THE ORflCULRR VULVfl
+
f
rom my birth when they went undetected, to my baptism where
they upstaged the priest, to my troubled adolescence when they
didn't do much of anything and then did everything at once, my
genitals have been the most significant thing that ever happened to
me. Some people inherit houses; others paintings or highly insured
violin bows. Still others get a Japanese tansu or a famous name. I got
a recessive gene on my fifth chromosome and some very rare family
jewels indeed.
My parents had at first refused to believe the emergency room
doctor's wild claim about my anatomy. The diagnosis, delivered over
the phone to a largely uncomprehending Milton and then bowdler-
ized by him for Tessie's benefit, amounted to a vague concern about
the formation of my urinary tract along with a possible hormonal de-
ficiency. The doctor in Petoskey hadn't performed a karyotype. His
job was to treat my concussion and contusions, and when he was,
done with that, he let me go.
My parents wanted a second opinion. At Milton's insistence I had
been taken one last time to see Dr. Phil.
In 1974, Dr. Nishan Philobosian was eighty-eight years old. He
still wore a bow tie, but his neck no longer filled out the collar of his
shirt. He was reduced in all his parts, freeze-dried. Nevertheless,
green golf slacks extended from the hem of his white coat and a pair
of tinted aviator-style glasses gripped his hairless head.
401
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''Hello, Callie, how are you?"
"Fine, Dr. Phil?'
"Starting school again? What grade are you in now?"
"I'll be in ninth this year. High school.''
"High school? Already? I must be getting old.''
His courtly manner was no different than it had ever been. The
foreign sounds he still made, the evidence of the Old World in his
teeth, put me somewhat at ease. All my life dignified foreigners had
petted and pampered me. I was a sucker for the soft-handed Levan-
tine affections. As a little girl I had sat on Dr. Philobosian's knee ,
while his fingers climbed my spinal column, counting off the verte-
brae. Now I was taller than he was, gangly, frealc-haired, a Tiny Tim
of a girl, sitting in gown, bra, and underpants on the edge of an old-
fashioned medical table with step-drawers of vulcanized rubber. He "
listened to my heart and lungs, his bald head dipping on the long<
neck lilce that of a brontosaurus, sampling leaves.
"How's your father, Callie?"
"Fine.''
"How's the hot dog business?"
"Good?'
''How many hot dog places your dad has now?"
"Like fifty or something.''
''There's one not too far from where Nurse Rosalee and I go in
the winter. Pompano Beach?' .
He examined my eyes and ears and then politely asked me td .
Burls Negotiating the Hazy Border Between the Sexes, an 8-Year-.docxcurwenmichaela
Burl's : Negotiating the Hazy Border Between the Sexes, an 8-Year-Old Boy Unpuzzles the Shifting Lines of Gender and Identity
November 27, 1994 by Bernard Cooper
Los Angeles writer Bernard Cooper is a frequent contributer to Harper's. His last two books are "Maps to Anywhere," from the University of Georgia Press, and "A Year in Rhymes" published by Viking
I loved the restaurant's name, a compact curve of a word. Its sign, five big letters rimmed in neon, hovered above the roof. I almost never saw the sign with its neon lit; my parents took me there for early summer dinners, and even by the time we left--father cleaning his teeth with a toothpick, mother carrying steak bones in a doggie-bag--the sky was still bright. Heat rippled off the cars parked along Hollywood Boulevard, the asphalt gummy from hours of sun.
With its sleek architecture, chrome appliances, and arctic temperature, Burl's offered a refuge from the street. We usually sat at one of the booths in front of the plate-glass windows. During our dinner, people came to a halt before the news-vending machine on the corner and burrowed in their pockets and purses for change.
The waitresses at Burl's wore brown uniforms edged in checked gingham. From their breast pockets frothed white lace handkerchiefs. In between reconnaissance missions to the table, they busied themselves behind the counter and shouted "Tuna to travel" or "Scorch that patty" to a harried short-order cook who manned the grill. Miniature pitchers of cream and individual pats of butter were extracted from an industrial refrigerator. Coca-Cola shot from a glinting spigot. Waitresses dodged and bumped one another, frantic as atoms.
My parents usually lingered after the meal, nursing cups of coffee while I played with the beads of condensation on my glass of ice water, tasted Tabasco sauce, or twisted pieces of my paper napkin into mangled animals. One evening, annoyed with my restlessness, my father gave me a dime and asked me to buy him a Herald Examiner from the vending machine in front of the restaurant.
Shouldering open the heavy glass door, I was seared by a sudden gust of heat. Traffic roared past me and stirred the air. Walking toward the newspaper machine, I held the dime so tightly it seemed to melt in my palm. Duty made me feel large and important. I inserted the dime and opened the box, yanking a Herald from the spring contraption that held it as tight as a mousetrap. When I turned around, paper in hand, I saw two women walking toward me.
Their high heels clicked on the sun-baked pavement. They were tall, broad-shouldered women who moved with a mixture of haste and defiance. They'd teased their hair into nearly identical black beehives. Dangling earrings flashed in the sun, brilliant as prisms. Each of them wore the kind of clinging, strapless outfit my mother referred to as a cocktail dress. The silky fabric--one dress was purple, the other pink--accentuated their breasts and hips and rippled with insolent.
20 I AND I D E O L O G YVNever noticed the difference! .docxeugeniadean34240
20 I AND I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on him* ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspective.
The Short Story Lesson 4a 1 A&P by John Updike .docxjoshua2345678
The Short Story Lesson 4a
1
A&P
by John Updike
The New Yorker July 22, 1961
In walks these three girls in nothing but bathing suits. I'm in the third check-out slot, with my
back to the door, so I don't see them until they're over by the bread. The one that caught my eye
first was the one in the plaid green two-piece. She was a chunky kid, with a good tan and a
sweet broad soft-looking can with those two crescents of white just under it, where the sun
never seems to hit, at the top of the backs of her legs. I stood there with my hand on a box of
HiHo crackers trying to remember if I rang it up or not. I ring it up again and the customer starts
giving me hell. She's one of these cashregister- watchers, a witch about fifty with rouge on her
cheekbones and no eyebrows, and I knowit made her day to trip me up. She'd been watching
cash registers forty years and probably never seen a mistake before.
By the time I got her feathers smoothed and her goodies into a bag -- she gives me alittle snort
in passing, if she'd been born at the right time they would have burned her over in Salem -- by
the time I get her on her way the girls had circled around the bread and were coming back,
without a pushcart, back my way along the counters, in the aisle between the check-outs and
the Special bins. They didn't even have shoes on. There was this chunky one, with the two-
piece -- it was bright green and the seams on the bra were still sharp and her belly was still
pretty pale so I guessed she just got it (the suit) -- there was this one, with one of those chubby
berry-faces, the lips all bunched together under her nose, this one, and a tall one, with black
hair that hadn't quite frizzed right, and one of these sunburns right across under the eyes, and a
chin that was too long -- you know, the kind of girl other girls think is very "striking" and
"attractive" but never quite makes it, as they very well know, which is why they like her so much
-- and then the third one, that wasn't quite so tall. She was the queen. She kind of led them, the
other two peeking around and making their shoulders round. She didn't look around, not this
queen, she just walked straight on slowly, on these long white prima donna legs.
