PAGE
4
Hemingway, Ernest. “Chapter VII” and “Soldier’s Home.” From In Our Time. (1925)
Chapter VII
While the bombardment was knocking the trench to pieces at Fossalta, he lay very flat and sweated and prayed oh jesus christ get me out of here. Dear jesus please get me out. Christ please please please christ. If you'll only keep me from getting killed I'll do anything you say. I believe in you and I'll tell every one in the world that you are the only one that matters. Please please dear jesus. The shelling moved further up the line. We went to work on the trench and in the morning the sun came up and the day was hot and muggy and cheerful and quiet. The next night back at Mestre he did not tell the girl he went upstairs with at the Villa Rossa about Jesus. And he never told anybody.
SOLDIER'S HOME (1925)
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to mach.
PAGE
5
“Soldier's Home” (1925)
Ernest Hemingway
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to machine guns in the Argonne and who could not comprehend, or were barred by their patriotism from interest in, any German machine gunners who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or exaggeration, and when he occasionally met another man who had really been a soldier and the talked a few minutes in the dressing room at a dance he fell into the easy pose of the old soldier among other soldiers: that he had been badly, sickeningly frightened all the time. In this way he lost everything.
During this time, it was late summer, he was sleeping late in bed, getting up to walk down town to the library to get a book, eating lunch at home, reading on the front porch until he be.
1 Ernest Hemingway, Soldiers Home (1925) Krebs w.docxmercysuttle
1
Ernest Hemingway, "Soldier's Home" (1925)
Krebs went to the war from a Methodist college in Kansas. There is a picture
which shows him among his fraternity brothers, all of them wearing exactly the
same height and style collar. He enlisted in the Marines in 1917 and did not return
to the United States until the second division returned from the Rhine in the
summer of 1919.
There is a picture which shows him on the Rhone with two German girls and
another corporal. Krebs and the corporal look too big for their uniforms. The
German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes
was over. He came back much too late. The men from the town who had been
drafted had all been welcomed elaborately on their return. There had been a great
deal of hysteria. Now the reaction had set in. People seemed to think it was rather
ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St.
Mihiel and in the Argonne did not want to talk about the war at all. Later he felt
the need to talk but no one wanted to hear about it. His town had heard too many
atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all
he had to lie and after he had done this twice he, too, had a reaction against the
war and against talking about it. A distaste for everything that had happened to
him in the war set in because of the lies he had told. All of the times that had been
able to make him feel cool and clear inside himself when he thought of them; the
times so long back when he had done the one thing, the only thing for a man to
do, easily and naturally, when he might have done something else, now lost their
cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things
other men had seen, done or heard of, and stating as facts certain apocryphal
incidents familiar to all soldiers. Even his lies were not sensational at the pool
room. His acquaintances, who had heard detailed accounts of German women
found chained to machine guns in the Argonne and who could not comprehend, or
were barred by their patriotism from interest in, any German machine gunners
who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or
exaggeration, and when he occasionally met another man who had really been a
soldier and the talked a few minutes in the dressing room at a dance he fell into
the easy pose of the old soldier among other soldiers: that he had been badly,
sickeningly frightened all the time. In this way he lost everything.
2
During this time, it was late summer, he was sleeping late in bed, getting up to
walk down town to the lib ...
Introduction The Reed Anna Seghers, East Germany, 19.docxnormanibarber20063
Introduction "The Reed"
Anna Seghers, East Germany, 1965
Anna Seghers (1900-1983), a pseudonym for Netty Reiling, was
born in Mainz and grew up in a middle-class Jewish family. Her
earliest literary influences include the classical German
literature of the 18th and 19th century, a tradition which
defines her own narrative style. Between 1920 and 1924, Seghers
studied art history and philology at the universities of
Heidelberg and Cologne, and in 1925 she became one of the first
women in Germany to receive her Ph.D. Although 1925 also saw the
publication of her first story, Anna Seghers did not receive wide
recognition until 1928 when her first novel, The Uprising of the
Fishermen of St. Barbara, received the prestigious Kleist Prize,
an annual award that is given anonymously for the best work of a
new author. While the jury members were correct in predicting
the future success of the new author, they were totally incorrect
in their assumptions about the gender of this new literary
figure. All references to the stark and powerful style of the
young male author proved to be somewhat embarrassing for the
members of the jury.
The year 1928 was an auspicious one for Anna Seghers in yet
another sense, it was also the year in which she joined the
German Communist Party. Her joining the Party may have been
motivated by factors ranging from a basic humanistic hope for
social change to the politically charged climate of Germany in
the 20s, including the influence of her husband Laszlo Radvanyi,
a Hungarian political emigre whom she met and married in 1926.
She remained a loyal, if often critical member of the German
Communist Party throughout her life.
After fleeing Nazi Germany in 1933 and after spending years
of exile in France and Mexico, Anna Seghers returned to her
native land in 1947 where she quickly became the matriarch of
East German literature. Not only did she serve as an
international representative of her Party and her country, she
also became a supporter and role model for a whole new generation
of East German authors in the sixties and seventies, especially
Christa Wolf.
"The Reed" was taken from a collection of short stories that
was published in 1965. In it the reader follows the evolution of
the main character, Marta Emrich, through the dangers of the war
years to the difficulties of the fledgling East Germany. How
does the larger stage of historical events intersect with the
lives of the characters? To what extent does the main character
represent typically middle-class values and does she change in
the course of the story? Why would Anna Seghers portray a woman
like Marta rather than a political activist such as herself? As
readers of the 1990s, what reaction do you have to Anna Seghers'
portrayal of the female character?
Anna Seghers, "The Reed," trans. Benito's Blue and Nine
Other Stories, (East Berlin: Seven Seas Books,)
), 144.
PAGE
5
“Soldier's Home” (1925)
Ernest Hemingway
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to machine guns in the Argonne and who could not comprehend, or were barred by their patriotism from interest in, any German machine gunners who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or exaggeration, and when he occasionally met another man who had really been a soldier and the talked a few minutes in the dressing room at a dance he fell into the easy pose of the old soldier among other soldiers: that he had been badly, sickeningly frightened all the time. In this way he lost everything.
During this time, it was late summer, he was sleeping late in bed, getting up to walk down town to the library to get a book, eating lunch at home, reading on the front porch until he be.
1 Ernest Hemingway, Soldiers Home (1925) Krebs w.docxmercysuttle
1
Ernest Hemingway, "Soldier's Home" (1925)
Krebs went to the war from a Methodist college in Kansas. There is a picture
which shows him among his fraternity brothers, all of them wearing exactly the
same height and style collar. He enlisted in the Marines in 1917 and did not return
to the United States until the second division returned from the Rhine in the
summer of 1919.
There is a picture which shows him on the Rhone with two German girls and
another corporal. Krebs and the corporal look too big for their uniforms. The
German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes
was over. He came back much too late. The men from the town who had been
drafted had all been welcomed elaborately on their return. There had been a great
deal of hysteria. Now the reaction had set in. People seemed to think it was rather
ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St.
Mihiel and in the Argonne did not want to talk about the war at all. Later he felt
the need to talk but no one wanted to hear about it. His town had heard too many
atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all
he had to lie and after he had done this twice he, too, had a reaction against the
war and against talking about it. A distaste for everything that had happened to
him in the war set in because of the lies he had told. All of the times that had been
able to make him feel cool and clear inside himself when he thought of them; the
times so long back when he had done the one thing, the only thing for a man to
do, easily and naturally, when he might have done something else, now lost their
cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things
other men had seen, done or heard of, and stating as facts certain apocryphal
incidents familiar to all soldiers. Even his lies were not sensational at the pool
room. His acquaintances, who had heard detailed accounts of German women
found chained to machine guns in the Argonne and who could not comprehend, or
were barred by their patriotism from interest in, any German machine gunners
who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or
exaggeration, and when he occasionally met another man who had really been a
soldier and the talked a few minutes in the dressing room at a dance he fell into
the easy pose of the old soldier among other soldiers: that he had been badly,
sickeningly frightened all the time. In this way he lost everything.
2
During this time, it was late summer, he was sleeping late in bed, getting up to
walk down town to the lib ...
