boundaries are broken, and characters enter or leave a room by stepping “through” a wall onto the forestage.
From the right, WILLY LOMAN, the Salesman, enters, carrying two large sample cases. The flute plays on. He hears but is not aware of it. He is past sixty years of age, dressed quietly. Even as he crosses the stage to the doorway of the house, his exhaustion is apparent. He unlocks the door, comes into the kitchen, and thankfully lets his burden down, feeling the soreness of his palms. A word-sigh escapes his lips—it might be “Oh, boy, oh, boy.” He closes the door, then carries his cases out into the living-room, through the draped kitchen doorway.
LINDA, his wife, has stirred in her bed at the right. She gets out and puts on a rob.
1) Callum is dealing with anxiety in the form of a personification named Anxiety that only he can see and hear. Anxiety torments Callum by whispering negative and anxious thoughts.
2) At school, Anxiety discourages Callum from talking to a girl he likes, telling him he is not good enough. Anxiety also tricks Callum into thinking people are talking about him.
3) In a confrontation in the cafeteria, Anxiety tells Callum the real reason no one likes him is because he does not even like himself, leaving Callum defeated.
Dutchman Amiri Baraka 1964 CHARACTERS CLAY, twe.docxjacksnathalie
Dutchman
Amiri Baraka
1964
CHARACTERS
CLAY, twenty‐year‐old Negro
LULA, thirty‐year‐old white woman
RIDERS OF COACH, white and black YOUNG NEGRO
CONDUCTOR
In the flying underbelly of the city Steaming hot, and summer on top, outside. Underground. The subway heaped
in modern myth.
Opening scene is a man sitting in a subway seat, holding a magazine but looking vacantly just above its wilting
pages. Occasionally he looks blankly toward the window on his right. Dim lights and darkness whistling by
against the glass. (Or paste the lights, as admitted props, right on the subway windows. Have them move, even
dim and flicker. But give the sense of speed. Also stations, whether the train is stopped or the glitter and activity
of these stations merely flashes by the windows.)
The man is sitting alone. That is, only his seat is visible, though the rest of the car is outfitted as a complete
subway car. But only his seat is shown. There might be, for a time, as the play begins, a loud scream of the actual
train. And it can recur throughout the play, or continue on a lower key once the dialogue starts.
The train slaws after a time, pulling to a brief stop at one of the stations. The man looks idly up, until he sees a
woman's face staring at him through the window; when it realizes that the man has noticed the face, it begins
very premeditatedly to smile. The man smiles too, for a moment, without a trace of selfconsciousness. Almost an
instinctive though undesirable response. Then a kind of awkwardness or embarrassment sets in, and the man
makes to look away, is further embarrassed, so he brings back his eyes to where the face was, but by naw the
train is moving again, and the face would seem to be left behind by the way the man turns his head to look back
through the other windows at the slowly fading platform. He smiles then; more comfortably confident, hoping
perhaps that his memory of this brief encounter will be pleasant. And then he is idle again.
Scene I
Train roars. Lights flash outside the windows.
LULA enters from the rear of the car in bright, skimpy summer clothes and sandals. She carries a net bag
full of paper books, fruit, and other anonymous articles. She is wearing sunglasses, which she pushes up on
her forehead from time to time. LULA is a tall, slender, beautiful woman with long red hair hanging
straight down her back, wearing only loud lipstick in some body's good taste. She is eating an apple, very
daintily. Coming down the car toward CLAY. She stops beside CLAY'S seat and hangs languidly from the
strap, still managing to eat the apple. It is apparent that she is going to sit in the seat next to CLAY, and
that she is only waiting for him to notice her before she sits.
CLAY sits as before, looking just beyond his magazine, now and again pulling the magazine slowly back and
forth in front of his face in a hopeless effort to fan himself. ...
Maurio Coles' New Nightmare in the Hood (screenplay)Maurio Coles
Teena tells her brother Deucalion about her nightmare involving their friend Minnie's death. She describes in detail an incident she and Minnie experienced previously where they encountered a killer named Jaxon Volker at an abandoned campsite. Though they escaped, Teena has been having nightmares and a bad feeling since then. She wonders if Minnie's death could be connected to someone associated with Jaxon seeking revenge. Deucalion listens and questions if Minnie's killer could indeed be linked to the past encounter.
After reading below What do you think was the point.pdfsdfghj21
Blanche interacts with a young newspaper delivery man who reminds her of her late young husband. She flirts with him, kissing him briefly before sending him on his way. This interaction was likely meant to express Blanche's loneliness and longing for youth and romance after the death of her husband left her alone at a young age. It reflects Tennessee Williams' portrayal of Blanche as a fragile and romantic character seeking connection.
The story is a metaphor for depression. Eliza dines alone in a empty restaurant called Solitario, reflecting her loneliness. She is visited by the Dark Clad Man who represents her depression, belittling her and making her feel worthless. As her depression takes hold, the lights in the restaurant begin shutting off, plunging her into darkness while the outside world remains unaware of her struggle. The story uses visual metaphors to depict what depression feels like for some, such as feeling alone in a glass box as the world passes by oblivious or watching things spin out of control.
Eternal Sunshine of the Spotless Mind (Shooting)kcarmody
- Joel takes a train to Montauk to get away from his life in the city. On the beach, he writes in his journal about running into his ex Naomi and considering getting back together with her.
- He notices another visitor to the beach, Clementine, and is too shy to make eye contact with her. The next day at a local diner, Clementine recognizes Joel from the beach and tries to start a conversation with him.
- On the train ride back, Clementine sits with Joel and talks animatedly with him. She thinks she may recognize him from the bookstore where she works, though he doesn't remember her due to her frequent changes in hair color.
Death of a Salesman by Arthur Miller (1915 -2005)Certain Private.docxtheodorelove43763
Death of a Salesman by Arthur Miller (1915 -2005)
Certain Private Conversations in Two Acts and a Requiem
THE CHARACTERS
WILLY LOMAN THE WOMAN JENNY
LINDA CHARLEY STANLEY
BIFF UNCLE BEN MISS FORSYTHE
HAPPY HOWARD WAGNER LETTA
BERNARD
The action takes place in WILLY LOMAN’s house and yard and in various places he visits in the New York and Boston of today.
Act One
A melody is heard, playing upon a flute. It is small and fine, telling of grass and trees and the horizon. The curtain rises.