She came down a little hard on her heels, as if she didn't walk in her bare feet that much,
putting down her heels and then letting the weight move along to her toes as if she was testing
the floor with every step, putting a little deliberate extra action into it. You never know for sure
how girls' minds work (do you really think it's a mind in there or just a little buzz like a bee in a
glassjar?) but you got the idea she had talked the other two into coming in here with her, and
now she was showing them how to do it, walk slow and hold yourself straight.
She had on a kind of dirty-pink -- beige maybe, I don't know -- bathing suit with a little nubble all
over it and, what got me,.
20 I A N D I D E O L O G YVNever noticed the difference.docxeugeniadean34240
20 I A N D I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on h i m * ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspe.
Burls Negotiating the Hazy Border Between the Sexes, an 8-Year-.docxcurwenmichaela
Burl's : Negotiating the Hazy Border Between the Sexes, an 8-Year-Old Boy Unpuzzles the Shifting Lines of Gender and Identity
November 27, 1994 by Bernard Cooper
Los Angeles writer Bernard Cooper is a frequent contributer to Harper's. His last two books are "Maps to Anywhere," from the University of Georgia Press, and "A Year in Rhymes" published by Viking
I loved the restaurant's name, a compact curve of a word. Its sign, five big letters rimmed in neon, hovered above the roof. I almost never saw the sign with its neon lit; my parents took me there for early summer dinners, and even by the time we left--father cleaning his teeth with a toothpick, mother carrying steak bones in a doggie-bag--the sky was still bright. Heat rippled off the cars parked along Hollywood Boulevard, the asphalt gummy from hours of sun.
With its sleek architecture, chrome appliances, and arctic temperature, Burl's offered a refuge from the street. We usually sat at one of the booths in front of the plate-glass windows. During our dinner, people came to a halt before the news-vending machine on the corner and burrowed in their pockets and purses for change.
The waitresses at Burl's wore brown uniforms edged in checked gingham. From their breast pockets frothed white lace handkerchiefs. In between reconnaissance missions to the table, they busied themselves behind the counter and shouted "Tuna to travel" or "Scorch that patty" to a harried short-order cook who manned the grill. Miniature pitchers of cream and individual pats of butter were extracted from an industrial refrigerator. Coca-Cola shot from a glinting spigot. Waitresses dodged and bumped one another, frantic as atoms.
My parents usually lingered after the meal, nursing cups of coffee while I played with the beads of condensation on my glass of ice water, tasted Tabasco sauce, or twisted pieces of my paper napkin into mangled animals. One evening, annoyed with my restlessness, my father gave me a dime and asked me to buy him a Herald Examiner from the vending machine in front of the restaurant.
Shouldering open the heavy glass door, I was seared by a sudden gust of heat. Traffic roared past me and stirred the air. Walking toward the newspaper machine, I held the dime so tightly it seemed to melt in my palm. Duty made me feel large and important. I inserted the dime and opened the box, yanking a Herald from the spring contraption that held it as tight as a mousetrap. When I turned around, paper in hand, I saw two women walking toward me.
Their high heels clicked on the sun-baked pavement. They were tall, broad-shouldered women who moved with a mixture of haste and defiance. They'd teased their hair into nearly identical black beehives. Dangling earrings flashed in the sun, brilliant as prisms. Each of them wore the kind of clinging, strapless outfit my mother referred to as a cocktail dress. The silky fabric--one dress was purple, the other pink--accentuated their breasts and hips and rippled with insolent.
20 I AND I D E O L O G YVNever noticed the difference! .docxeugeniadean34240
20 I AND I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on him* ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspective.
The Short Story Lesson 4a 1 A&P by John Updike .docxjoshua2345678
The Short Story Lesson 4a
1
A&P
by John Updike
The New Yorker July 22, 1961
In walks these three girls in nothing but bathing suits. I'm in the third check-out slot, with my
back to the door, so I don't see them until they're over by the bread. The one that caught my eye
first was the one in the plaid green two-piece. She was a chunky kid, with a good tan and a
sweet broad soft-looking can with those two crescents of white just under it, where the sun
never seems to hit, at the top of the backs of her legs. I stood there with my hand on a box of
HiHo crackers trying to remember if I rang it up or not. I ring it up again and the customer starts
giving me hell. She's one of these cashregister- watchers, a witch about fifty with rouge on her
cheekbones and no eyebrows, and I knowit made her day to trip me up. She'd been watching
cash registers forty years and probably never seen a mistake before.
By the time I got her feathers smoothed and her goodies into a bag -- she gives me alittle snort
in passing, if she'd been born at the right time they would have burned her over in Salem -- by
the time I get her on her way the girls had circled around the bread and were coming back,
without a pushcart, back my way along the counters, in the aisle between the check-outs and
the Special bins. They didn't even have shoes on. There was this chunky one, with the two-
piece -- it was bright green and the seams on the bra were still sharp and her belly was still
pretty pale so I guessed she just got it (the suit) -- there was this one, with one of those chubby
berry-faces, the lips all bunched together under her nose, this one, and a tall one, with black
hair that hadn't quite frizzed right, and one of these sunburns right across under the eyes, and a
chin that was too long -- you know, the kind of girl other girls think is very "striking" and
"attractive" but never quite makes it, as they very well know, which is why they like her so much
-- and then the third one, that wasn't quite so tall. She was the queen. She kind of led them, the
other two peeking around and making their shoulders round. She didn't look around, not this
queen, she just walked straight on slowly, on these long white prima donna legs.
She came down a little hard on her heels, as if she didn't walk in her bare feet that much,
putting down her heels and then letting the weight move along to her toes as if she was testing
the floor with every step, putting a little deliberate extra action into it. You never know for sure
how girls' minds work (do you really think it's a mind in there or just a little buzz like a bee in a
glassjar?) but you got the idea she had talked the other two into coming in here with her, and
now she was showing them how to do it, walk slow and hold yourself straight.
She had on a kind of dirty-pink -- beige maybe, I don't know -- bathing suit with a little nubble all
over it and, what got me,.
20 I A N D I D E O L O G YVNever noticed the difference.docxeugeniadean34240
20 I A N D I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on h i m * ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspe.
Battle Royal Ralph Ellison It goes a long way back, some .docxgarnerangelika
Battle Royal
Ralph Ellison
It goes a long way back, some twenty years. All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction and even self-contradictory. I was naive. I was looking for myself and asking everyone except myself questions which I, and only I, could answer. It took me a long time and much painful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself. But first I had to discover that I am an invisible man!