Introduction The Reed Anna Seghers, East Germany, 19.docxnormanibarber20063
Introduction "The Reed"
Anna Seghers, East Germany, 1965
Anna Seghers (1900-1983), a pseudonym for Netty Reiling, was
born in Mainz and grew up in a middle-class Jewish family. Her
earliest literary influences include the classical German
literature of the 18th and 19th century, a tradition which
defines her own narrative style. Between 1920 and 1924, Seghers
studied art history and philology at the universities of
Heidelberg and Cologne, and in 1925 she became one of the first
women in Germany to receive her Ph.D. Although 1925 also saw the
publication of her first story, Anna Seghers did not receive wide
recognition until 1928 when her first novel, The Uprising of the
Fishermen of St. Barbara, received the prestigious Kleist Prize,
an annual award that is given anonymously for the best work of a
new author. While the jury members were correct in predicting
the future success of the new author, they were totally incorrect
in their assumptions about the gender of this new literary
figure. All references to the stark and powerful style of the
young male author proved to be somewhat embarrassing for the
members of the jury.
The year 1928 was an auspicious one for Anna Seghers in yet
another sense, it was also the year in which she joined the
German Communist Party. Her joining the Party may have been
motivated by factors ranging from a basic humanistic hope for
social change to the politically charged climate of Germany in
the 20s, including the influence of her husband Laszlo Radvanyi,
a Hungarian political emigre whom she met and married in 1926.
She remained a loyal, if often critical member of the German
Communist Party throughout her life.
After fleeing Nazi Germany in 1933 and after spending years
of exile in France and Mexico, Anna Seghers returned to her
native land in 1947 where she quickly became the matriarch of
East German literature. Not only did she serve as an
international representative of her Party and her country, she
also became a supporter and role model for a whole new generation
of East German authors in the sixties and seventies, especially
Christa Wolf.
"The Reed" was taken from a collection of short stories that
was published in 1965. In it the reader follows the evolution of
the main character, Marta Emrich, through the dangers of the war
years to the difficulties of the fledgling East Germany. How
does the larger stage of historical events intersect with the
lives of the characters? To what extent does the main character
represent typically middle-class values and does she change in
the course of the story? Why would Anna Seghers portray a woman
like Marta rather than a political activist such as herself? As
readers of the 1990s, what reaction do you have to Anna Seghers'
portrayal of the female character?
Anna Seghers, "The Reed," trans. Benito's Blue and Nine
Other Stories, (East Berlin: Seven Seas Books,)
), 144.
Running head GRANDMOTHER1GRANDMOTHER5Grandm.docxwlynn1
Running head: GRANDMOTHER 1
GRANDMOTHER 5
Grandmother
EW
Grandmother
When thinking of the characteristics of a grandmother what does one think about? In the story “A Good Man is Hard to Find” by Flannery O’Connor it is written from the perspective of the grandmother. With it being told from her perspective it shows how she feels and her opinion. Even if the grandmother looks down on someone she still can find the good in others, well if it is to her advantage. A characteristic of this grandmother is someone who tries to manipulate others to get her way.
At the beginning of the story, the grandmother tries to manipulate the son from going on vacation to Florida. She did not want to go to Florida; she wanted to go to Tennessee. She had friends she wanted to visit in Tennessee and was disappointed that she was not getting her way to go there. She had even noticed an article in the newspaper that her son was reading about how a guy “that calls himself The Misfit is aloose from Federal Pen and headed toward Florida” (Glaspell, 1916, p. 117). She gave this as a reason that going to Florida would not be a good idea. Neither the son nor the daughter-in-law listened to her, and she then turned to her grandkids in hopes that trying to scare them would make them upset and get her sons attention. The kids did not get scared but rather turned her manipulation back on her letting her know they did not care if she went on the trip. Her granddaughter June Star even stated the reason her grandmother would not stay home was that she was “afraid she’d miss something” (Glaspell, 1916, p. 117).
When the family first got in the car going on the trip, the grandmother hid her cat so it would not be left behind. Her son would not approve so manipulating the situation by hiding the cat was her best option. She wore a very nice outfit that she felt a lady should wear. Her daughter-in-law was dressed as though she was wearing clothing someone would wear to do chores around the house. The grandmother wanted everyone to know she was a lady by just looking at her. If they had a wreck on the way to Florida and she passed away, she wanted anyone coming up to the scene to know she was a lady when they first laid eyes on her. To pass the time she told the kids a story about how when she was a young lady a man named Mr. Teagarden, that she had dated would bring her a “watermelon every Saturday afternoon” (Glaspell, 1916, p. 117). She stated, “she would have done well to marry Mr. Teagarden” (Glaspell, 1916, p. 117) because he became rich when he was older. Even though she would be manipulative with something’s, she still was very interactive with the kids and kept them entertained.
When the family drove through the town of Toombsboro Georgia, the grandmother began to talk about a plantation that she used to visit when she was young. She started to describe the house and lied by saying it had a secret room that no one knew about, but the people living there. The gra.
The Address_Marga_Minco_XI_English
The Address by Marga Minco is a short war-fiction story about a family lost in the heat and hatred of WW-II. The story is staged immediately after the Second World War. In this world war, Hitler and his Nazi army carried out brutalities on Jews. They sent millions of Jews from almost all parts of Europe to the concentration camps to die. That’s was shocking and equally sad.
This short story is a poignant (/ˈpɔɪnjənt/) account of a daughter who goes in search of her mother’s belongings after the War, in Holland. When she finds them, the objects evoke memories of her earlier life. However, she decides to leave them all behind and resolves to move on.
For this assignment, students will need to observe the activities th.docxalfred4lewis58146
For this assignment, students will need to observe the activities that take place in a courtroom setting. Find a video on YouTube... Pay attention to the courtroom actors including the judge, jury, attorneys, and defendant. Complete a one page reflection of your experience. Provide details about the case/cases you heard and note if anything surprised you during your observation.
Use APA format for this assignment.
.
For this assignment, select a human service organization from .docxalfred4lewis58146
For this assignment, select a human service organization from a public, nonprofit, or government sector that you are familiar with, or one that you find interesting. You will use this organization to complete all of the course assignments. You must be able to access information about the organization’s governance, financial sources and practices, mission, population served, and its political and social landscape. Review all the assignments now to verify the types of information you will need about the organization in order to complete them.
The following list provides examples of acceptable types of organizations. You can select an organization of the types included on this list or propose another type of organization to your instructor. The organization must provide human service program services. The selected organization will be included in all your assignments, so you will look at leadership and collaboration practices for that organization through several areas of focus.
Possible Organization Types
City, county, or state human services or mental health programs.
State hospitals (Western State Hospital, Milwaukee County Hospital, or another state or county hospital in your area).
School-based human services or case management programs.
Private mental health organizations.
Employee assistance programs.
For-profit hospital or health care organizations (Humana, Kaiser-Permanente, Aurora, etcetera).
Catholic community services.
Lutheran Social Services.
.
For this Assignment, read the case study for Claudia and find tw.docxalfred4lewis58146
For this Assignment, read the case study for Claudia and find two to three scholarly articles on social issues surrounding immigrant families.
By Day 7
In a 2- to 4-page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
Describe culturally competent strategies you might use to assess the needs of children.
Describe the types of data you would collect from Claudia and her family in order to best serve them.
Identify other resources that may offer you further information about Claudia’s case.
Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
.
For this assignment, download the A6 code pack. This zip fil.docxalfred4lewis58146
For this assignment, download the
A6 code pack
. This zip file contains several files:
main.cpp
- the predetermined main.cpp. This file shows the usage and functionality that is expected of your program. You are not allowed to edit this file. You will not be submitting this file with your assignment.
CMakeLists.txt
- the preset CMake file to build with your functions files.
input/greeneggsandham.txt
- the contents of Green Eggs and Ham in text format.
input/aliceChapter1.txt
- the first chapter of Alice in Wonderland in text format.
output/greeneggsandham.out
- the expected output when running your program against the
greeneggsandham.txt
file
output/aliceChapter1.out
- the expected output when running your program against the
aliceChapter1.txt
file
Your task is to provide the implementations for all of the referenced functions. You will need to create two files:
functions.h
and
functions.cpp
to make the program work as intended.