Before us is the Salesman’s house. We are aware of towering, angular shapes behind it, surrounding it on all sides. Only the blue light of the sky falls upon the house and forestage; the surrounding area shows an angry flow of orange. As more light appears, we see a solid vault of apartment houses around the small, fragile-seeming home. An air of the dream clings to the place, a dream rising out of reality. The kitchen at center seems actual enough, for there is a kitchen table with three chairs, and a refrigerator. But no other fixtures are seen. At the back of the kitchen there is a draped entrance, which leads to the living-room. To the right of the kitchen, on a level raised two feet, is a bedroom furnished only with a brass bedstead and a straight chair. On a shelf over the bed a silver athletic trophy stands. A window opens onto the apartment house at the side.
Behind the kitchen, on a level raised six and a half feet, is the boys’ bedroom, at present barely visible. Two beds are dimly seen, and at the back of the room a dormer window. (This bedroom is above the unseen living-room.) At the left a stairway curves up to it from the kitchen.
The entire setting is wholly or, in some places, partially transparent. The roofline of the house is one-dimensional; under and over it we see the apartment buildings. Before the house lies an apron, curving beyond the forestage into the orchestra. This forward area serves as the back yard as well as the locale of all WILLY’s imaginings and of his city scenes. Whenever the action is in the present the actors observe the imaginary wall-lines, entering the house only through its door at the left. But in the scenes of the past these boundaries are broken, and characters enter or leave a room by stepping “through” a wall onto the forestage.
From the right, WILLY LOMAN, the Salesman, enters, carrying two large sample cases. The flute plays on. He hears but is not aware of it. He is past sixty years of age, dressed quietly. Even as he crosses the stage to the doorway of the house, his exhaustion is apparent. He unlocks the door, comes into the kitchen, and thankfully lets his burden down, feeling the soreness of his palms. A word-sigh escapes his lips—it might be “Oh, boy, oh, boy.” He closes the door, then carries his cases out into the living-room, through the draped kitchen doorway.
LINDA, his wife, has stirred in her bed at the right. She gets out and puts on a rob.
1) Callum is dealing with anxiety in the form of a personification named Anxiety that only he can see and hear. Anxiety torments Callum by whispering negative and anxious thoughts.
2) At school, Anxiety discourages Callum from talking to a girl he likes, telling him he is not good enough. Anxiety also tricks Callum into thinking people are talking about him.
3) In a confrontation in the cafeteria, Anxiety tells Callum the real reason no one likes him is because he does not even like himself, leaving Callum defeated.
Ella starts her new job as a maid at the prestigious Waldorf Hotel in London in 1921. On her first day, she struggles to keep up with the demanding work set by head cook Betty. Fellow kitchen worker Pearl does not help Ella settle in. Ella is also intrigued by the glamorous guests at the hotel like Lady Sarabelle and her beau Ashley. By nightfall, exhausted Ella has yet to eat and has more cleaning duties assigned by Betty.
A security guard tours an empty office building late at night. On one floor, he finds a woman tied up and blindfolded. He proceeds to sexually assault her. Afterward, he pretends to rescue her and leaves her untied. The woman thanks him for being her "savior." Later, the security guard sees the woman around the office building and she still refers to him as her savior, while rumors spread that she is promiscuous with other men in the office.
Already in Progress, Chapter 46: Kids Todayesme iolanthe
This document provides an introduction and summary of chapters from the story "Already in Progress". It describes characters Sally and Tamara, and their interactions. Sally is working on a script for a new TV show. She shows the narrator pictures of Tamara growing up and playing with her father Troy and cat Tom. The characters discuss Tamara's development and relationships.
The document summarizes recent events in the Squeaky Clean Legacy family. It describes Penelope giving birth to twin boys, Gawaine and Parsifal, and later having another boy, Palomides. It also discusses Carmilla having a daughter, Lenore, with Stanley. Max is concerned about his mother Cecilia's declining mental health and argues with his grandfather Cecil about what to do.
Already in Progress, Chapter 42: Mostly Sally (With Some Amy Thrown In)esme iolanthe
Sally provides an update on her senior year of college. Things were awkward at times with Troy, but she asked him to get coffee and they ended up spending the whole day together talking. Sally thinks Troy may like her back since their date went well and he seemed to enjoy spending time with her.
Vanya introduces himself as Uncle Vanya, noting the negative connotations of the word "uncle". He describes different archetypes at a restaurant - the schlemiel who spills soup, the schlimazel it gets spilled on, and the "schmo", an uncomfortable outsider. Vanya says he's not the schmo, but rather "Yet Another Other Guy" who isn't even at the restaurant but obsessively thinks about it. The Professor, Pickles, Sonia and Ella return from a walk, with the Professor praising Sonia's garden, though noting it's not as beautiful as the Swiss Alps.
The flower girl calls out to Freddy after he bumps into her in the rain, knocking her basket of flowers to the ground. She asks him to pay for the damaged flowers. His mother overhears this and gives the flower girl sixpence to pay for the flowers, telling her to keep the change. This causes conflict between the mother and daughter. The military gentleman also interacts with the flower girl, giving her three halfpennies. A bystander warns the flower girl that a man is writing down everything she says, causing her to panic that she will get in trouble, until the note taker calms her down by showing her what he wrote in his notebook.
Ruth is continuing her Boolprop challenge by training toddlers and teens. Valerie, an elderly romance sim, passed away. Buttercup became a teen and rolled for her aspiration, which may have been Pleasure. The Tacky Flamingo venue is doing well financially but one customer keeps losing and regaining a star. Ruth is working on robotics badges while her family portrait was completed, though now hangs askew between urns.
The document provides background on serial killer Ted Bundy. It describes Bundy meeting two college students, Bettie and Dan, who help an injured woman, Carol, they find on the side of the road. Carol is able to provide a sketch of her attacker to police detectives Clark and Brown. The sketch appears to match Ted Bundy. Later, Bundy is seen interacting with his girlfriend, Cass, and their friends at a local bar. Bundy's charming outward appearance is contrasted with clues that suggest his violent criminal nature.
An Immortal's Love: Solan's Bachelor Challenge Day 1animeangel1983
Solan meets seven women that Cupid has chosen for him to get to know through a "Bachelor Challenge." He connects most with Steph, a Creator, and Dobby, who has a unique backstory. Meanwhile, Laura antagonizes Koko and brags that her elven features and beauty will help her win Solan's affection. By nightfall, Steph and Dobby appear to be ahead in winning Solan's heart, though the real competition begins when eliminations start tomorrow.
Already in Progress, Chapter 49: A Nice Day for a White Weddingesme iolanthe
The document provides an update on stories and characters from the writer's various Sims stories. It introduces challenges involving characters maintaining a platinum moodlet. A toddler named Bryan is able to stay in platinum for over 12 in-game hours due to rolling wants that keep his parents interacting with him, but he dips into gold just before aging up. The document also provides updates on other characters and families.