And yet I am no freak of nature, nor of history. I was in the cards, other things having been equal (or unequal) eighty-five years ago. I am not ashamed of my grandparents for having been slaves. I am only ashamed of myself for having at one time been ashamed. About eighty-five years ago they were told they were free, united with others of our country in everything pertaining to the common good, and, in everything social, separate like the fingers of the hand. And they believed it. They exulted in it. They stayed in their place, worked hard, and brought up my father to do the same. But my grandfather is the one. He was an odd old guy, my grandfather, and I am told I take after him. It was he who caused the trouble. On his deathbed he called my father to him and said, "Son, after I'm gone I want you to keep up the good fight. I never told you, but our life is a war and I have been a traitor all my born days, a spy in the enemy's country ever since I give up my gun back in the Reconstruction. Live with your head in the lion's mouth. I want you to overcome 'em with yeses, undermine 'em with grins, agree 'em to death and destruction, let 'em swoller you till they vomit or bust wide open." They thought the old man had gone out of his mind. He had been the meekest of men. The younger children were rushed from the room, the shades drawn and the flame of the lamp turned so low that it sputtered on the wick like the old man's breathing. "Learn it to the younguns," he whispered fiercely; then he died.
But my folks were more alarmed over his last words than over his dying. It was as though he had not died at all, his words caused so much anxiety. I was warned emphatically to forget what he had said and, indeed, this is the first time it has been mentioned outside the family circle. It had a tremendous effect upon me, however. I could never be sure of what he meant. Grandfather had been a quiet old man who never made any trouble, yet on his deathbed he had called himself a traitor and a spy, and he had spoken of his meekness as a dangerous activity. It became a constant puzzle which lay unanswered in the back of my mind. And whenever things went well for me I remembered my grandfather and felt guilty and uncomfortable. It was as though I was carrying out his advice in spite of myself. And to make it worse, everyone loved me for it. I was.
The paper will be on a current leader in an organisation( Narendra M.docxcarlz4
The paper will be on a current leader in an organisation( Narendra Modi, Prime Minister of India) who has been effective in dealing with the current uncertain times. The effectiveness should be proven by external source of information(articles ,comments on social media...)
.
The paper will adhere to the American Psychological Association styl.docxcarlz4
The paper will adhere to the American Psychological Association style manual. Each paper will focus on a specific and narrowly defined topic and describe the event or condition and how its development has influenced healthcare delivery. Student work will checked using plagiarism detection software Turnitin.
.
The paper will be a five pages (excluding the Tittle page, Abstract,.docxcarlz4
The paper will be a five pages (excluding the Tittle page, Abstract, and References)
The paper Must be in (APA FORMAT), Must be divided as fallows
A) Tittle
B) Abstract
C) What is the specific Concept (page one)
D) Nursing assessment for specific concept (page two)
E) Patient problem/nursing diagnosis related to specific concept (page three)
F) Specific, realistic, and measurable goals attributed to patient care of specific concept (page four)
G) Nursing interventions for patient care of specific concept (page five )
H) References
* Please have correct spelling, grammar, punctuation
* Sentence structure when writing a professional paper
MUST TURN IN MARCH 24th AT 4PM
No PLAGIARISM
.
The paper should report on what that insider says are the key themes.docxcarlz4
The paper should report on what that insider says are the key themes of their religion from their perspective (not yours). Focus on what their religion means to them. Then talk about whether their view of their religion helped you to see any gaps in your understanding of that religion, or of your own tradition.
.
The paper should be typed, double-spaced, 1 margins, arial or times.docxcarlz4
The paper should be typed, double-spaced, 1" margins, arial or times new roman 11 pt font
A norm is a social rule.There are many norms that help to frame how we are supposed to behave in our daily lives, one example is gender norms (what are social rules we follow to 'be masculine' and to 'be feminine'); another example is standing in line (consider what would happen if you cut everyone in line at 8am in a Starbucks?).
Note: it is important that you conduct the observations and norm breaking during this class; recalling past observations is not the same as purposefully observing your surroundings from a sociological perspective.
In essay format, complete steps 1 through 6 below.
1
.
(
a.)
Define
norm
(
b.)
List two norms you tend to observe in everyday life
The purpose of this exercise if for you to observe ONE social setting to begin to detect patterns in human behavior - observance of norms and potentially behaviors that deviate from the norm.This week's exercise includes two parts.
First
, you will need to go to
ONE
public
place and observe the people there for
25 minutes
.Note people's behavior, their demeanor, their reactions/interactions to/with each other.
Second
, you will break a norm and observe people's reactions to your norm breaking behavior
2.
Identify the norm you are going to break.
3.
Choose a time and location for when you are going to conduct your observations
4.
Go to the specified location and proceed with your observations
(a.)
You must also be a keen social observer; a "peeping Tom" in the sociological sense.Take handwritten (recommended) and/or mental notes of:
i.
details about your chosen location (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc)
ii.
the people around you, not only their behavior but general information about their sociodemographic characteristics (age, race/ethnicity, gender, SES, etc);
iii.
{
your thoughts and feelings while observing may be a brief section of the paper.
(b.)
After
observing your social setting for 25 minutes, you will now go about your norm- breaking
i.
note: if your norm-breaking includes changing your visible appearance, you will need to conduct your general observations, and observations when breaking your norm, at two different times.
ii.
The setting and timing of your norm-breaking behavior will vary, but carefully observe people's reactions to you during your norm breaking for a minimum of 10 minutes. (the longer the better)
(5.)
Write a 2 - 4 page reaction paper about your observations and norm breaking.Your paper should include
a.
Norm definition, examples of two norms, and norm you chose to broke
b.
a thick description of the location (i.e. building you were in (what is the architecture like), descriptions of people there (in terms of socio-demographic characteristics: age, race/ethnicity, gender, socio-economic status), sounds, smells, temperature, time of day and week, etc);
c.
cl.
The paper should have 4 Journal as the sources, it has to be 5 pag.docxcarlz4
The paper should have 4 Journal as the sources, it has to be 5 pages including the references.
It has to be APA style.
The theories that you can use are listed here:
Moral development theory, Social learning theory ,Conditioning theory (hans j. Eysengck) , Biological traits theories, Psychoanalytic theory, Labeling theory, Conflict theory, Radical theory.
The writing assignment should be in proper left align paragraph format. The body of the text should be double spaced using a 10 or 12 font size with 1” borders.
The Research Process Explored:
Abstract-
Introduction (thesis Statement)-
Analyzing secondary data(your research sources) is what we are doing for this assignment-
Theory
Methodology
Findings and Discussion (recap of the most important things already mentioned in the secondary data analysis)
Conclusions
References
.
The paper should be two parts. The first part is where stude.docxcarlz4
The paper should be two parts.
The first part
is where students should offer details on the extent of the chosen problem of the sexual exploitation of children:
TOPIC: Reported data versus the unknown data within sexual exploitation of children
In
Part 2
, students should include what the government currently does to address the identified problem AND policy recommendations that include some ideas/guidance on how to reduce the prevalence of the crime that is being discussed.
Number of Pages: 13
Students should have a minimum of 5 to 7 peer reviewed sources to support the arguments in their paper.
MUST USE ATTACHED ANNOTADED BIBLIOGRAPHY
APA citation is an absolute MUST!!
100% Original
.
The paper should be a summary of all the important concepts in Unit .docxcarlz4
The paper should be a summary of all the important concepts in Unit 4. You need not go back to the earlier Units unless you would like to make a specific point. The paper should include the concepts introduced in Unit 4, the films in which they were realized, how they were realized, their impact on the visual content, and the important composers. Also in detail, describe Mickey Mousing, the idea of the Leitmotif and its origin and how these various techniques influence the moving image. Please cite all references used in your research.