You will want to make your program as general as possible by not having any assumptions about the data hardcoded in. Two public input files have been supplied with the starter pack. We will run your program against a third private input file.
Function Requirements
The requirements of each function are given below. The input, output, and task of each function is described. The functions are:
promptUserForFilename()
openFile()
readWordsFromFile()
removePunctuation()
capitalizeWords()
filterUniqueWords()
alphabetizeWords()
countUniqueWords()
printWordsAndCounts()
countLetters()
printLetterCounts()
printMaxMinWord()
printMaxMinLetter()
promptUserForFilename()
Input
: None
Output
: A string
Task
: Prompt the user to enter a filename.
openFile()
Input
: (1) The input file stream (2) The string filename to open
Output
: True if the file successfully opened, False if the file could not be opened
Task
: Open the input file stream for the corresponding filename. Check that the file opened correctly. The string filename will remain unchanged.
readWordsFromFile()
Input
: The input file stream
Output
: A vector of strings
Task
: Read all of the words that are in the filestream and return a list of all the words in the order present in the file.
removePunctuation()
Input
: (1) A vector of strings (2) A string of all the punctuation characters to remove
Output
: None
Task
: For each word in the vector, remove all occurrences of all the punctuation characters denoted by the punctuation string. When complete, the input vector will now hold all the words with punctuation removed. The punctuation string will remain unchanged.
capitalizeWords()
Input
: A vector of strings
Output
: None
Task
: For each word in the vector, convert each character to its upper case equivalent. When complete, the input vector will now hold all the words capitalized.
filterUniqueWords()
Input
: A vector of strings
Output
: A vector of strings
Task
: The function will return only th.
For this assignment, create infographic using the Canva website..docxalfred4lewis58146
For this assignment, create infographic using the Canva website. Pictorially and using short phrases, depict the way in which an organization you are affiliated (Charter School) with celebrates its achievements.
Next, identify research conducted that supports and emphasizes the importance of leaders’ taking the time to celebrate. How does a leader’s taking the time to recognize victories and reinforce shared values enhance the culture and climate of an organization?
Then, explain how leaders could build upon or improve purposeful celebrations within the organization. Make sure that you utilize scholarly literature and document supportive research for the short phrases identified and used in your Canva infographic.
Length: 1 infographic and 2–3 page essay, not including references or title page.
References: Minimum of five scholarly resources
.
For this assignment, compare California during the Great Depression.docxalfred4lewis58146
For this assignment, compare California during the Great Depression and Great Recession. Provide historical details about California during the Great Depression. What did Californians go through? Think economic, social, political, etc., for the historical details. Describe (at least) one similarity and one difference between the two eras.
You may also compare the Great Depression to the economic problems caused by Covid-19 in 2020. Focus on California, not the United States.
Requirements: 500 words
Plagiarism check
.
For this assignment, create a 10- to 12-slide presentation in Mi.docxalfred4lewis58146
For this assignment, create a 10- to 12-slide presentation in Microsoft PowerPoint that addresses the following points:
What are the points of conflict between Sunni and Shia Muslims? Where do their interpretations of Islam differ significantly?
How and when did these conflicts come into existence?
In what ways do they share the same beliefs? Is antipathy toward the West an automatic position?
Identify which nations are predominantly Sunni and which are Shia. Illustrate with a map.
Provide an example of at least one significant terrorist action by each branch of Islam.
Discuss whether counterterrorism authorities should prepare differently for Sunni terrorism than they would for Shia terrorism.
.
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Similar to PAGE 4Hemingway, Ernest. Chapter VII” and Soldier’s Home.docx
Running head GRANDMOTHER1GRANDMOTHER5Grandm.docxwlynn1
Running head: GRANDMOTHER 1
GRANDMOTHER 5
Grandmother
EW
Grandmother
When thinking of the characteristics of a grandmother what does one think about? In the story “A Good Man is Hard to Find” by Flannery O’Connor it is written from the perspective of the grandmother. With it being told from her perspective it shows how she feels and her opinion. Even if the grandmother looks down on someone she still can find the good in others, well if it is to her advantage. A characteristic of this grandmother is someone who tries to manipulate others to get her way.
At the beginning of the story, the grandmother tries to manipulate the son from going on vacation to Florida. She did not want to go to Florida; she wanted to go to Tennessee. She had friends she wanted to visit in Tennessee and was disappointed that she was not getting her way to go there. She had even noticed an article in the newspaper that her son was reading about how a guy “that calls himself The Misfit is aloose from Federal Pen and headed toward Florida” (Glaspell, 1916, p. 117). She gave this as a reason that going to Florida would not be a good idea. Neither the son nor the daughter-in-law listened to her, and she then turned to her grandkids in hopes that trying to scare them would make them upset and get her sons attention. The kids did not get scared but rather turned her manipulation back on her letting her know they did not care if she went on the trip. Her granddaughter June Star even stated the reason her grandmother would not stay home was that she was “afraid she’d miss something” (Glaspell, 1916, p. 117).
When the family first got in the car going on the trip, the grandmother hid her cat so it would not be left behind. Her son would not approve so manipulating the situation by hiding the cat was her best option. She wore a very nice outfit that she felt a lady should wear. Her daughter-in-law was dressed as though she was wearing clothing someone would wear to do chores around the house. The grandmother wanted everyone to know she was a lady by just looking at her. If they had a wreck on the way to Florida and she passed away, she wanted anyone coming up to the scene to know she was a lady when they first laid eyes on her. To pass the time she told the kids a story about how when she was a young lady a man named Mr. Teagarden, that she had dated would bring her a “watermelon every Saturday afternoon” (Glaspell, 1916, p. 117). She stated, “she would have done well to marry Mr. Teagarden” (Glaspell, 1916, p. 117) because he became rich when he was older. Even though she would be manipulative with something’s, she still was very interactive with the kids and kept them entertained.
When the family drove through the town of Toombsboro Georgia, the grandmother began to talk about a plantation that she used to visit when she was young. She started to describe the house and lied by saying it had a secret room that no one knew about, but the people living there. The gra.
The Address_Marga_Minco_XI_English
The Address by Marga Minco is a short war-fiction story about a family lost in the heat and hatred of WW-II. The story is staged immediately after the Second World War. In this world war, Hitler and his Nazi army carried out brutalities on Jews. They sent millions of Jews from almost all parts of Europe to the concentration camps to die. That’s was shocking and equally sad.
This short story is a poignant (/ˈpɔɪnjənt/) account of a daughter who goes in search of her mother’s belongings after the War, in Holland. When she finds them, the objects evoke memories of her earlier life. However, she decides to leave them all behind and resolves to move on.
For this assignment, students will need to observe the activities th.docxalfred4lewis58146
For this assignment, students will need to observe the activities that take place in a courtroom setting. Find a video on YouTube... Pay attention to the courtroom actors including the judge, jury, attorneys, and defendant. Complete a one page reflection of your experience. Provide details about the case/cases you heard and note if anything surprised you during your observation.
Use APA format for this assignment.
.
For this assignment, select a human service organization from .docxalfred4lewis58146
For this assignment, select a human service organization from a public, nonprofit, or government sector that you are familiar with, or one that you find interesting. You will use this organization to complete all of the course assignments. You must be able to access information about the organization’s governance, financial sources and practices, mission, population served, and its political and social landscape. Review all the assignments now to verify the types of information you will need about the organization in order to complete them.
The following list provides examples of acceptable types of organizations. You can select an organization of the types included on this list or propose another type of organization to your instructor. The organization must provide human service program services. The selected organization will be included in all your assignments, so you will look at leadership and collaboration practices for that organization through several areas of focus.
Possible Organization Types
City, county, or state human services or mental health programs.
State hospitals (Western State Hospital, Milwaukee County Hospital, or another state or county hospital in your area).
School-based human services or case management programs.
Private mental health organizations.
Employee assistance programs.
For-profit hospital or health care organizations (Humana, Kaiser-Permanente, Aurora, etcetera).
Catholic community services.