30J a m e s B a l d w i nJames Baldwin (1924–1987) wa.docxgilbertkpeters11344
30
J a m e s B a l d w i n
James Baldwin (1924–1987) was born the son of a clergyman in Harlem, where
he attended Public School 24, Frederick Douglass Junior High School, and
DeWitt Clinton High School. While still a high school student he preached at the
Fireside Pentecostal Assembly, but when he was seventeen he renounced the
ministry. Two years later, living in Greenwich Village, he met who encouraged
him to be a writer and helped him win a Eugene Saxton Fellowship. Soon after-
ward Baldwin moved to France, as had, to escape the stifling racial oppression
he found in the United States. Although France was his more or less permanent
residence until his death from cancer nearly forty years later, Baldwin regarded
himself as a “commuter” rather than an expatriate:
Only white Americans can consider themselves to be expatriates. Once I
found myself on the other side of the ocean, I could see where I came from
very clearly, and I could see that I carried myself, which is my home, with me.
You can never escape that. I am the grandson of a slave, and I am a writer. I
must deal with both.
Baldwin began his career by publishing novels and short stories. In 1953 Go
Tell It on the Mountain, his first novel, was highly acclaimed. It was based on his
childhood in Harlem and his fear of his tyrannical father. Baldwin’s frank depic-
tion of homosexuality in the novels Giovanni’s Room (1956) and Another Country
(1962) drew criticism, but during the civil rights movement a few years later, he
established himself as a brilliant essayist. In his lifetime Baldwin published sev-
eral collections of essays, three more novels, and a book of five short stories,
Going to Meet the Man (1965).
“Sonny’s Blues,” from that collection, is one of Baldwin’s strongest psycholog-
ical dramatizations of the frustrations of African American life in our time. Like
Wright’s autobiographical books, Baldwin’s work is an inspiration to young writers
struggling to express their experience of racism. The African writer Chinua Achebe
said that “as long as injustice exists . . . the words of James Baldwin will be there to
bear witness and to inspire and elevate the struggle for human freedom.”
Related CommentaRy
James Baldwin, “Autobiographical Notes,” page 884.
03_CHA_6555_pt01_pp0006-0086.indd 30 30/05/14 10:14 AM
11/23/2015 - RS0000000000000000000000115248 (New User) - The
Story and Its Writer, Compact
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Sonny’s Blues
19 5 7
i read abouT iT in the paper, in the subway, on my way to work. I read it,
and I couldn’t believe it, and I read it again. Then perhaps I just stared at it, at
the newsprint spelling out his name, spelling out the story. I stared at it in the
swinging lights of the subway car, and in the faces and bodies of the people,
and in my own face, trapped in the darkness which roared outside.
It was not to be believed and I kept telling myself that, as I walked from the
subway stati.
The narrator introduces the next chapter of their story "Already in Progress". They apologize for the delay and explain that things have been difficult lately. They mention hitting the lottery as the only way for things to get better. The narrator then proudly presents chapter 19 of the story without providing any context or recap due to a lack of plot.
Layla attends a theater audition and gets called back for a role. She runs into her ex Ian who gives her his unfinished play to read, hoping she will take a supporting role. He insists the role was written for her and is more important than the callback audition. Layla is unsure whether to accept the role or pursue the callback, torn between moving on from Ian and furthering her career. She goes home to her family for the weekend to think it over.
Louis Thrift provided 3 extracts from scripts he authored. The first was a monologue scene he wrote for a play about Amelia Earhart. It depicted her writing a letter to her father about starting flying lessons. The second and third extracts were from an untitled script Louis is writing about a girl named Amberlea dealing with social anxiety. One scene showed Amberlea at a party without dialogue, and another depicted an awkward job interview for Amberlea.
Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
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The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
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30
J a m e s B a l d w i n
James Baldwin (1924–1987) was born the son of a clergyman in Harlem, where
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Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
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cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
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professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
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Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
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The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
This document outlines a three-part assignment on persuasive writing. In part one, students are instructed to select three research topics from a provided list, identify an audience and write a preliminary thesis statement for each. They must also identify two credible sources for each topic. Part two requires choosing one topic and writing a 1-2 page research proposal that further develops the thesis and outlines the paper. Part three involves writing a 3-4 page persuasive paper on the chosen topic that presents a problem and proposes a solution, supported with references. The document provides detailed formatting guidelines and learning outcomes for the assignment.
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
Each topic should be summarized in your own words; why it was important? And why it is interesting to you and society? Each should be 3-4 sentences in length with no citation needed due to your personal take on eacj issue.
1. Cultural impacts and their effects on parenting (including society, religion, and race)
2. Media Influences on parenting
3. Stress and Parenting
4. Important keys to early child development physical, mental, social, and emotional
5. Parent Child Relationships
6. Parenting Adolescents and challenges
7. Single Mother Parenting
...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Liberal Approach to the Study of Indian Politics.pdf
Dutchman Amiri Baraka 1964 CHARACTERS CLAY, twe.docx
1. Dutchman
Amiri Baraka
1964
CHARACTERS
CLAY, twenty‐year‐old Negro
LULA, thirty‐year‐old white woman
RIDERS OF COACH, white and black YOUNG NEG
RO
CONDUCTOR
In the flying underbelly of the city Steaming hot,
and summer on top, outside. Underground. The subw
ay heaped
in modern myth.
Opening scene is a man sitting in a subway seat,
holding a magazine but looking vacantly just abov
e its wilting
pages. Occasionally he looks blankly toward the
window on his right. Dim lights and darkness
whistling by
against the glass. (Or paste the lights, as admitted
props, right on the subway windows. Have them
move, even
dim and flicker. But give the sense of speed. Also
stations, whether the train is stopped or the glitte
r and activity
2. of these stations merely flashes by the windows.)
The man is sitting alone. That is, only his seat i
s visible, though the rest of the car is outfitted a
s a complete
subway car. But only his seat is shown. There mi
ght be, for a time, as the play begins, a loud sc
ream of the actual
train. And it can recur throughout the play, or con
tinue on a lower key once the dialogue starts.
The train slaws after a time, pulling to a brief st
op at one of the stations. The man looks idly up,
until he sees a
woman's face staring at him through the window; w
hen it realizes that the man has noticed the face,
it begins
very premeditatedly to smile. The man smiles too, f
or a moment, without a trace of selfconsciousness.
Almost an
instinctive though undesirable response. Then a kind
of awkwardness or embarrassment sets in, and the
man
makes to look away, is further embarrassed, so he
brings back his eyes to where the face was, but
by naw the
train is moving again, and the face would seem to
be left behind by the way the man turns his he
ad to look back
through the other windows at the slowly fading plat
form. He smiles then; more comfortably confident, h
oping
perhaps that his memory of this brief encounter wil
l be pleasant. And then he is idle again.