If you go over 1000 words that's OK.
.
The paper should be a 15 pages long research paper with the topic pr.docxcarlz4
The paper should be a 15 pages long research paper with the topic provided.
APA style.
Include:
Abstract
Introduction
(Already done, will be provided)
Literature Review
(Already done, will be provided)
Research Methods
Results
(Include a graph with the data)
Discussion (Should be the longest section)
Limitations & Implications (only one paragraph)
Conclusion (only one paragraph)
References
(At least 10 within the last 5 years)
.
The Paper should be a minimum of five pagesTitle pageBody.docxcarlz4
The Paper should be a minimum of five pages:
Title page
Body (Two pages)
Conclusion
Reference Page.
The required number of references should be
FIVE PEER REVIEWED, ACADEMIC ARTICLES
.
The paper should be 4 pages with cover below topics with Company ove.docxcarlz4
The paper should be 4 pages with cover below topics with Company overview, Challenges,
Solution
, Conclusion
•
Company Overview:
The section should include the company name, the industry they are in and a general overview of the organization.
•
Challenges:
Discuss the challenges the organization had that limited their profitability and/or competitiveness and how they planned to leverage Cloud Computing to overcome their challenges.
•
.
The paper should address the following promptReferring to at le.docxcarlz4
The paper should address the following prompt:
Referring to at least 2 primary (stories, novels, tv shows, movies, etc.) and 1 secondary (one of the essays) sources, write a 1,500-2,000 word
THESIS
DRIVEN
essay answering the question "What Does It Mean to Be Human?"
As long as you have a strong thesis and refer to the appropriate number of sources to support your argument you can take this essay anywhere you'd like. You may use materials from the required reading, the suggested or supplimental reading, and/or the material you used for your primary source analysis.
.
The paper needs to be about learning disabilities. Write an eight to.docxcarlz4
The paper needs to be about learning disabilities. Write an eight to ten
(8-10) page research paper. Be sure to cite your sources using MLA formatting. Provide at least four (4) sources to support your position or information
Double spaced
Times new roman
Size 12 font
.
The paper needs to be a rhetorical analysis of another writer’s .docxcarlz4
The paper needs to be
a rhetorical analysis of another writer’s argument.......on Fleming’s “Youthful Indiscretions”
English 101-209
Professor McGraw
Essay #1 Rhetorical Analysis
Assignment: Write a paper formatted in MLA style of four to five pages in length (use Times New Roman 12) that addresses the topic below. You must include a Works Cited page.
Following the examples and instructions in Chapter Eight of
Writing Arguments
, write a rhetorical analysis of another writer’s argument. You may (in fact, you are encouraged to) develop your essay beyond the outline given in chapter eight. Part of your critique may include a discussion of potential arguments and counter-arguments that the author could have made and an analysis of the ways that including those counter-arguments (and the rebuttals) might have strengthened the author’s argument.
You may respond to any of the following essays:
Fleming’s “Youthful Indiscretions”
What is a Rhetorical Argument?
A
Rhetorical Argument
is basically a persuasive argument that uses one or a combination of its three distinct "appeals":
Ethos
,
Pathos
, and
Logos
. An argument that makes use of
Ethos
appeals to the character of the speaker. An argument that makes use of
Pathos
appeals to emotion. Lastly, an argument that makes use of
Logos
appeals to reason. In general, a
Rhetorical Argument
may make use of one or a combination of any of the appeals. Here are several examples of the three distinct appeals commonly used in
Rhetorical Arguments
.
ETHOS
To use
Ethos
is to appeal to the character of the speaker. That is, a claim may be argued and may be supported through a reference to the reputation, character or authority of the speaker. For example,
I will never steal from the cash register because I have been employee of the month for three consecutive months now. As far as our colleagues know, I am a kind and religious person who has been very helpful to my fellow employees in this restaurant. It does not make sense to accuse me of stealing the money.
PATHOS
To use
Pathos
is to appeal to the emotions of the reader or the audience. The primary goal is to persuade the reader or the audience through the use of key words or language that appeal to the feelings of a person. For example,
John will never steal from the cash register. If he did, he will be fired from work and will be sent to jail. Who will now finance the needs of his family? His wife does not have a job. He has three little kids who need the guidance of a loving father. Without John by their side, they will grow fatherless and, God knows, they may turn into homeless kids. John should not be suspected of committing the crime.
LOGOS
To use
Logos
is to use reason to persuade or to make an argument. Typically, it makes use of deductive or inductive arguments to prove a point. For example,
(Logos using a deductive argument)
Chris was alone in the office at 8 o'clock in the e.
The paper must discuss problems and constitutional develop of ineffe.docxcarlz4
The paper must discuss problems and constitutional develop of ineffective assistance of counsel.
heres a brief thesis:
In this paper I’m going to discuss the problems and constitutional development of ineffective assistance of counsel, what is the Sixth Amendment right, the elements of ineffective assistance of counsel, how judges deem a person as ineffective counsel from an effective counsel, cases where defendants believed their counsel was ineffective and judges ruled them effective.
also must contain atleast 5 sources and have end nots
.
The paper must include the following1. History and epidemiology o.docxcarlz4
The paper must include the following:
1. History and epidemiology of the drug
2. The pharmacology, how does it work in the system
3. How is it grown, manufactured, transported and marketed
4. The dosage, expected effects, side effects and potential for overdose
5. The specific treatments that might be used in rehabilitation?
The paper must comply with the following
A minimum of 7 pages of text (title page and reference page not included)
Double-spaced, 1-inch margins
11-point font
Title page
Inclusion of citations and a references page
No more than a quarter of the paper should use quotes
.
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And yet I am no freak of nature, nor of history. I was in the cards, other things having been equal (or unequal) eighty-five years ago. I am not ashamed of my grandparents for having been slaves. I am only ashamed of myself for having at one time been ashamed. About eighty-five years ago they were told they were free, united with others of our country in everything pertaining to the common good, and, in everything social, separate like the fingers of the hand. And they believed it. They exulted in it. They stayed in their place, worked hard, and brought up my father to do the same. But my grandfather is the one. He was an odd old guy, my grandfather, and I am told I take after him. It was he who caused the trouble. On his deathbed he called my father to him and said, "Son, after I'm gone I want you to keep up the good fight. I never told you, but our life is a war and I have been a traitor all my born days, a spy in the enemy's country ever since I give up my gun back in the Reconstruction. Live with your head in the lion's mouth. I want you to overcome 'em with yeses, undermine 'em with grins, agree 'em to death and destruction, let 'em swoller you till they vomit or bust wide open." They thought the old man had gone out of his mind. He had been the meekest of men. The younger children were rushed from the room, the shades drawn and the flame of the lamp turned so low that it sputtered on the wick like the old man's breathing. "Learn it to the younguns," he whispered fiercely; then he died.
But my folks were more alarmed over his last words than over his dying. It was as though he had not died at all, his words caused so much anxiety. I was warned emphatically to forget what he had said and, indeed, this is the first time it has been mentioned outside the family circle. It had a tremendous effect upon me, however. I could never be sure of what he meant. Grandfather had been a quiet old man who never made any trouble, yet on his deathbed he had called himself a traitor and a spy, and he had spoken of his meekness as a dangerous activity. It became a constant puzzle which lay unanswered in the back of my mind. And whenever things went well for me I remembered my grandfather and felt guilty and uncomfortable. It was as though I was carrying out his advice in spite of myself. And to make it worse, everyone loved me for it. I was.