Lutheran Social Services.
.
For this Assignment, read the case study for Claudia and find tw.docxalfred4lewis58146
For this Assignment, read the case study for Claudia and find two to three scholarly articles on social issues surrounding immigrant families.
By Day 7
In a 2- to 4-page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
Describe culturally competent strategies you might use to assess the needs of children.
Describe the types of data you would collect from Claudia and her family in order to best serve them.
Identify other resources that may offer you further information about Claudia’s case.
Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
.
For this assignment, download the A6 code pack. This zip fil.docxalfred4lewis58146
For this assignment, download the
A6 code pack
. This zip file contains several files:
main.cpp
- the predetermined main.cpp. This file shows the usage and functionality that is expected of your program. You are not allowed to edit this file. You will not be submitting this file with your assignment.
CMakeLists.txt
- the preset CMake file to build with your functions files.
input/greeneggsandham.txt
- the contents of Green Eggs and Ham in text format.
input/aliceChapter1.txt
- the first chapter of Alice in Wonderland in text format.
output/greeneggsandham.out
- the expected output when running your program against the
greeneggsandham.txt
file
output/aliceChapter1.out
- the expected output when running your program against the
aliceChapter1.txt
file
Your task is to provide the implementations for all of the referenced functions. You will need to create two files:
functions.h
and
functions.cpp
to make the program work as intended.
You will want to make your program as general as possible by not having any assumptions about the data hardcoded in. Two public input files have been supplied with the starter pack. We will run your program against a third private input file.
Function Requirements
The requirements of each function are given below. The input, output, and task of each function is described. The functions are:
promptUserForFilename()
openFile()
readWordsFromFile()
removePunctuation()
capitalizeWords()
filterUniqueWords()
alphabetizeWords()
countUniqueWords()
printWordsAndCounts()
countLetters()
printLetterCounts()
printMaxMinWord()
printMaxMinLetter()
promptUserForFilename()
Input
: None
Output
: A string
Task
: Prompt the user to enter a filename.
openFile()
Input
: (1) The input file stream (2) The string filename to open
Output
: True if the file successfully opened, False if the file could not be opened
Task
: Open the input file stream for the corresponding filename. Check that the file opened correctly. The string filename will remain unchanged.
readWordsFromFile()
Input
: The input file stream
Output
: A vector of strings
Task
: Read all of the words that are in the filestream and return a list of all the words in the order present in the file.
removePunctuation()
Input
: (1) A vector of strings (2) A string of all the punctuation characters to remove
Output
: None
Task
: For each word in the vector, remove all occurrences of all the punctuation characters denoted by the punctuation string. When complete, the input vector will now hold all the words with punctuation removed. The punctuation string will remain unchanged.
capitalizeWords()
Input
: A vector of strings
Output
: None
Task
: For each word in the vector, convert each character to its upper case equivalent. When complete, the input vector will now hold all the words capitalized.
filterUniqueWords()
Input
: A vector of strings
Output
: A vector of strings
Task
: The function will return only th.
For this assignment, create infographic using the Canva website..docxalfred4lewis58146
For this assignment, create infographic using the Canva website. Pictorially and using short phrases, depict the way in which an organization you are affiliated (Charter School) with celebrates its achievements.
Next, identify research conducted that supports and emphasizes the importance of leaders’ taking the time to celebrate. How does a leader’s taking the time to recognize victories and reinforce shared values enhance the culture and climate of an organization?
Then, explain how leaders could build upon or improve purposeful celebrations within the organization. Make sure that you utilize scholarly literature and document supportive research for the short phrases identified and used in your Canva infographic.
Length: 1 infographic and 2–3 page essay, not including references or title page.
References: Minimum of five scholarly resources
.
For this assignment, compare California during the Great Depression.docxalfred4lewis58146
For this assignment, compare California during the Great Depression and Great Recession. Provide historical details about California during the Great Depression. What did Californians go through? Think economic, social, political, etc., for the historical details. Describe (at least) one similarity and one difference between the two eras.
You may also compare the Great Depression to the economic problems caused by Covid-19 in 2020. Focus on California, not the United States.
Requirements: 500 words
Plagiarism check
.
For this assignment, create a 10- to 12-slide presentation in Mi.docxalfred4lewis58146
For this assignment, create a 10- to 12-slide presentation in Microsoft PowerPoint that addresses the following points:
What are the points of conflict between Sunni and Shia Muslims? Where do their interpretations of Islam differ significantly?
How and when did these conflicts come into existence?
In what ways do they share the same beliefs? Is antipathy toward the West an automatic position?
Identify which nations are predominantly Sunni and which are Shia. Illustrate with a map.
Provide an example of at least one significant terrorist action by each branch of Islam.
Discuss whether counterterrorism authorities should prepare differently for Sunni terrorism than they would for Shia terrorism.
.
For this assignment, begin by reading chapters 12-15 in Dr. Bells t.docxalfred4lewis58146
For this assignment, begin by reading chapters 12-15 in Dr. Bell's text. Then, consider and respond to the following questions.
The SALT talks accomplished little, but it was important to keep both parties talking. Does the evidence of the 1970s and 1980s support this thesis? Support your opinion with at least three examples.
Critics of "Star Wars" argued that an effective nuclear defense shield would have increased the dangers of nuclear war. How so?
During much of the 1970s, the Soviets became increasingly dependent on US grain in order to feed their people. These exports were popular with American farmers, but played a more ambiguous role in American efforts to control the Soviets. If you had been a presidential advisor for Presidents Ford and Carter, what economic strategy would you have recommended?
The Soviet invasion and occupation of Afghanistan has been described as the Soviets’ Vietnam. Discuss at least three similarities and one dissimilarity between these conflicts.
.
For this assignment, assume you are the new Secretary of Homelan.docxalfred4lewis58146
For this assignment, assume you are the new Secretary of Homeland Security. You are drafting a Policy Document referred to as a “White Paper” for the Biden Administration to highlight the impact of open/closed borders in the age of COVID-19 on migration, asylum seekers, and economic recovery. In this white paper, consider the following to frame your paper.
Define what YOU believe an “OPEN” vs “CLOSED” border means especially when dealing with those seeking asylum. Reminder that you can provide your opinion without using “I think” or something similar.
How do you believe illegal migrants can be treated humanely and with dignity/inclusion?
How does an “open” vs a “closed” border impact the United States economy?
What are your recommendations for the next 12-24 months on specific steps that the new administration needs to take?
DO NOT answer this as if it is a four Question Exam. This is a WHITE PAPER and is a single narrative framed by these questions, but do NOT use first person (I statements).
.
For this assignment, address the following promptsIntroductor.docxalfred4lewis58146
For this assignment, address the following prompts:
Introductory paragraph to topic about unemployment.
Write an introductory paragraph with at least 150 words that clearly explains the topic, the importance of further research, and ethical implications.
My thesis statement:
Unemployment and lack of economic opportunity have social consequences creating anxiety and added stress because it allows for reduced economic growth and directly influences our society's mental, physical, and emotional well-being
(A thesis statement should be a concise, declarative statement. The thesis statement must appear at the end of the introductory paragraph.)
Annotated bibliography.
Develop an annotated bibliography to indicate the quality of the sources you have read.
Summarize in your own words how the source contributes to the solution of the global societal issue for each annotation.
Address fully the purpose, content, evidence, and relation to other sources you found on this topic (your annotation should be one to two paragraphs long—150 words or more.
Include no less than five scholarly sources in the annotated bibliography that will be used to support the major points of the Final Paper.
Demonstrate critical thinking skills by accurately interpreting evidence used to support various positions of the topic.
.
For this assignment, analyze the play by focusing on one of the .docxalfred4lewis58146
For this assignment, analyze the play by focusing on
one
of the following characters: Cassio, Desdemona, Othello, or Iago. Explore the motives, emotions and circumstances of the character you choose, and his or her relationships with all the other significant characters in the play. Try to give your reader a good sense of why things play out as they do. Each of these characters has significant interactions with all the others, and you will end up discussing them all no matter which one you choose to focus on. But try to explain what happens in
Othello
by following the trajectory of a single character throughout the entire play. As always, use short but effective quotations from the play to point out significant words and actions, but focus mainly on your explanations of what the words and deeds mean and why we should agree with your analysis.