3. Scene I
Train roars. Lights flash outside the windows.
LULA enters from the rear of the car in bright,
skimpy summer clothes and sandals. She carries a n
et bag
full of paper books, fruit, and other anonymous arti
cles. She is wearing sunglasses, which she pushes u
p on
her forehead from time to time. LULA is a
tall, slender, beautiful woman with long red
hair hanging
straight down her back, wearing only loud
lipstick in some body's good taste. She
is eating an apple, very
daintily. Coming down the car
toward CLAY. She stops beside CLAY'S
seat and hangs languidly from the
strap, still managing to eat the apple. It is appare
nt that she is going to sit
in the seat next to CLAY, and
that she is only waiting for him to notice her be
fore she sits.
CLAY sits as before, looking just beyond his maga
zine, now and again pulling the magazine slowly ba
ck and
forth in front of his face in a hopeless effort to
fan himself. Then he sees the woman hanging the
re beside
him and he looks up into her face, smiling quizzic
ally.
4. LULA Hello.
CLAY Uh, hi're you?
LULA I'm going to sit down .... O.K.?
CLAY Sure.
LULA [Swings down onto the seat, pushing 'her leg
s straight out as if she is very weary] Oooof! To
o much
weight.
CLAY Ha, doesn't look like much to me. [Leaning
back against the window, a little surprised and m
aybe stiff]
LULA It's so anyway. [And she moves her toes in
the sandals, then pulls her right leg up on the
left knee, better to
inspect the bottoms of the sandals and
the back of her heel. She appears for a
second not to notice that
CLAY is sitting next to her or that she has spok
en to him just a second before. CLAY looks at t
he magazine,
then out the black window. As he does this, she
turns very quickly toward him] Weren't you staring
at me
through the window?
CLAY [Wheeling around and very much stiffened]
What?
LULA Weren't you staring at me through the windo
w? At the last stop?
CLAY Staring at you? What do you mean?
LULA Don't you know what staring means?
5. CLAY I saw you through the window ... if that's
what it means. I don't know if I was staring. S
eems to me you
were staring through the window at me.
LULA I was. But only after I'd turned around and
saw you staring through that window down in the
vicinity of
my ass and legs.
CLAY Really?
LULA Really. I guess you were just taking those
idle potshots. Nothing else to do. Run your mind
over people's
flesh.
CLAY Oh boy. Wow, now I admit I was looking
in your direction. But the rest of that weight is
yours.
LULA I suppose.
CLAY Staring through train windows is weird busine
ss. Much weirder than staring very sedately at abstr
act
asses.
LULA That's why I came looking through the wind
ow ... so you'd have more than that to go on. I
even smiled
at you.
CLAY That's right.
LULA I even got into this train, going some other
way than mine. Walked down the aisle ... searchi
ng you out.
CLAY Really? That's pretty funny.
LULA That's pretty funny:" .. : . God, you're dull.
6. CLAY Well, I'm sorry, lady, but I really wasn't pr
epared for party talk.
LULA No, you're not. What are you prepared for?
[Wrapping the apple core in a Kleenex and dropp
ing it on the
floor]
CLAY [Takes her conversation as pure sex talk. He
turns to confront her squarely with this idea] I'm
prepared for
anything. How about you?
LULA [Laughing loudly and cutting it off abruptly]
What do you think you're doing?
CLAY What?
LULA You think I want to pick you up, get you
to take me somewhere and screw me, huh?
CLAY Is that the way I look?
LULA You look like you been trying to grow a
beard. That's exactly what you look like. You look
like you live
in New Jersey with your parents and are trying to
grow a beard. That's what. You look like you've
been
reading Chinese poetry and drinking lukewarm sugarle
ss tea. [Laughs, uncrossing and recrossing her
legs] You look like death eating a soda cracker.
CLAY [Cocking his head from one side to the oth
er, embarrassed and trying to make some comeback,
but also
intrigued by what the woman is saying .. even the
sharp city coarseness of her voice, which is still
7. a kind of
gentle sidewalk throb] Really? I look like all that?
LULA Not all of it. [She feints a seriousness to
cover an actual somber tone] I lie a lot. [Smiling]
It helps me
control the world.
CLAY [Relieved and laughing louder than the humor
] Yeah, I bet.
LULA But it's true, most of it, right? Jersey? You
r bumpy neck?
CLAY How'd you know all that? Huh? Really, I
mean about Jersey ... and even the beard. I met
you before? You
know Warren Enright?
LULA You tried to make it with your sister when
you were ten. [CLAY leans back hard against the
back of the
seat, his eyes opening now, still trying to look am
used] But I succeeded a few weeks ago. [She start
s to
laugh again] CLAY What're you talking about? Warr
en tell you that? You're a friend of
Georgia's?
LULA I told you I lie. I don't know your sister.
I don't know Warren Enright.
CLAY You mean you're just picking these things o
ut of the air?
LULA Is Warren Enright a tall skinny black black
8. boy with a phony English accent?
CLAY I figured you knew him.
LULA But I don't. I just figured you would know
somebody like that. [Laughs]
CLAY Yeah, yeah.
LULA You're probably on your way to his house
now.
CLAY That's right.
LULA [Putting her hand on CLAY'S closest knee,
drawing it from the knee up to the thigh's hinge,
then removing
it, watching his face very closely, and continuing t
o laugh, perhaps more gently than before] Dull, dul
l, dull.
I bet you think I'm exciting.
CLAY You're O.K.
LULA Am I exciting you now?
CLAY Right. That's not what's supposed to happen?
LULA How do I know? [She returns her hand, wit
hout moving it, then takes it away and plunges it
in her bag to
draw out an apple] You want this?
CLAY Sure.
LULA [She gets one out of the bag for herself]
Eating apples together is always the first step. Or
walking up
uninhabited Seventh Avenue in the twenties2 on wee
kends. [Bites and giggles, glancing at Clay and
speaking in loose singsong] Can get you involved
... boy! Get us involved. Um‐huh. [Mock seriousness
]
9. Would you like to get involved with me, Mister
Man?
CLAY [Trying to be as flippant as LULA, whackin
g happily at the apple] Sure. Why not? A beautifu
l woman
like you. Huh, I'd be a fool not to.
LULA And I bet you're sure you know what you'r
e talking about. [Taking him a little roughly by th
e wrist, so he
cannot eat the apple, then shaking the wrist] I bet
you're sure of almost everything anybody ever ask
ed
you about ... right? [Shakes his wrist harder] Right
?
CLAY Yeah, right. ... Wow, you're pretty strong, y
ou know? Whatta you, a lady wrestler or something
?