Similar to THE ORflCULRR VULVfl + from my birth when they went .docx (6)
The paper will be on a current leader in an organisation( Narendra M.docxcarlz4
The paper will be on a current leader in an organisation( Narendra Modi, Prime Minister of India) who has been effective in dealing with the current uncertain times. The effectiveness should be proven by external source of information(articles ,comments on social media...)
.
The paper will adhere to the American Psychological Association styl.docxcarlz4
The paper will adhere to the American Psychological Association style manual. Each paper will focus on a specific and narrowly defined topic and describe the event or condition and how its development has influenced healthcare delivery. Student work will checked using plagiarism detection software Turnitin.
.
The paper will be a five pages (excluding the Tittle page, Abstract,.docxcarlz4
The paper will be a five pages (excluding the Tittle page, Abstract, and References)
The paper Must be in (APA FORMAT), Must be divided as fallows
A) Tittle
B) Abstract
C) What is the specific Concept (page one)
D) Nursing assessment for specific concept (page two)
E) Patient problem/nursing diagnosis related to specific concept (page three)
F) Specific, realistic, and measurable goals attributed to patient care of specific concept (page four)
G) Nursing interventions for patient care of specific concept (page five )
H) References
* Please have correct spelling, grammar, punctuation
* Sentence structure when writing a professional paper
MUST TURN IN MARCH 24th AT 4PM
No PLAGIARISM
.
The paper should report on what that insider says are the key themes.docxcarlz4
The paper should report on what that insider says are the key themes of their religion from their perspective (not yours). Focus on what their religion means to them. Then talk about whether their view of their religion helped you to see any gaps in your understanding of that religion, or of your own tradition.
.
The paper should be typed, double-spaced, 1 margins, arial or times.docxcarlz4
The paper should be typed, double-spaced, 1" margins, arial or times new roman 11 pt font
A norm is a social rule.There are many norms that help to frame how we are supposed to behave in our daily lives, one example is gender norms (what are social rules we follow to 'be masculine' and to 'be feminine'); another example is standing in line (consider what would happen if you cut everyone in line at 8am in a Starbucks?).
Note: it is important that you conduct the observations and norm breaking during this class; recalling past observations is not the same as purposefully observing your surroundings from a sociological perspective.
In essay format, complete steps 1 through 6 below.
1
.
(
a.)
Define
norm
(
b.)
List two norms you tend to observe in everyday life
The purpose of this exercise if for you to observe ONE social setting to begin to detect patterns in human behavior - observance of norms and potentially behaviors that deviate from the norm.This week's exercise includes two parts.
First
, you will need to go to
ONE
public
place and observe the people there for
25 minutes
.Note people's behavior, their demeanor, their reactions/interactions to/with each other.
Second
, you will break a norm and observe people's reactions to your norm breaking behavior
2.
Identify the norm you are going to break.
3.
Choose a time and location for when you are going to conduct your observations
4.
Go to the specified location and proceed with your observations
(a.)
You must also be a keen social observer; a "peeping Tom" in the sociological sense.Take handwritten (recommended) and/or mental notes of:
i.
details about your chosen location (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc)
ii.
the people around you, not only their behavior but general information about their sociodemographic characteristics (age, race/ethnicity, gender, SES, etc);
iii.
{
your thoughts and feelings while observing may be a brief section of the paper.
(b.)
After
observing your social setting for 25 minutes, you will now go about your norm- breaking
i.
note: if your norm-breaking includes changing your visible appearance, you will need to conduct your general observations, and observations when breaking your norm, at two different times.
ii.
The setting and timing of your norm-breaking behavior will vary, but carefully observe people's reactions to you during your norm breaking for a minimum of 10 minutes. (the longer the better)
(5.)
Write a 2 - 4 page reaction paper about your observations and norm breaking.Your paper should include
a.
Norm definition, examples of two norms, and norm you chose to broke
b.
a thick description of the location (i.e. building you were in (what is the architecture like), descriptions of people there (in terms of socio-demographic characteristics: age, race/ethnicity, gender, socio-economic status), sounds, smells, temperature, time of day and week, etc);
c.
cl.
The paper should have 4 Journal as the sources, it has to be 5 pag.docxcarlz4
The paper should have 4 Journal as the sources, it has to be 5 pages including the references.
It has to be APA style.
The theories that you can use are listed here:
Moral development theory, Social learning theory ,Conditioning theory (hans j. Eysengck) , Biological traits theories, Psychoanalytic theory, Labeling theory, Conflict theory, Radical theory.
The writing assignment should be in proper left align paragraph format. The body of the text should be double spaced using a 10 or 12 font size with 1” borders.
The Research Process Explored:
Abstract-
Introduction (thesis Statement)-
Analyzing secondary data(your research sources) is what we are doing for this assignment-
Theory
Methodology
Findings and Discussion (recap of the most important things already mentioned in the secondary data analysis)
Conclusions
References
.
The paper should be two parts. The first part is where stude.docxcarlz4
The paper should be two parts.
The first part
is where students should offer details on the extent of the chosen problem of the sexual exploitation of children:
TOPIC: Reported data versus the unknown data within sexual exploitation of children
In
Part 2
, students should include what the government currently does to address the identified problem AND policy recommendations that include some ideas/guidance on how to reduce the prevalence of the crime that is being discussed.
Number of Pages: 13
Students should have a minimum of 5 to 7 peer reviewed sources to support the arguments in their paper.
MUST USE ATTACHED ANNOTADED BIBLIOGRAPHY
APA citation is an absolute MUST!!
100% Original
.
The paper should be a summary of all the important concepts in Unit .docxcarlz4
The paper should be a summary of all the important concepts in Unit 4. You need not go back to the earlier Units unless you would like to make a specific point. The paper should include the concepts introduced in Unit 4, the films in which they were realized, how they were realized, their impact on the visual content, and the important composers. Also in detail, describe Mickey Mousing, the idea of the Leitmotif and its origin and how these various techniques influence the moving image. Please cite all references used in your research.
If you go over 1000 words that's OK.
.
The paper should be a 15 pages long research paper with the topic pr.docxcarlz4
The paper should be a 15 pages long research paper with the topic provided.
APA style.
Include:
Abstract
Introduction
(Already done, will be provided)
Literature Review
(Already done, will be provided)
Research Methods
Results
(Include a graph with the data)
Discussion (Should be the longest section)
Limitations & Implications (only one paragraph)
Conclusion (only one paragraph)
References
(At least 10 within the last 5 years)
.
The Paper should be a minimum of five pagesTitle pageBody.docxcarlz4
The Paper should be a minimum of five pages:
Title page
Body (Two pages)
Conclusion
Reference Page.
The required number of references should be
FIVE PEER REVIEWED, ACADEMIC ARTICLES
.
The paper should be 4 pages with cover below topics with Company ove.docxcarlz4
The paper should be 4 pages with cover below topics with Company overview, Challenges,
Solution
, Conclusion
•
Company Overview:
The section should include the company name, the industry they are in and a general overview of the organization.