To cite the text, place
A
ct,
S
cene, and
L
ine numbers in parentheses at the end of your quotation. Example: “Your quotation here” (1.3.5).
.
For this assignment I would like you to answer these questions.docxalfred4lewis58146
For this assignment I would like you to answer these questions
1. Explain what a black hole is, describe its characteristics (size, mass), and give a detailed explanation on how they form. Make sure to explain what the Schwarzschild radius and event horizon are. Describe the two types of black holes.
2. Describe the observational evidence for black holes that are discussed in Chapter 15.
Bonues: Do a little research on the Internet (read a few articles) and summarize how astronomers were able to make this image of a black hole. This came out in April 2019.
.
For the Weekly Reports I need 2 reports. For the First two weeks the.docxalfred4lewis58146
For the Weekly Reports I need 2 reports. For the First two weeks they need to do the weekly report and each report must be a minimum of one page.
For the Final Report Its only 1, But it's pretty much putting all the weeks together to do one final report. It needs to be minimum 2 pages
.
For the shortanswer questions,you will need to respo.docxalfred4lewis58146
For the
short
answer questions,
y
ou will need to respond to 7
of the questions
provided (bellow). Each answer should be around
200 words
. Your answers should provide evidence of engagement with and understanding of the key concepts about identity, alienation, rationality, and power.
Your answers should be expressed in academic English.
You will not be able to use direct quotations from the readings or lecture material.
Explain concepts in your own words; if you cannot clearly explain an idea/concept in your own words, you probably haven’t yet fully grasped its meaning.
To what extent can identities be said to be "integral" to a person (i.e. is a particular identity an essential feature of who you are)?
When thinking sociologically about identity, subject positions are associated with roles learned through socialisation. Explain how individuals learn those roles through socialisation?
According to Benedict Andersen the nation is a cultural artefact and an imagined community. What did he mean by this and what are key means through which the nation is imagined?
Marx described “alienation” as an outcome of capitalist economic relations. Sociologists have since expanded the concept to think about how it might relate to other social processes (i.e. “social alienation”). In what other ways might we be said to experience alienation in society?
Gramsci understood hegemony as a form of rule in which subordinate groups consent to the exercise of power or domination. According to Gramsci how does hegemony operate in capitalist societies?
Weber saw rationalisation as an “iron cage” that increasingly dominated all social life. Discuss how rationalisation shapes higher education.
According to Marxists how do relationships of power operate in capitalist societies?
According to Foucault how does modern disciplinary power differ from traditional sovereign power? (e.g. as exercised by monarchs, kings and emperors)
.
For the sake of argument (this essay in particular), lets prete.docxalfred4lewis58146
For the sake of argument (this essay in particular), let's pretend that
Sophia (Links to an external site.)
has discovered a fundamental truth about our concept of the soul: that it is, as she defined it,
the mind's essence
.For this essay, I'd like you to first take a deep dive into
defining
and
elaborating
on what that might mean
(to Sophia, then, as a consequence, to humanity) Then, I'd like you to take into consideration the technologies that have had the greatest impact on how the soul-as-mind's-essence idea expresses itself in our era. Can we have a "virtual afterlife"? A "digital soul"? Can we beat death? If we create nonbiological entities into which we put our identities, and, thus, that entity "thinks" and "feels" like it is "you," well, to what degree can we say that it is "you" and that it is a contemporary version of how Sophia defines the soul? Furthermore, do you think that is what Sophia means--a digital simulacrum of the self? I am hoping you consider how our civilization's ideas are profoundly influenced by our technological world, and that these philosophical questions only exist in the first place because we have invented tools that inevitably create problems for and probe into the most sacred spaces of human identity.
This essay should be 4.5 pages minimum and, as usual, MLA format.
.
For the proposal, each student must describe an interface they a.docxalfred4lewis58146
For the proposal, each student must describe an interface they are interested in exploring and developing. The interface can be screen-oriented or other. It may be multi-model, web-based, mobile, etc. Please describe the interface, its intended target audience, and the data collection method you think is most appropriate for developing this system.
Your proposal should be between 1 and 2 pages. Submit the proposal in a word document
.
For the project, you will be expected to apply the key concepts of p.docxalfred4lewis58146
For the project, you will be expected to apply the key concepts of program evaluation to conduct a comprehensive evaluation, using quantitative and qualitative methods, of a health behavior change intervention among residents of a rural or underserved community. Essentially, you will develop, implement and evaluate a small-scale health behavior change intervention among 5-10 individuals residing in a rural or underserved community. You will be asked to choose a specific health behavior (e.g. healthy eating, physical activity, stress management, getting adequate sleep, increased water consumption, following dental hygiene recommendations, reducing distracted driving, etc.) that you can feasibly promote for a duration of two weeks. You may ask family members, friends, co-workers, neighbors or other individuals who you interact with on a regular basis to participate in your intervention as long they reside in a rural or underserved community. The intervention may occur via social media (e.g. posting health education messages on a Facebook page and/or facilitating discussion of health behavior among participants on Facebook), print media, email interaction, phone conversations, text messages, or in person; you may also employ a combination of these techniques. The focus of this project will be on the evaluation of the intervention. You will be expected to identify which evaluation questions you will be exploring, use both quantitative and qualitative methods to collect data, and analyze and interpret your qualitative data. You will be required to submit all of your data as well as expound on the development, implementation and evaluation of your health behavior change intervention in a paper.
should be
4-6 pages and double-spaced using 12- pt. Times Roman or Arial font with 1- inch page margins
.
Please see the following document regarding the required content of the paper:
Required Content for Evaluation Project Paper-1.pdf
.
For the past several weeks you have addressed several different area.docxalfred4lewis58146
For the past several weeks you have addressed several different areas of telecommunications and information technology in relation to different types of communication across the organizational footprint of Sunshine Health Corporation. Review the work you have done and formulate the Network Security Plan to be implemented across the network footprint. This is not to be an overly detailed report but to address different network concerns and recommendations for improving and securing organizational data, personnel records, intellectual property, and customer records.
Please address the narrative plan as well as a network diagram (no IP addresses, or circuit data required) and what is being done to secure the network at different levels of the OSI model and the organizational structure. Please make sure that you bring in a minimum of two external sources to strengthen and support your presentation.
The assignment should be 5-6 pages of content not counting title page, reference page or appendices (diagrams, budget sheet, equipment list, etc.). Please follow APA format.
Note: it is suggested that as you are reviewing your previous assignments in order to complete this assignment, also be making modifications and refining your previous work in order to successfully complete the week seven assignment, which is a final project report.
.
For the Mash it Up assignment, we experimented with different ways t.docxalfred4lewis58146
For the Mash it Up assignment, we experimented with different ways to use existing digital media in unexpected ways to generate something meaningful. What does this express about our relationship with digital media? We use popular digital platforms to expand the ways that we can express ourselves, but can they constrain our self-expression?
.
For the first time in modern history, the world is experiencing a he.docxalfred4lewis58146
For the first time in modern history, the world is experiencing a health system crisis through the current coronavirus known as (COVID-19), which has put the international financial market and economy, like never before, under cut-throat pressures. In light of your understanding of accounting and finance, please discuss how you and the world should assess the impacts of COVID-19, from the financial, social, educational, and ethical viewpoint.
1 page
.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
PAGE 4Hemingway, Ernest. Chapter VII” and Soldier’s Home.docx
1. PAGE
4
Hemingway, Ernest. “Chapter VII” and “Soldier’s Home.”
From In Our Time. (1925)
Chapter VII
While the bombardment was knocking the trench to pieces at
Fossalta, he lay very flat and sweated and prayed oh jesus christ
get me out of here. Dear jesus please get me out. Christ please
please please christ. If you'll only keep me from getting killed
I'll do anything you say. I believe in you and I'll tell every one
in the world that you are the only one that matters. Please
please dear jesus. The shelling moved further up the line. We
went to work on the trench and in the morning the sun came up
and the day was hot and muggy and cheerful and quiet. The next
night back at Mestre he did not tell the girl he went upstairs
with at the Villa Rossa about Jesus. And he never told anybody.