LULA What's wrong with
lady wrestlers? And don't answer because you never
knew any. Huh. [Cynically]
That's for sure. They don't have any lady wrestlers
in that part of Jersey. That's for sure.
CLAY Hey, you still haven't told me how you kn
ow so much about me.
LULA I told you I didn't know anything about yo
u ... you're a well‐known type.
CLAY Really?
LULA Or at least I know the type very well. An
d your skinny English friend too.
CLAY Anonymously?
LULA [Settles back in seat, singlemindedly finishing
her apple and humming snatches of rhythm and b
10. lues
song] What?
CLAY Without knowing us specifically?
LULA Oh boy. [Looking quickly at CLAY] What a
face. You know, you could be a handsome man.
CLAY I can't argue with you.
LULA [Vague, offcenter response] What?
CLAY [Raising his voice, thinking the train noise
has drowned part of his sentence] I can't argue wi
th you .
LULA My hair is turning gray. A gray hair for e
ach year and type I've come through.
CLAY Why do you want to sound so old?
LULA But it's always gentle when it starts. [Attent
ion drifting] Hugged against tenements, day or night.
CLAY What?
LULA [Refocusing] Hey, why don't you take me to
that party you're going to?
CLAY You must be a friend of Warren's to know
about the party.
LULA Wouldn't you like to take me to the party?
[Imitates clinging vine] . Oh, come on, ask me
to your party.
CLAY Of course I'll ask you to come with me to
the party. And I'll bet you're a friend of Warren
's.
LULA Why not be a friend of Warren's? Why not
? [Taking his arm] Have you asked me yet?
CLAY How can I ask you when I don't know yo
ur name?
LULA Are you talking to my name?
CLAY What is it, a secret?
11. LULA I'm Lena the Hyena.
CLAY The famous woman poet?
LULA Poetess! The same!
CLAY Well, you know so much about me ... what
's my name?
LULA Morris the Hyena.
CLAY The famous woman poet?
LULA The same. [Laughing and going into her bag
] You want another apple?
CLAY Can't make it, lady. I only have to keep o
ne doctor away a day.
LULA I bet your name is ... something like ... u
h, Gerald or Walter. Huh?
CLAY God, no.
LULA Lloyd, Norman? One of those hopeless colore
d names creeping out of New Jersey Leonard? Gag
....
CLAY Like Warren?
LULAw Definitely. Just exactly like Warren. Or Eve
rett.3
CLAY Gag ... ·
LULA Well, for sure, it's not Willie.
CLAY It’s Clay.
LULA Clay? Really? Clay what?
CLAY Take your pick. Jackson, Johnson, or William
s.
LULA Oh, really? Good for you. But it's got to
be Williams. You're too pretentious to be a Jackson
or Johnson.
CLAY Thass right.
LULA But Clay's O.K.
CLAY So's Lena.
LULA It's Lula.
CLAY Oh?
12. LULA Lula the Hyena.
CLAY Very good.
LULA [Starts laughing again] Now you say to me,
"Lula, Lula, why don't you go to this party with
me tonight?"
It's your turn, and let those be your lines.
CLAY Lula, why don't you go to this party with
me tonight, Huh?
LULA Say my name twice before you ask, and no
huh's.
CLAY Lula, Lula, why don't you go to this party
with me tonight?
LULA I'd like to go, Clay, but how can you ask
me to go when you barely know me?
CLAY That is strange, isn't it?
LULA What kind of reaction is that? You're suppos
ed to say, "Aw, come on, we'll get to know each
other better
at the party."
CLAY That's pretty corny.
LULA What are you into anyway? [Looking at him
half sullenly but still amused] What thing are yo
u playing at,
Mister? Mister Clay Williams? [Grabs his thigh, up
near the crotch] What are you thinking about?
CLAY Watch it now, you're gonna excite me for r
eal.
LULA [Taking her hand away and throwing her app
le core through the window] I bet. [She slumps in
the seat
and is heavily silent]
CLAY I thought you knew everything about me? W
13. hat happened? [LULA looks at him, then looks slo
wly away,
then over where. the other aisle would be. Noise
of the train. She reaches in her bag and pulls ou
t one of the
paper books. She puts it on her leg and thumbs t
he pages listlessly. CLAY cocks his head to see t
he title of
the book. Noise of the train. LULA flips pages an
d her eyes drift. Both remain silent] Are you goin
g to the
party with me, Lula? .
LULA [Bored and not even looking] I don't even
know you. .
CLAY You said you know my type.
LULA [Strangely irritated] Don't get smart with me,
Buster. I know you like the palm of my hand.
CLAY The one you eat the apples with?
LULA Yeh. And the one I open doors late Saturd
ay evening with. That's my door. Up at the top o
f the stairs.
Five flights. Above a lot of Italians . and lying
Americans. And scrape carrots with: Also. [Looks at
him]
the same hand I unbutton my dress with, or let
my skirt fall down. Same hand. Lover.
CLAY Are you angry about anything? Did I say s
omething wrong?
LULA Everything you say is wrong. [Mock smile]
That's what makes you so attractive. Ha. In that f
unnybook
14. jacket with all the buttons. [More animate, taking h
old of his jacket] What've you got that jacket and
tie
on in all this heat for? And why're
you wearing a jacket and tie like that? Did
your people ever burn
witches or start revolutions over the price of
tea? Boy, those narrow‐shoulder clothes come
from a
tradition you ought to feel oppressed by. A
three‐button suit. What right do you have
to be wearing a
three‐button suit and striped tie? Your grandfather w
as a slave, he didn't go to Harvard.
CLAY My grandfather was a night watchman.
~
LULA And you went to a colored college where e
verybody thought they were Averell Harriman.
CLAY All except me.
LULA And who did you think you were? Who do
you think you are now?
CLAY [Laughs as if to make light of the
whole trend of the conversation] Well, in
college I thought I was
Baudelaire. But I've slowed down since.
LULA I bet you never once thought you were a
black nigger. [Mock serious, then she howls with la
ughter. CLAY
is stunned but after initial reaction, he quickly tries
to appreciate the humor. LULA almost shrieks] A
15. black
Baudelaire.
CLAY That's right.
LULA Boy, are you corny. I take back what I sa
id before. everything you say is not wrong. It's pe
rfect. You
should be on television.
CLAY You act like you're on television already.
LULA That's because I'm an actress .
CLAY I thought so.
LULA Well, you're wrong. I'm no actress. I told y
ou I always lie. I'm nothing, honey, and don't you
ever forget
it. [Lighter] Although my mother was a
Communist. The only person in my family
ever to amount to
anything.
CLAY My mother was a Republican.
LULA And your father voted for the man rather t
han the party.
CLAY Right!
LULA Yea for him. Yea, yea for him.
CLAY Yea!