•
Challenges:
Discuss the challenges the organization had that limited their profitability and/or competitiveness and how they planned to leverage Cloud Computing to overcome their challenges.
•
.
The paper should address the following promptReferring to at le.docxcarlz4
The paper should address the following prompt:
Referring to at least 2 primary (stories, novels, tv shows, movies, etc.) and 1 secondary (one of the essays) sources, write a 1,500-2,000 word
THESIS
DRIVEN
essay answering the question "What Does It Mean to Be Human?"
As long as you have a strong thesis and refer to the appropriate number of sources to support your argument you can take this essay anywhere you'd like. You may use materials from the required reading, the suggested or supplimental reading, and/or the material you used for your primary source analysis.
.
The paper needs to be about learning disabilities. Write an eight to.docxcarlz4
The paper needs to be about learning disabilities. Write an eight to ten
(8-10) page research paper. Be sure to cite your sources using MLA formatting. Provide at least four (4) sources to support your position or information
Double spaced
Times new roman
Size 12 font
.
The paper needs to be a rhetorical analysis of another writer’s .docxcarlz4
The paper needs to be
a rhetorical analysis of another writer’s argument.......on Fleming’s “Youthful Indiscretions”
English 101-209
Professor McGraw
Essay #1 Rhetorical Analysis
Assignment: Write a paper formatted in MLA style of four to five pages in length (use Times New Roman 12) that addresses the topic below. You must include a Works Cited page.
Following the examples and instructions in Chapter Eight of
Writing Arguments
, write a rhetorical analysis of another writer’s argument. You may (in fact, you are encouraged to) develop your essay beyond the outline given in chapter eight. Part of your critique may include a discussion of potential arguments and counter-arguments that the author could have made and an analysis of the ways that including those counter-arguments (and the rebuttals) might have strengthened the author’s argument.
You may respond to any of the following essays:
Fleming’s “Youthful Indiscretions”
What is a Rhetorical Argument?
A
Rhetorical Argument
is basically a persuasive argument that uses one or a combination of its three distinct "appeals":
Ethos
,
Pathos
, and
Logos
. An argument that makes use of
Ethos
appeals to the character of the speaker. An argument that makes use of
Pathos
appeals to emotion. Lastly, an argument that makes use of
Logos
appeals to reason. In general, a
Rhetorical Argument
may make use of one or a combination of any of the appeals. Here are several examples of the three distinct appeals commonly used in
Rhetorical Arguments
.
ETHOS
To use
Ethos
is to appeal to the character of the speaker. That is, a claim may be argued and may be supported through a reference to the reputation, character or authority of the speaker. For example,
I will never steal from the cash register because I have been employee of the month for three consecutive months now. As far as our colleagues know, I am a kind and religious person who has been very helpful to my fellow employees in this restaurant. It does not make sense to accuse me of stealing the money.
PATHOS
To use
Pathos
is to appeal to the emotions of the reader or the audience. The primary goal is to persuade the reader or the audience through the use of key words or language that appeal to the feelings of a person. For example,
John will never steal from the cash register. If he did, he will be fired from work and will be sent to jail. Who will now finance the needs of his family? His wife does not have a job. He has three little kids who need the guidance of a loving father. Without John by their side, they will grow fatherless and, God knows, they may turn into homeless kids. John should not be suspected of committing the crime.
LOGOS
To use
Logos
is to use reason to persuade or to make an argument. Typically, it makes use of deductive or inductive arguments to prove a point. For example,
(Logos using a deductive argument)
Chris was alone in the office at 8 o'clock in the e.
The paper must discuss problems and constitutional develop of ineffe.docxcarlz4
The paper must discuss problems and constitutional develop of ineffective assistance of counsel.
heres a brief thesis:
In this paper I’m going to discuss the problems and constitutional development of ineffective assistance of counsel, what is the Sixth Amendment right, the elements of ineffective assistance of counsel, how judges deem a person as ineffective counsel from an effective counsel, cases where defendants believed their counsel was ineffective and judges ruled them effective.
also must contain atleast 5 sources and have end nots
.
The paper must include the following1. History and epidemiology o.docxcarlz4
The paper must include the following:
1. History and epidemiology of the drug
2. The pharmacology, how does it work in the system
3. How is it grown, manufactured, transported and marketed
4. The dosage, expected effects, side effects and potential for overdose
5. The specific treatments that might be used in rehabilitation?
The paper must comply with the following
A minimum of 7 pages of text (title page and reference page not included)
Double-spaced, 1-inch margins
11-point font
Title page
Inclusion of citations and a references page
No more than a quarter of the paper should use quotes
.
The paper must be in APA format and 2-5 pages.Your paper must includ.docxcarlz4
The paper must be in APA format and 2-5 pages.Your paper must include:
Introduction to the disease and the organ system (history, signs, symptoms, epidemiology etc.)
Discussion of the normal anatomy and physiology of the organ system involved (cell and tissue populations involved, organs, primary functions, connections to other body systems)
Discussion of the changes to the anatomy and physiology as a result of the disease (pathophysiology)
Discussion of treatment/prevention options
3 primary and at least 2 secondary scholarly sources
.
The paper must be in APA format and 2-5 pages.Your paper must in.docxcarlz4
The paper must be in APA format and 2-5 pages.
Your paper must include:
Introduction to the disease and the organ system (history, signs, symptoms, epidemiology etc.)
Discussion of the normal anatomy and physiology of the organ system involved (cell and tissue populations involved, organs, primary functions, connections to other body systems)
Discussion of the changes to the anatomy and physiology as a result of the disease (pathophysiology)
Discussion of treatment/prevention options
3 primary and at least 2 secondary scholarly sources
.
The paper must be typed; double-spaced, 5-10 pages in length (not in.docxcarlz4
The paper must be typed; double-spaced, 5-10 pages in length (not including cover and reference pages), number 12 font, and preferably in American Psychological Association (APA) style. A minimum of THREE (3) different reference sources must be used. Wikipedia is NOT an acceptable reference source!
.
The paper must be at least three thousand words in length, not count.docxcarlz4
The paper must be at least three thousand words in length, not counting tables, figures, and any (optional) Appendices; it must correctly cite and use at least 10 references, NOT counting the textbook. ALL
cited sources must appear both within the body of the text and in the References list.
the paper must use articles from at least 2 respected journals or books, such as those in the SUGGESTED READING list.
Please see attached file for details
.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
THE ORflCULRR VULVfl + from my birth when they went .docx
1. THE ORflCULRR VULVfl
+
f
rom my birth when they went undetected, to my baptism where
they upstaged the priest, to my troubled adolescence when they
didn't do much of anything and then did everything at once, my
genitals have been the most significant thing that ever happened
to
me. Some people inherit houses; others paintings or highly
insured
violin bows. Still others get a Japanese tansu or a famous name.
I got
a recessive gene on my fifth chromosome and some very rare
family
jewels indeed.