SOLDIER'S HOME (1925)
Krebs went to the war from a Methodist college in Kansas.
There is a picture which shows him among his fraternity
brothers, all of them wearing exactly the same height and style
collar. He enlisted in the Marines in 1917 and did not return to
the United States until the second division returned from the
Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two
German girls and another corporal. Krebs and the corporal look
too big for their uniforms. The German girls are not beautiful.
The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the
greeting of heroes was over. He came back much too late. The
men from the town who had been drafted had all been welcomed
elaborately on their return. There had been a great deal of
2. hysteria. Now the reaction had set in. People seemed to think it
was rather ridiculous for Krebs to be getting back so late, years
after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the
Champagne, St. Mihiel and in the Argonne did not want to talk
about the war at all. Later he felt the need to talk but no one
wanted to hear about it. His town had heard too many atrocity
stories to be thrilled by actualities. Krebs found that to be
listened to at all he had to lie and after he had done this twice
he, too, had a reaction against the war and against talking about
it. A distaste for everything that had happened to him in the war
set in because of the lies he had told. All of the times that had
been able to make him feel cool and clear inside himself when
he thought of them; the times so long back when he had done
the one thing, the only thing for a man to do, easily and
naturally, when he might have done something else, now lost
their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing
to himself things other men had seen, done or heard of, and
stating as facts certain apocryphal incidents familiar to all
soldiers. Even his lies were not sensational at the pool room.
His acquaintances, who had heard detailed accounts of German
women found chained to machine guns in the Argonne and who
could not comprehend, or were barred by their patriotism from
interest in, any German machine gunners who were not chained,
were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the
result of untruth or exaggeration, and when he occasionally met
another man who had really been a soldier and the talked a few
minutes in the dressing room at a dance he fell into the easy
pose of the old soldier among other soldiers: that he had been
badly, sickeningly frightened all the time. In this way he lost
everything.
3. During this time, it was late summer, he was sleeping late in
bed, getting up to walk down town to the library to get a book,
eating lunch at home, reading on the front porch until he
became bored and then walking down through the town to spend
the hottest hours of the day in the cool dark of the pool room.
He loved to play pool.
In the evening he practiced on his clarinet, strolled down town,
read and went to bed. He was still a hero to his two young
sisters. His mother would have given him breakfast in bed if he
had wanted it. She often came in when he was in bed and asked
him to tell her about the war, but her attention always
wandered. His father was non-committal.
Before Krebs went away to the war he had never been allowed
to drive the family motor car. His father was in the real estate
business and always wanted the car to be at his command when
he required it to take clients out into the country to show them a
piece of farm property. The car always stood outside the First
National Bank building where his father had an office on the
second floor. Now, after the war, it was still the same car.
Nothing was changed in the town except that the young girls
had grown up. But they lived in such a complicated world of
already defined alliances and shifting feuds that Krebs did not
feel the energy or the courage to break into it. He liked to look
at them, though. There were so many good-looking young girls.
Most of them had their hair cut short. When he went away only
little girls wore their hair like that or girls that were fast. They
all wore sweaters and shirt waists with round Dutch collars. It
was a pattern. He liked to look at them from the front porch as
they walked on the other side of the street. He liked to watch
them walking under the shade of the trees. He liked the round
Dutch collars above their sweaters. He liked their silk stockings
and flat shoes. He liked their bobbed hair and the way they
4. walked.
When he was in town their appeal to him was not very strong.
He did not like them when he saw them in the Greek's ice cream
parlor. He did not want them themselves really. They were too
complicated. There was something else. Vaguely he wanted a
girl but he did not want to have to work to get her. He would
have liked to have a girl but he did not want to have to spend a
long time getting her. He did not want to get into the intrigue
and the politics. He did not want to have to do any courting. He
did not want to tell any more lies. It wasn't worth it.
He did not want any consequences. He did not want any
consequences ever again. He wanted to live along without
consequences. Besides he did not really need a girl. The army
had taught him that. It was all right to pose as though you had
to have a girl. Nearly everybody did that. But it wasn't true.
You did not need a girl. That was the funny thing. First a fellow
boasted how girls mean nothing to him, that he never thought of
them, that they could not touch him. Then a fellow boasted that
he could not get along without girls, that he had to have them
all the time, that he could not go to sleep without them.
That was all a lie. It was all a lie both ways. You did not need a
girl unless you thought about them. He learned that in the army.
Then sooner or later you always got one. When you were really
ripe for a girl you always got one. You did not have to think
about it. Sooner or later it could come. He had learned that in
the army.
Now he would have liked a girl if she had come to him and not
wanted to talk. But here at home it was all too complicated. He
knew he could never get through it all again. It was not worth
the trouble. That was the thing about French girls and German
girls. There was not all this talking. You couldn't talk much and
you did not need to talk. It was simple and you were friends. He
5. thought about France and then he began to think about
Germany. On the whole he had liked Germany better. He did not
want to leave Germany. He did not want to come home. Still, he
had come home. He sat on the front porch.
He liked the girls that were walking along the other side of the
street. He liked the look of them much better than the French
girls or the German girls. But the world they were in was not
the world he was in. He would like to have one of them. But it
was not worth it. They were such a nice pattern. He liked the
pattern. It wis exciting. But he would not go through all the
talking. He did not want one badly enough. He liked to look at
them all, though. It was not worth it. Not now when things were
getting good again.
He sat there on the porch reading a book on the war. It was a
history and he was reading about all the engagements he had
been in. It was the most interesting reading he had ever done.
He wished there were more maps. He looked forward with a
good feeling to reading all the really good histories when they
would come out with good detail maps. Now he was really
learning about the war. He had been a good soldier. That made a
difference.
One morning after he had been home about a month his mother
came into his bedroom and sat on the bed. She smoothed her
apron.
"I had a talk with your father last night, Harold," she said, "and
he is willing for you to take the car out in the evenings."
"Yeah?" said Krebs, who was not fully awake. "Take the car
out? Yeah?"
"Yes. Your father has felt for some time that you should be able
to take the car out in the evenings whenever you wished but we
6. only talked it over last night."
"I'll bet you made him," Krebs said.
"No. It was your father's suggestion that we talk the matter
over."
"Yeah. I'll bet you made him," Krebs sat up in bed.
"Will you come down to breakfast, Harold?" his mother said."
"As soon as I get my clothes on," Krebs said.
His mother went out of the room and he could hear her frying
something downstairs while he washed, shaved and dressed to
go down into the dining-room for breakfast. While he was
eating breakfast, his sister brought in the mail.
"Well, Hare," she said. "You old sleepy-head. What do you ever
get up for?"
Krebs looked at her. He liked her. She was his best sister.
"Have you got the paper?" he asked.
She handed him The Kansas City Star and he shucked off its
brown wrapper and opened it to the sporting page. He folded
The Star open and propped it against the water pitcher with his
cereal dish to steady it, so he could read while he ate.
"Harold," his mother stood in the kitchen doorway, "Harold,
please don't muss up the paper. Your father can't read his Star if
its been mussed."
"I won't muss it," Krebs said.
His sister sat down at the table and watched him while he read.
7. "We're playing indoor over at school this afternoon," she said.
"I'm going to pitch."
"Good," said Krebs. "How's the old wing?"
"I can pitch better than lots of the boys. I tell them all you
taught me. The other girls aren't much good."
"Yeah?" said Krebs.
"I tell them all you're my beau. Aren't you my beau, Hare?"
"You bet."
"Couldn't your brother really be your beau just because he's
your brother?"
"I don't know."
"Sure you know. Couldn't you be my beau, Hare, if I was old
enough and if you wanted to?"
"Sure. You're my girl now."
"Am I really your girl?"
"Sure."
"Do you love me?"
"Uh, huh."
"Do you love me always?"
"Sure."
8. "Will you come over and watch me play indoor?"
"Maybe."
"Aw, Hare, you don't love me. If you loved me, you'd want to
come over and watch me play indoor."