LULA And yea for America where he is free to
vote for the mediocrity of his choice! Yea!
CLAY Yea!
LULA And yea for both your parents who even th
ough they differ about so crucial a matter as the
body politic
still forged a union of love and sacrifice that was
destined to flower at the birth of the noble Clay
16. ...
what's your middle name?
CLAY Clay.
LULA A union of love and sacrifice that was dest
ined to flower at the birth of the noble Clay Cla
y Williams.
Yea! And most of all yea yea for you, Clay, Cla
y. The Black Baudelaire! Yes! [And with knifelike
cynicism] My
Christ. My Christ.
CLAY Thank you, ma'am.
LULA The people accept you as a ghost of the
future. And love you, that you might not kill th
em when you
can.
CLAY What?
LULA You’re a murderer, Clay, and you know it.
[Her voice darkening with significance] You know
goddamn
well what I mean.
CLAY I do?
LULA So we’ll pretend the air is light and full
of perfume.
CLAY [Sniffing at her blouse] It is.
LULA And we’ll pretend that people cannot see yo
u. That is, the citizens. And that you are free of
your own
history. And I am free of my history. We’ll prete
nd that we are both anonymous beauties smashing a
long
through the city’s entrails [She yells as loud as sh
e can] GROOVE!
17. [Black]
Scene II
Scene is the same as before, though now there are
other seats visible in the car. And throughout the
scene other
people get on the subway. There are maybe one o
r two seated in the car as the scene opens, thoug
h neither CLAY
nor LULA notices them. CLAY'S tie is open. LUL
A is hugging his arm.
CLAY The party! '
LULA I know it'll be something good. You can co
me in with me, looking casual and significant. I'll
be strange,
haughty, and silent, and walk with long slow stride
s.
CLAY Right.
LULA . When you. get drunk, pat me once very
lovingly on the flanks, and I'll look at you cryptic
ally licking my
lips.
CLAY It sounds like something we can do.
LULA You'll go around talking to young men abou
t your mind, and to old men about your plans:,.
If you meet
18. a very close friend who is also with someone like
me, we can stand together, sipping our drinks an
d
exchanging codes of lust. The atmosphere will be s
lithering in love and half‐love and very open
moral decision.
CLAY Great. Great.
LULA And everyone will pretend they don't know
your name, and then ... [She pauses heavily] later,
when
they have to, they'll claim a friendship that denies
your sterling character.
CLAY [Kissing her neck and fingers] And then wh
at?
LULA Then? Well, then we'll go down the street,
late night, eating apples and winding very deliberatel
y
toward my house.
CLAY Deliberately?
LULA I mean, we'll look in all the shop windows,
and make fun of the queers. Maybe we'll meet a
Jewish
Buddhist and flatten his conceits over some very pr
etentious coffee.
CLAY In honor of whose God?
LULA Mine.
CLAY Who is ... ?
LULA Me ... and you?
CLAY A corporate Godhead. ,
LULA Exactly. Exactly. [Notices one of the other p
eople entering]
CLAY Go on with the chronicle. Then what happen
19. s to us?
LULA [A mild depression, but she still makes her
description triumphant and increasingly direct] To
my house,
of course.
CLAY Of course.
LlJLA And up the narrow steps of the tenement.
CLAY You live in a tenement?
LULA Wouldn't live anywhere else. Reminds me spe
cifically of my novel form of insanity. . .
CLAY Up the tenement stairs.
LULA And with my apple‐eating hand I push open
the door and lead you, my tender big‐eyed prey,
into
my ... God, what can I call it ... into my hovel.
CLAY Then what happens?
LULA After the dancing and games, after the long
drinks and long walks, the real fun begins.
CLAY Ah, the real fun. [Embarrassed, in spite of
himselfJ Which is ... ? LULA [Laughs at him] Re
al fun in the
dark house. Hah! Real fun in the dark house, high
up above the street and the ignorant cowboys. I
lead you in, holding your wet hand gently in my
hand ...
CLAY Which is not wet?
LULA Which is dry as ashes.
CLAY And cold?
LULA Don't think you'll get out of your responsibi
20. lity that way. It's not cold at all. You Fascist! In
to my
dark living room. Where we'll sit and talk endlessl
y, endlessly.
CLAY About what?
LULA About what? About your manhood, what do
you think? What do you think we’ve been talking
about all
this time?
CLAY Well, I didn't know it was that. That's for
sure. Every other thing in the world but that. [
Notices
another person entering, looks quickly, almost involun
tarily up and down the car, seeing the other peopl
e in
the car] Hey, I didn't even notice when those peo
ple got
LULA Yeah, I know.
CLAY Man, this subway is slow.
LULA Yeah, I know.
CLAY Well, go on. We were talking about my ma
nhood.
LULA We still are. All the time.
CLAY We were in your living room.
LULA My dark living room. Talking endlessly.
CLAY About my manhood. .
LULA I'll make you a map of it. Just as soon a
s we get to my house.
CLAY Well, that's great.
LULA One of the things we do while we talk. A
21. nd screw.
CLAY [Trying to make his smile broader and less
shaky]' We finally got there.
LULA And you'll call my rooms black as a grave.
You'll say, "This place is like Juliet's tomb.
CLAY [Laughs] I might.
LULA I know. You've probably said it before.
CLAY And is that all? The whole grand tour?
LULA Not all. You'll say to me very close to m
y face, many many times, you'll say, even whisper,
that you love
me.
CLAY Maybe I will.
LULA And you'll be lying.
CLAY I wouldn't lie about something like that.
LULA Hah. It's the only kind of thing you will l
ie about. Especially if you think it'll keep me aliv
e.
CLAY Keep you alive? I don't understand.
. '<'"
LULA [Bursting out laughing, but too shrill] Don't
understand? Well, don't look at me. It's the path I
take, that's
all. Where both feet take me when I set them do
wn. One in front of the other.
CLAY Morbid. Morbid. You sure you're not an actr
ess? All that self‐aggrandizement.
LULA Well, I told you I wasn't an actress ... but
I also told you I lie all the time. Draw your
own conclusions.
CLAY Morbid. Morbid. You sure you're not an actr
ess? All scribed? There's no more?
LULA I've told you all I know. Or almost all.
22. CLAY There's no funny parts?
LULA I thought it was all funny.
CLAY But you mean peculiar, not ha‐ha.
LULA You don't know what I mean.
CLAY Well, tell me the almost part then. You sai
d almost all. What else? I want the whole story.
.