My parents had at first refused to believe the emergency room
doctor's wild claim about my anatomy. The diagnosis, delivered
over
the phone to a largely uncomprehending Milton and then
bowdler-
ized by him for Tessie's benefit, amounted to a vague concern
about
the formation of my urinary tract along with a possible
hormonal de-
ficiency. The doctor in Petoskey hadn't performed a karyotype.
His
job was to treat my concussion and contusions, and when he
was,
2. done with that, he let me go.
My parents wanted a second opinion. At Milton's insistence I
had
been taken one last time to see Dr. Phil.
In 1974, Dr. Nishan Philobosian was eighty-eight years old. He
still wore a bow tie, but his neck no longer filled out the collar
of his
shirt. He was reduced in all his parts, freeze-dried.
Nevertheless,
green golf slacks extended from the hem of his white coat and a
pair
of tinted aviator-style glasses gripped his hairless head.
401
1,,
I'
.,
i':,
',(.
I'·,
i1 :
1'
I,
I
1.
)Ill in
of an
semi- --
4. band
I
' l
.!
''Hello, Callie, how are you?"
"Fine, Dr. Phil?'
"Starting school again? What grade are you in now?"
"I'll be in ninth this year. High school.''
"High school? Already? I must be getting old.''
His courtly manner was no different than it had ever been. The
foreign sounds he still made, the evidence of the Old World in
his
teeth, put me somewhat at ease. All my life dignified foreigners
had
petted and pampered me. I was a sucker for the soft-handed
Levan-
tine affections. As a little girl I had sat on Dr. Philobosian's
knee ,
while his fingers climbed my spinal column, counting off the
verte-
brae. Now I was taller than he was, gangly, frealc-haired, a Tiny
Tim
of a girl, sitting in gown, bra, and underpants on the edge of an
old-
fashioned medical table with step-drawers of vulcanized rubber.
He "
listened to my heart and lungs, his bald head dipping on the
long<
neck lilce that of a brontosaurus, sampling leaves.
5. "How's your father, Callie?"
"Fine.''
"How's the hot dog business?"
"Good?'
''How many hot dog places your dad has now?"
"Like fifty or something.''
''There's one not too far from where Nurse Rosalee and I go in
the winter. Pompano Beach?' .
He examined my eyes and ears and then politely asked me td
stand and lower my underpants. Fifty years earlier, Dr.
Philobosi · ·
had made his living treating Ottoman ladies in Smyrna. Proprie
was an old habit with him. .
if
My mind was not fuzzy, as it had been up in Petoskey. I was
fulF'
aware of what was happening and where the focus of medi ,
scrutiny lay. After I had pulled my panties down to my knees, a
hd
wave of embarrassment swept through me and by reflex I
covere:
myself with my hand. Dr. Philobosian, not entirely gently,
mov~
this aside. There was something of the impatience of the old in ·
,ol
He forgot himself momentarily, and behind his aviator lenses
his ey.
glared. Still, he didn't look down at me. He gazed gallantly off
at ~
far wall while feeling for information with his hands. We were··
close as dancing. Dr. Phil's breathing was noisy; his hands
shook.i
6. 402
glanced down myself only once. My embarrassment had
retracted
me. From my angle I was a girl again, white belly, dark
triangle, fore-
shortened legs shaved smooth. My brassiere was bandoliered
across
my chest.
It took only a minute. The old Armenian, crouching, lizard-
backed, ran his yellowed fingers over my parts. It was no
surprise
that Dr. Philobosian had never noticed anything. Even now,
alerted
to the possibility, he didn't seem to want to know.
"You can get dressed now;' was all he said. He turned and
walked
very carefully to the sink. He turned on the water and thrust his
hands into the stream. They seemed to be trembling more than
ever.
Liberally he squirted out the antibacterial soap. "Say hello to
your
dad;' he said before I left the room.
Dr. Phil referred me to an endocrinologist at Henry Ford Hospi-
tal. The endocrinologist tapped a vein in my arm, filling an
alarming
number of vials with my blood. Why all this blood was needed
he
didn't say. I was too frightened to ask. That night, however, I
put my
ear to my bedroom wall in hopes of finding out what was going
on.
7. "So what did the doctor say?" Milton was asking. ''He said Dr.
Phil
should have noticed when Callie was born;' Tessie answered.
''This
whole thing could have been fixed bade then.'' And then Milton
again: "I can't believe he'd miss something like that.'' ("Like
what?" I
silently asked the wall, but it didn't specify.)
Three days later we arrived in New York.
Milton had booked us into a hotel called the Lochmoor in the
East Thirties. He had stayed there twenty-three years earlier as
a navy
ensign. Always a thrifty traveler, Milton was also encouraged
by the
room rates. Our stay in New York was open-ended. The doctor
Mil-
ton had spoken to-the specialist-refused to discuss details
before
he'd had a chance to examine me. "You'll like it:' Milton
assured us.
''It's pretty swank, as I remember.''
It was not. We arrived from La Guardia in a taxi to find the
·Lochmoor fallen from its former glory. The desk clerk and
cashier
:worked behind bulletproof glass. The Viennese carpeting was
wet be-
, neath the dripping radiators and the mirrors had been removed,
leav-
Jing ghostly rectangles of plaster and ornamental screws. The
elevator
'Was prewar, with gilded, curving bars lilce a birdcage. Once
upon a
{time, there had been an operator; no longer. We crammed our
8. suit-
403
·i
j
:ases into the small space and I slid the gate closed. It J<ept
coming
off its trade. I had to do it three times before the electrical
current
would flow. Finally the contraption rpse and through the spray-
painted bars we watched the floors pass by, each dim and
identical ex-
cept for the variation of a maid in uniform, or a room service
tray
outside a door, or a pair of shoes. Still, there was a feeling of
ascen-
sion in that old box, of rising up out of a pit, and it was a
letdown to
get to our floor, number eight, and find it just as drab as the
lobby.
Our room had been carved out of a once-bigger suite. Now the
angles of the walls were skewed. Even Tessie, pint-sized, felt
con-
stricted. For some reason the bathroom was nearly as large as
the
bedroom. The toilet stood stranded on loose tiles and ran
continu-
ously. The tub had a skid mark where the water drained out.
There was a queen-size bed for my parents and, in the corner, a
9. cot set up for me. I hauled my suitcase up onto it. My suitcase
was a
bone of contention between Tessie and me. She had picked it
out for
me before our trip to Turkey. It had a floral pattern of turquoise
and
green blossoms which I found hideous. Since going off to
private
school-and hanging around the Object-my tastes had been
chang-
ing, becoming refined, I thought. Poor Tessie no longer knew
what
to buy me. Anything she chose was greeted by wails of horror. I
was
adamantly opposed to anything synthetic or with visible
stitching.
My parents found my new urge for purity amusing. Often my
father
would rub my shirt between his thumb and fingers and ask, "Is
this
preppy?"
With the suitcase Tessie had had no time to consult me, and so
there it was, bearing a design lilce a place mat's. Unzipping the
suit-
case and flipping it open, I felt better. Inside were all the
clothes I'd
chosen myself: the crew neck sweaters in primary colors, the
Lacoste
shirts, the wide-wale corduroys. My coat was from Papagallo,
lime
green with horn-shaped buttons made from bone.
"Do we have to unpack or can we leave everything in our suit-
cases?" f asked.