Krebs's mother came into the dining-room from the kitchen. She
carried a plate with two fried eggs and some crisp bacon on it
and a plate of buckwheat cakes.
"You run along, Helen," she said. "I want to talk to Harold."
She put the eggs and bacon down in front of him and brought in
a jug of maple syrup for the buckwheat cakes. Then she sat
down across the table from Krebs.
"I wish you'd put down the paper a minute, Harold," she said.
Krebs took down the paper and folded it.
"Have you decided what you are going to do yet, Harold?" his
mother said, taking off her glasses.
"No," said Krebs.
"Don't you think it's about time?" His mother did not say this in
a mean way. She seemed worried.
"I hadn't thought about it," Krebs said.
"God has some work for every one to do," his mother said.
"There can be no idle hands in His Kingdom."
"I'm not in His Kingdom," Krebs said.
9. "We are all of us in His Kingdom."
Krebs felt embarrassed and resentful as always.
"I've worried about you too much, Harold," his mother went on.
"I know the temptations you must have been exposed to. I know
how weak men are. I know what your own dear grandfather, my
own father, told us about the Civil War and I have prayed for
you. I pray for you all day long, Harold."
Krebs looked at the bacon fat hardening on his plate.
"Your father is worried, too," his mother went on. "He thinks
you have lost your ambition, that you haven't got a definite aim
in life. Charley Simmons, who is just your age, has a good job
and is going to be married. The boys are all settling down;
they're all determined to get somewhere; you can see that boys
like Charley Simmons are on their way to being really a credit
to the community."
Krebs said nothing.
"Don't look that way, Harold," his mother said. "You know we
love you and I want to tell you for your own good how matters
stand. Your father does not want to hamper your freedom. He
thinks you should be allowed to drive the car. If you want to
take some of the nice girls out riding with you, we are only too
pleased. We want you to enjoy yourself. But you are going to
have to settle down to work, Harold. Your father doesn't care
what you start in at. All work is honorable as he says. But
you've got to make a start at something. He asked me to speak
to you this morning and then you can stop in and see him at his
office."
"Is that all?" Krebs said.
10. "Yes. Don't you love your mother dear boy?"
"No," Krebs said.
His mother looked at him across the table. Her eyes were shiny.
She started crying.
"I don't love anybody," Krebs said.
It wasn't any good. He couldn't tell her, he couldn't make her
see it. It was silly to have said it. He had only hurt her. He went
over and took hold of her arm. She was crying with her head in
her hands.
"I didn't mean it," he said. "I was just angry at something. I
didn't mean I didn't love you."
His mother went on crying. Krebs put his arm on her shoulder.
"Can't you believe me, mother?"
His mother shook her head.
"Please, please, mother. Please believe me."
"All right," his mother said chokily. She looked up at him. "I
believe you, Harold."
Krebs kissed her hair. She put her face up to him.
"I'm your mother," she said. "I held you next to my heart when
you were a tiny baby."
Krebs felt sick and vaguely nauseated.
11. "I know, Mummy," he said. "I'll try and be a good boy for you."
"Would you kneel and pray with me, Harold?" his mother asked.
They knelt down beside the dining-room table and Krebs's
mother prayed.
"Now, you pray, Harold," she said.
"I can't," Krebs said.
"Try, Harold."
"I can't."
"Do you want me to pray for you?"
"Yes."
So his mother prayed for him and then they stood up and Krebs
kissed his mother and went out of the house. He had tried so to
keep his life from being complicated. Still, none of it had
touched him. He had felt sorry for his mother and she had made
him lie. He would go to Kansas City and get a job and she
would feel all right about it. There would be one more scene
maybe before he got away. He would not go down to his father's
office. He would miss that one. He wanted his life to go
smoothly. It had just gotten going that way. Well, that was all
over now, anyway. He would go over to the schoolyard and
watch Helen play indoor baseball.
PAGE
4
Hemingway, Ernest. “Chapter VII” and “Soldier’s Home.”
From In Our Time. (1925)
12. Chapter VII
While the bombardment was knocking the trench to pieces at
Fossalta, he lay very flat and sweated and prayed oh jesus christ
get me out of here. Dear jesus please get me out. Christ please
please please christ. If you'll only keep me from getting killed
I'll do anything you say. I believe in you and I'll tell every one
in the world that you are the only one that matters. Please
please dear jesus. The shelling moved further up the line. We
went to work on the trench and in the morning the sun came up
and the day was hot and muggy and cheerful and quiet. The next
night back at Mestre he did not tell the girl he went upstairs
with at the Villa Rossa about Jesus. And he never told anybody.
SOLDIER'S HOME (1925)
Krebs went to the war from a Methodist college in Kansas.
There is a picture which shows him among his fraternity
brothers, all of them wearing exactly the same height and style
collar. He enlisted in the Marines in 1917 and did not return to
the United States until the second division returned from the
Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two
German girls and another corporal. Krebs and the corporal look
too big for their uniforms. The German girls are not beautiful.
The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the
greeting of heroes was over. He came back much too late. The
men from the town who had been drafted had all been welcomed
elaborately on their return. There had been a great deal of
hysteria. Now the reaction had set in. People seemed to think it
was rather ridiculous for Krebs to be getting back so late, years
after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the
Champagne, St. Mihiel and in the Argonne did not want to talk
about the war at all. Later he felt the need to talk but no one
13. wanted to hear about it. His town had heard too many atrocity
stories to be thrilled by actualities. Krebs found that to be
listened to at all he had to lie and after he had done this twice
he, too, had a reaction against the war and against talking about
it. A distaste for everything that had happened to him in the war
set in because of the lies he had told. All of the times that had
been able to make him feel cool and clear inside himself when
he thought of them; the times so long back when he had done
the one thing, the only thing for a man to do, easily and
naturally, when he might have done something else, now lost
their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing
to himself things other men had seen, done or heard of, and
stating as facts certain apocryphal incidents familiar to all
soldiers. Even his lies were not sensational at the pool room.
His acquaintances, who had heard detailed accounts of German
women found chained to machine guns in the Argonne and who
could not comprehend, or were barred by their patriotism from
interest in, any German machine gunners who were not chained,
were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the
result of untruth or exaggeration, and when he occasionally met
another man who had really been a soldier and the talked a few
minutes in the dressing room at a dance he fell into the easy
pose of the old soldier among other soldiers: that he had been
badly, sickeningly frightened all the time. In this way he lost
everything.
During this time, it was late summer, he was sleeping late in
bed, getting up to walk down town to the library to get a book,
eating lunch at home, reading on the front porch until he
became bored and then walking down through the town to spend
the hottest hours of the day in the cool dark of the pool room.
He loved to play pool.
14. In the evening he practiced on his clarinet, strolled down town,
read and went to bed. He was still a hero to his two young
sisters. His mother would have given him breakfast in bed if he
had wanted it. She often came in when he was in bed and asked
him to tell her about the war, but her attention always
wandered. His father was non-committal.
Before Krebs went away to the war he had never been allowed
to drive the family motor car. His father was in the real estate
business and always wanted the car to be at his command when
he required it to take clients out into the country to show them a
piece of farm property. The car always stood outside the First
National Bank building where his father had an office on the
second floor. Now, after the war, it was still the same car.
Nothing was changed in the town except that the young girls
had grown up. But they lived in such a complicated world of
already defined alliances and shifting feuds that Krebs did not
feel the energy or the courage to break into it. He liked to look
at them, though. There were so many good-looking young girls.
Most of them had their hair cut short. When he went away only
little girls wore their hair like that or girls that were fast. They
all wore sweaters and shirt waists with round Dutch collars. It
was a pattern. He liked to look at them from the front porch as
they walked on the other side of the street. He liked to watch
them walking under the shade of the trees. He liked the round
Dutch collars above their sweaters. He liked their silk stockings
and flat shoes. He liked their bobbed hair and the way they
walked.
When he was in town their appeal to him was not very strong.
He did not like them when he saw them in the Greek's ice cream
parlor. He did not want them themselves really. They were too
complicated. There was something else. Vaguely he wanted a
girl but he did not want to have to work to get her. He would
15. have liked to have a girl but he did not want to have to spend a
long time getting her. He did not want to get into the intrigue
and the politics. He did not want to have to do any courting. He
did not want to tell any more lies. It wasn't worth it.