LULA [Searching aimlessly through her bag. She be
gins to talk breathlessly, with a light and silly ton
e] All
stories are whole stories. All of 'em. Our whole st
ory ... nothing but change. How could things go o
n like
that forever? Huh? [Slaps him on the shoulder, beg
ins finding things in her bag, taking them out a
nd
throwing them over her shoulder into the aisle] Exc
ept I do go on as I do. Apples and long walks
with
deathless intelligent lovers. But you mix it up. Loo
k out the window, all the time. Turning pages. Ch
ange
change change. Till, shit, I don't know you. Would
n't, for that matter. You're too serious. I bet you'r
e
even too serious to be psychoanalyzed. Like all tho
se Jewish poets from Yonkers, who leave their
mothers looking for other mothers, or others' mother
s, on whose baggy tits they lay their fumbling
heads. Their poems are always funny, and all about
sex.
CLAY They sound great. Like movies.
LULA But you change. [Blankly] And things work
on you till you hate them. [More people come int
23. o the
train. They come closer to the couple, some of th
em not sitting, but swinging drearily on the straps,
staring
at the two with uncertain interest]
CLAY Wow. All these people, so suddenly. They
must all come from the same place.
LULA Right. That they do.
CLAY Oh? You know about them too?
yeah. About them more than I know about you. D
o they frighten you?
CLAY Frighten me? Why should they frighten me?
LULA 'Cause you're an escaped nigger.
CLAY Yeah?
LULA 'Cause you crawled through the wire and ma
de tracks to my side.
CLAY Wire?
LULA Don't they have wire around plantations?
CLAY You must be Jewish. All you can think abo
ut is wire. Plantations didn't have any wire. Plantat
ions
were big open whitewashed places like heaven, and
everybody on 'em was grooved to be there. Just
strummin' and hummin' all day.
LULA Yes, yes.
CLAY And that's how the blues was born.
LULA Yes, yes. And that's how the blues was bor
24. n. [Begins to make up a song that becomes quickl
y
hysterical. As she sings she rises from her seat, st
ill throwing things out of her bag into the aisle,
beginning a
rhythmical shudder and twistlike wiggle, which she c
ontinues up and down the aisle, bumping into many
of
the standing people and tripping over the feet of t
hose sitting. Each time she runs into a person she
lets out
a very vicious piece of profanity, wiggling and step
ping all the time] And that's how the blues was
born.
Yes. Yes. Son of a bitch, get out of the way. Y
es. Quack. Yes. Yes. And that's how the blues wa
s born.
Ten little niggers sitting on a limb, but none of
them ever looked like him. [Points to CLAY, return
s
toward the seat, with her hands extended for him
to rise and dance with her] And that's how blues
was
born. Yes. Come on, Clay. Let's do the nasty. Rub
bellies. Rub bellies. .
CLAY [Waves his hands to refuse. He is embarrass
ed, but determined to get a kick out of the proce
edings] Hey,
what was in those apples? Mirror, mirror on
the wall", who's the fairest one of all?
Snow White,
baby, and don’t you forget it.
LULA [Grabbingfor his hands, which he draws away
25. ] Come on, Clay. Let's rub bellies on the train.
The nasty.
The nasty. Do the gritty grind, like your old rag‐h
ead mammy. Grind till you lose your mind. Shake
it, shake it, shake it, shake it! OOOOweeee! Come
on, Clay. Let's do the choo‐choo train shuffle, th
e
navel scratcher.
CLAY Hey, you coming on like the lady who smo
ked up her grass skirt.
QULA [Becoming annoyed that he will not dance,
and becoming more animated as if to embarrass hi
m still
further] Come on, Clay ... let's do the thing. Uhh!
Uhh! Clay! Clay! You middle‐class black bastard.
Forget
your social‐working mother for a few seconds and l
et's knock stomachs. Clay, you liver‐lipped white
man. You would‐be Christian. You ain't no nigger,
you're just a dirty white man. Get up, Clay. Danc
e with
me, Clay)
CLAY Lula! Sit down, now. Be cool.
LULA [Mocking him, in wild dance] Be cool. Be
cool. That's all you know ... shaking that wildroot
cream‐oil on
your knotty head, jackets buttoning up to your chin
, so full of white man's words Christ, God, Get
up' ,
and scream at these people. Like scream meaningless
shit in these hopeless faces. [She screams at peo
26. ple
in train, still dancing} Red trains cough Jewish und
erwear for keeps! Expanding smells of silence. Grav
y
snot whistling like sea birds. Clay. Clay, you got
to break out. Don't sit there dying the way they
want you
to die. Getup.
CLAY Oh, sit the fuck own. He moves to restrain
her] Sit down, goddamn it.
LULA [Twisting out of his reach] Screw yourself,
Uncle Tom.' Thomas Woolly‐Head. [Begins to dance
a kind of
jig, mocking CLAY with loudJ~r~ed humor] There is
Uncle Tom ... I mean, Uncle Thomas Woolly‐Head
.
With old white matted mane. He hobbles on his w
ooden cane. Old Tom. Old Tom. Let the white ma
n
hump his 0I' mama, and he jes' shuffle off in the
woods and hide his gentle gray head. 0I' Thomas
Woolly‐
Head. [Some of the other riders are laughing naw.
A DRUNK gets up and joins LULA in her danc
e, singing,
as best he can, her "song." CLAY gets up out of
his seat and visibly scans the faces of the other
riders]
CLAY Lula! Lula! [She is dancing'and turning, still
shouting as loud as she can. The DRUNK too is
shouting, and
waving his hands wildly] Lula ... you dumb bitch.
Why don't you stop it? [He rushes half stumbling
27. from his
seat, and grabs one of her flailing arms]
LULA Let me go! You black son of a bitch. [Sh
e struggles against him] Let me got Help! [CLAY
is dragging her
towards her seat, and the DRUNK seeks to interfer
e. He grabs CLAY around the shoulders and begins
wrestling with him. CLAY clubs the drunk to the
floor without releasing LULA, who is still screaming
. CLAY
finally gets her to the seat and throws her into it
]
CLAY Now you shut the hell up. [Grabbing her s
houlders} Just shut up. You don't know what you're
talking
about. You don't know anything. So just keep your
stupid mouth closed.
LULA You're afraid of white people. And your fath
er was. Uncle Tom Big Lip!
CLAY [Slaps her as hard as he can, across the
mouth. e back of the seat. LULA’s head bangs ag
ainst the back of
the seat. When she raises it again. CLAY slaps he
r again] Now shut up and let me talk [He turns
toward the
other riders, some of whom are sitting on the edg
e of their seats. The DRUNK is one one knee, ru
bbing his
head, and singing softly the same song. He shuts
28. up too when he sees CLAY watching him. The ot
hers go
back to newspapers or stare out the windows.] Shit,
you don't have any sense, Lula, nor feelings eith
er.
I could murder you now. Such a tiny ugly throat.