He did not want any consequences. He did not want any
consequences ever again. He wanted to live along without
consequences. Besides he did not really need a girl. The army
had taught him that. It was all right to pose as though you had
to have a girl. Nearly everybody did that. But it wasn't true.
You did not need a girl. That was the funny thing. First a fellow
boasted how girls mean nothing to him, that he never thought of
them, that they could not touch him. Then a fellow boasted that
he could not get along without girls, that he had to have them
all the time, that he could not go to sleep without them.
That was all a lie. It was all a lie both ways. You did not need a
girl unless you thought about them. He learned that in the army.
Then sooner or later you always got one. When you were really
ripe for a girl you always got one. You did not have to think
about it. Sooner or later it could come. He had learned that in
the army.
Now he would have liked a girl if she had come to him and not
wanted to talk. But here at home it was all too complicated. He
knew he could never get through it all again. It was not worth
the trouble. That was the thing about French girls and German
girls. There was not all this talking. You couldn't talk much and
you did not need to talk. It was simple and you were friends. He
thought about France and then he began to think about
Germany. On the whole he had liked Germany better. He did not
want to leave Germany. He did not want to come home. Still, he
had come home. He sat on the front porch.
He liked the girls that were walking along the other side of the
street. He liked the look of them much better than the French
16. girls or the German girls. But the world they were in was not
the world he was in. He would like to have one of them. But it
was not worth it. They were such a nice pattern. He liked the
pattern. It wis exciting. But he would not go through all the
talking. He did not want one badly enough. He liked to look at
them all, though. It was not worth it. Not now when things were
getting good again.
He sat there on the porch reading a book on the war. It was a
history and he was reading about all the engagements he had
been in. It was the most interesting reading he had ever done.
He wished there were more maps. He looked forward with a
good feeling to reading all the really good histories when they
would come out with good detail maps. Now he was really
learning about the war. He had been a good soldier. That made a
difference.
One morning after he had been home about a month his mother
came into his bedroom and sat on the bed. She smoothed her
apron.
"I had a talk with your father last night, Harold," she said, "and
he is willing for you to take the car out in the evenings."
"Yeah?" said Krebs, who was not fully awake. "Take the car
out? Yeah?"
"Yes. Your father has felt for some time that you should be able
to take the car out in the evenings whenever you wished but we
only talked it over last night."
"I'll bet you made him," Krebs said.
"No. It was your father's suggestion that we talk the matter
over."
17. "Yeah. I'll bet you made him," Krebs sat up in bed.
"Will you come down to breakfast, Harold?" his mother said."
"As soon as I get my clothes on," Krebs said.
His mother went out of the room and he could hear her frying
something downstairs while he washed, shaved and dressed to
go down into the dining-room for breakfast. While he was
eating breakfast, his sister brought in the mail.
"Well, Hare," she said. "You old sleepy-head. What do you ever
get up for?"
Krebs looked at her. He liked her. She was his best sister.
"Have you got the paper?" he asked.
She handed him The Kansas City Star and he shucked off its
brown wrapper and opened it to the sporting page. He folded
The Star open and propped it against the water pitcher with his
cereal dish to steady it, so he could read while he ate.
"Harold," his mother stood in the kitchen doorway, "Harold,
please don't muss up the paper. Your father can't read his Star if
its been mussed."
"I won't muss it," Krebs said.
His sister sat down at the table and watched him while he read.
"We're playing indoor over at school this afternoon," she said.
"I'm going to pitch."
"Good," said Krebs. "How's the old wing?"
"I can pitch better than lots of the boys. I tell them all you
18. taught me. The other girls aren't much good."
"Yeah?" said Krebs.
"I tell them all you're my beau. Aren't you my beau, Hare?"
"You bet."
"Couldn't your brother really be your beau just because he's
your brother?"
"I don't know."
"Sure you know. Couldn't you be my beau, Hare, if I was old
enough and if you wanted to?"
"Sure. You're my girl now."
"Am I really your girl?"
"Sure."
"Do you love me?"
"Uh, huh."
"Do you love me always?"
"Sure."
"Will you come over and watch me play indoor?"
"Maybe."
"Aw, Hare, you don't love me. If you loved me, you'd want to
come over and watch me play indoor."
19. Krebs's mother came into the dining-room from the kitchen. She
carried a plate with two fried eggs and some crisp bacon on it
and a plate of buckwheat cakes.
"You run along, Helen," she said. "I want to talk to Harold."
She put the eggs and bacon down in front of him and brought in
a jug of maple syrup for the buckwheat cakes. Then she sat
down across the table from Krebs.
"I wish you'd put down the paper a minute, Harold," she said.
Krebs took down the paper and folded it.
"Have you decided what you are going to do yet, Harold?" his
mother said, taking off her glasses.
"No," said Krebs.
"Don't you think it's about time?" His mother did not say this in
a mean way. She seemed worried.
"I hadn't thought about it," Krebs said.
"God has some work for every one to do," his mother said.
"There can be no idle hands in His Kingdom."
"I'm not in His Kingdom," Krebs said.
"We are all of us in His Kingdom."
Krebs felt embarrassed and resentful as always.
"I've worried about you too much, Harold," his mother went on.
"I know the temptations you must have been exposed to. I know
20. how weak men are. I know what your own dear grandfather, my
own father, told us about the Civil War and I have prayed for
you. I pray for you all day long, Harold."
Krebs looked at the bacon fat hardening on his plate.
"Your father is worried, too," his mother went on. "He thinks
you have lost your ambition, that you haven't got a definite aim
in life. Charley Simmons, who is just your age, has a good job
and is going to be married. The boys are all settling down;
they're all determined to get somewhere; you can see that boys
like Charley Simmons are on their way to being really a credit
to the community."
Krebs said nothing.
"Don't look that way, Harold," his mother said. "You know we
love you and I want to tell you for your own good how matters
stand. Your father does not want to hamper your freedom. He
thinks you should be allowed to drive the car. If you want to
take some of the nice girls out riding with you, we are only too
pleased. We want you to enjoy yourself. But you are going to
have to settle down to work, Harold. Your father doesn't care
what you start in at. All work is honorable as he says. But
you've got to make a start at something. He asked me to speak
to you this morning and then you can stop in and see him at his
office."
"Is that all?" Krebs said.
"Yes. Don't you love your mother dear boy?"
"No," Krebs said.
His mother looked at him across the table. Her eyes were shiny.
She started crying.
21. "I don't love anybody," Krebs said.
It wasn't any good. He couldn't tell her, he couldn't make her
see it. It was silly to have said it. He had only hurt her. He went
over and took hold of her arm. She was crying with her head in
her hands.
"I didn't mean it," he said. "I was just angry at something. I
didn't mean I didn't love you."
His mother went on crying. Krebs put his arm on her shoulder.
"Can't you believe me, mother?"
His mother shook her head.
"Please, please, mother. Please believe me."
"All right," his mother said chokily. She looked up at him. "I
believe you, Harold."
Krebs kissed her hair. She put her face up to him.
"I'm your mother," she said. "I held you next to my heart when
you were a tiny baby."
Krebs felt sick and vaguely nauseated.
"I know, Mummy," he said. "I'll try and be a good boy for you."
"Would you kneel and pray with me, Harold?" his mother asked.
They knelt down beside the dining-room table and Krebs's
mother prayed.
22. "Now, you pray, Harold," she said.
"I can't," Krebs said.
"Try, Harold."
"I can't."
"Do you want me to pray for you?"
"Yes."
So his mother prayed for him and then they stood up and Krebs
kissed his mother and went out of the house. He had tried so to
keep his life from being complicated. Still, none of it had
touched him. He had felt sorry for his mother and she had made
him lie. He would go to Kansas City and get a job and she
would feel all right about it. There would be one more scene
maybe before he got away. He would not go down to his father's
office. He would miss that one. He wanted his life to go
smoothly. It had just gotten going that way. Well, that was all
over now, anyway. He would go over to the schoolyard and
watch Helen play indoor baseball.