I could squeeze it flat, and, watch you turn blu
e, on
a humble. For dull kicks. And all these weak‐faced
ofays squatting around here, staring over their
papers at me. Murder them too. Even if they expe
cted it. That man there ... [Points to a WELL‐
DRESSED MAN] I could rip that Times right out
of his hand, as skinny and middle‐classed as I am
, I
could rip that paper out of his hand and just as
easily rip out his throat. It takes no great effort
: For
what? To kill you soft idiots? You don't understand
anything but luxury.
LULA You fool!
CLAY [Pushing her against the seat] I'm not telling
you again, Tallulah Bankhead! Luxury. In your fac
e and
your fingers. You telling me what I ought to
do. [Sudden scream frightening the whole
coach] Well,
don't! Don't you tell me anything! If I'm a middle
‐class fake white man ... let me be. And let me
be in
the way I want. [Through his teeth] I'll
rip your lousy breasts off! Let me be who I
feel like being.
Uncle Tom. Thomas. Whoever.
29. It's none of your business
(You don't know anything except what's
there for you to
see. An act. Lies. Device. Not the pure heart,
the pumping black heart. You don't
ever know that. And I sit here in this buttoned‐up
suit to keep myself from cutting all your throats.
I
mean wantonly. You great liberated whore! You
fuck some black man, and right away you're
an
expert on black people. What a lotta shit that
is. The only thing you know is that you come
if he
bangs you hard enough. And that's all. The
belly rub? You wanted to do the belly rub?
Shit, you
don't even know how. You don't know how. That
ol’ dipty‐dip shit you do, rolling your ass like an
elephant. That's not my kind of belly rub. Belly r
ub is not Queens. Belly rub is dark places with
big
hats and overcoats held up with one arm. Belly
rub hates you... Old bald‐headed four‐eyed ofays
popping their fingers ... and don't know yet what
they're doing. They say, "I love Bessie Smith and
don't even understand that Bessie Smith is saying,
"Kiss my ass, kiss my black unruly ass." Before
love, suffering, desire, anything you can explain, she
's saying, and very plainly, "Kiss my black ass."
And if you don't know that, it's you that's doing
the kissing.
(Charlie Parker?l Charlie Parker. All the hip white
30. boys scream for Bird. And Bird saying, "Up your
ass, feeble‐minded ofay! Up your ass." And they sit
there talking about the tortured genius of
Charlie Parker. Bird would've played not a note of
music if he just walked up to East Sixty‐seventh
Street and killed the first ten white people he saw
. Not a note! And I’m the great would‐be poet.
Yes.
That's right! Poet. Some kind of bastard literature .
.. all it needs is a simple knife thrust. Just let
me
bleed you, you loud whore, and' one poem vanished
. A whole people of neurotics, struggling to keep
from being sane. And the only thing that would c
ure the neurosis would be your murder. Simple as
that. I mean if I murdered you, then other white
people would begin to understand me. You
understand? No I guess not. If Bessie Smith had k
illed some white people she wouldn’t have needed
that music. She could have talked very straight and
plain about the world. No metaphors. No grunts.
No wiggles in the dark of her soul. Just straight
two and two are four. Money. power. Luxury. Like
that. All of them. Crazy niggers turning their backs
on sanity. When all it needs is that simple act.
Murder. Just murder! Would make us all sane. [Sud
denly weary) Ahhh. Shit. But who needs it? I’d
rather be a fool. Insane. Safe with my words, and
no deaths, and clean, hard thoughts, urging me to
new conquests. My people's madness. Hah! That's a
laugh. My people. They don't need me to claim
31. them. They got legs and arms of their own. Perso
nal insanities. Mirrors. They don't need all those
words. They don't need any defense. But listen, tho
ugh, one more thing. And you tell this to your
father, who’s probably the kind of man who needs
to know at once. So he can plan ahead. Tell hi
m
not to preach so much rationalism and cold logic
to these niggers. Let them alone. Let them sing
curses at you in code and see your filth as simpl
e lack of style. Don't make the mistake, through
some irresponsible surge of Christian charity, of talk
ing too much about the advantages of Western
rationalism, or the great intellectual legacy of the
white man, or maybe they'll begin to listen. And
then, maybe one day, you'll find they actually do
understand exactly what you are talking about, all
these fantasy people. All these blues people. And o
n that day, as sure as shit, when you really
believe you can accept them into your fold, as hal
f‐white trusties late of the subject peoples. With
no more blues, except the very old ones, and not
a watermelon in sight, the great missionary heart
will have triumphed, and all of those ex‐coons will
be stand‐up Western men, with eyes for clean
hard useful lives, sober, pious and sane, and they'll
murder you. They'll murder you, and have very
rational explanations. Very much like your own. The
y'll cut your throats, and drag you out to the
edge of your. cities so the flesh can fall away fr
om your bones, in sanitary isolation.
32. LULA [Her voice takes on a different, more busine
sslike quality) I've heard enough.
CLAY [Reaching for his books) I bet you have. I
guess I better collect my stuff and get off this
train. Looks
like we won't be acting out that little pageant you
outlined before.
LULA No. We won't. You're right about that, at l
east. [She turns to look quickly around the rest of
the car) All
right! [The others respond)
CLAY [Bending across the girl to retrieve his belo
ngings) Sorry, baby, I don't think we could make
it. [As he is
bending over her, the girl brings up a small knife
and plunges it into CLAY'S chest. Twice. He slu
mps across
her knees, his mouth working stupidly)
LULA Sorry is right. [Turning to the others in the
car who have already gotten up from their seats)
Sorry is the
rightest thing you've said. Get this man off me! H
urry, now! [The others come and drag CLAY'S bod
y
down the aisle) Open the door and throw his body
out. [They throw him off] And all of you get
off at the
next stop. [LULA busies herself straightening her thi
ngs. Getting everything in order. She takes out a
notebook and makes a quick scribbling note. Drops
it in her bag. The train apparently stops and all
the
33. others get off, leaving her alone in the coach.
Very soon a YOUNG NEGRO of about twenty com
es into the coach with a couple of books under h
is arm. He
sits a few seats in back of LULA. When he is
seated she turns and gives him a long slow look.
He looks up
from his book and drops the book on his lap. Th
en an OLD NEGRO CONDUCTOR comes into the
car, doing a
sort of restrained soft shoe, and half mumbling the
words of some song. He looks at THE YOUNG
MAN,
briefly, with a quick greeting]
CONDUCTOR. Hey, brother!
YOUNG MAN Hey. [The CONDUCTOR continues
down the aisle with his little dance and
the mumbled song.
LULA turns to stare at him and follows his move
ments down the aisle. The CONDUCTOR tips his h
at when
he reaches her seat, and continues out the car]