10. 'We better unpack and put our suitc;ases in the closet;' Milton
an-
swered. "Give us a little more room in here."
I put my sweaters neatly in the dresser drawers, ,my socks and
un-
derpants, too, and hung my pants up. ftook my toiletry case into
the
bathroom and put it on the shelf I had brought lip gloss and per-
fume with me. I wasn't certain that they were obsolete.
404
_._ ..... ,..,. :.,, .... "' ~',,,}.•/
I closed the bathroom door, locked it, and bent close to the mir-
ror to examine my face. Two dark hairs, still short, were visible
above
my upper lip. I got tweezers out of my case and plucked them.
This
made my eyes water. My clothes felt tight. The sleeves of my
sweater
were too short. I combed my hair and, optimistically,
desperately,
smiled at myself ·"'
I knew that my situation, whatever it was, was a crisis of some
kind. I could tell ~t from my parents' false, cheery behavior and
from our speedy exit from home. Still, no one had said a word
to me
yet.. Milton and Tessie were treating me exactly as they always
had-
as their daughter, in other words. They acted as though my
problem
was medical and therefore fixable. So I began to hope so, too.
Like a
11. person with a terminal illness, I was eager to ignore the
immediate
symptoms, hoping for a last-minute cure. I veered back and
forth be-
tween hope and its opposite, a growing certainty that something
ter-
rible was wrong with me. But nothing made me more desperate
than
looking in the mirror.
I opened the door and stepped back into the room. ''I hate this
hotel:' I said. ''It's gross."
"It's not too nice;' Tessie agreed.
"It used to be nicer;' said Milton. "I don't understand what hap-
pened;''
'The carpet smells;''
''Let's open a window."
"Maybe we won't have to be here that long;' Tessie said, hope-
fully, wearily.
In the evening we ventured outside, looking for something to
eat,
and then returned to the room to watch TV: Later, after we
switched
off the lights, I asked from my cot, ''What are we doing
tomorrow?"
''We have to go the doctor's in the morning;' said Tessie.
"After that we have to see about some Broadway tickets;' said
Mil-
ton. ''What do you want to see, Cal?"
12. ''I don't care;' I said gloomily.
"I think we should see a musical;' said Tessie.
''I saw Ethel Merman in Mame once;' Milton recalled. "She
came
down this big, long staircase, singing. When she finished, the
place
went wild. She stopped the show. So she just went right bade up
the
staircase and sang the song over again.''
''Would you like to see a musical, Callie?"
405
., ... ,-•· . ~
''Whatever.''
"Damnedest thing I ever saw;' said Milton. ''That Ethel Merman
can really belt it out.''
No one spoke after that. We lay in the dark, in our strange beds,
until we fell asleep.
The next morning after breakfast we set off to see the specialist.
My
parents tried to seem excited as we left the hotel, pointing out
sights
from the taxi window. Milton exuded the boisterousness he
reserved
for all difficult situations. ''This is some place;' he said as we
drove up
13. to New York Hospital. "River view! I might just check myself
in.''
Like any teenager, I was largely oblivious to the clumsy figure I
cut. My stork movements, my flapping arms, my long legs
kicking
out my undersized feet in their fawn-colored Wallabees-all that
ma-
chinery clanked beneath the observation tower of my head, and
I was
too close to see it. My parents did. It pained them to watch me
ad-
vance across the sidewalk toward the hospital entrance. It was
terrify-
ing to see your child in the grip of unknown forces. For a year
now
they had been denying how I was changing, putting it down to
the
awkward age. "She'll grow out of it;' Milton was always telling
my
mother. But now they were seized with a fear that I was
growing out
of control.
We found the elevator and rode up to the fourth floor, then fol-
lowed the arrows to something called the Psychohormonal Unit.
Milton had the office number written out on a card. Finally· we
found the right room. The gray door was unmarked except for
an ex-
tremely small, unobtrusive sign halfway down that read:
Sexual Disorders and Gender Identity Clinic
If my parents saw the sign, they pretended not to. Milton
lowered his
14. head, bull-like, and pushed the door open.
The receptionist welcomed us ·and told us to have a seat. The
waiting room was unexceptional. Chairs lined the walls, divided
evenly by magazine tables, and there was the usual rubber tree
expir-
ing in the corner. The carpeting was institutional, with a hectic,
stain-
camouflaging pattern. There was even a reassuringly medicinal
smell
in the air. After my mother filled out the insurance forms, we
were
406
shown into the doctor's office. This, too, inspired confidence.
An
Eames chair stood behind the desk. By the window was a Le
Cor-
busier chaise, made of chrome and cowhide. The bookshelves
were
filled with medical books and journals and the walls tastefully
hung
with art. Big-city sophisticatioh attuned to a European
sensibility.
The surround of a triumphant psychoanalytic world-view. Not to
mention the East River view out the windows. We were a long
way
from Dr. PhiPs office with its amateur oils and Medicaid cases.
It was two or three minutes before we noticed anything out of
the
ordinary. At first the curios and etchings had blended in with
the
scholarly clutter of the office. But as we sat waiting for the
doctor, we
15. became aware of a silent commotion all around us. It was lilce
staring
at the ground and realizing, suddenly, that it is swarming with
ants.
The restful doctor's office was churning with activity. The
paper-
weight on his desk; for instance, was not a simple, inert rock
but a
tiny priapus carved from stone. The miniatures on the walls
revealed
their subject matter under closer observation. Beneath yellow
sillc
tents, on paisley pillows, Mughal princes acrobatically
copulated
with multiple partners, keeping their turbans in place. Tessie
blushed,
looking; while Milton squinted; and I hid inside my hair as
usual.
We tried to look someplace else and so looked at the
bookshelves.
But here it wasn't safe either. Amid a dulling surround of issues
of
JAMA and The New England Journal of Medicine were some
eye-
popping titles. One, with entwining snalces on the spine, was
called
Erotosexual Pair Bonding. There was a purple, pamphlety thing
enti-
tled Ritualized Homosexuality: Three Field Studies. On the desk
itself,
with a bookmark in it, was a manual called Hap-Penis: Surgical
Tech-
niques in Female-to-Male Sex Reassignment. If the sign on the
front
door hadn't already, Luce's office made it clear just what kind
of spe-
16. cialist my parents had brought me to .see. (And, worse, to see
me.)
There were sculptures, too. Reproductions from the temple at
Ku-
jaraho occupied corners of the room along with huge jade
plants.
Against the waxy green foliage, melon-breasted Hindu women
bent
over double, offering up orifices lilce prayers to the well-
endowed
men who answered them. An overloaded switchboard, a dirty
game
of Twister everywhere you turned.
'Will you look at this place?" Tessie whispered.
"Sort of unusual decor;' said Milton.
407
And I: ''What are we doing here?"
It was right then that the door opened and Dr. Luce presented
himself
At that stage, I didn't know about his glamour status in the
field.
I had no idea of the frequency with which Luce's name appeared
in the relevant journals and papers. But I saw right away that
Luce
wasn't your normal-looking doctor. Instead of a medical coat he
wore a suede vest with fringe. Silver hair touched the collar of
his
beige turtleneck. His pants were flared and on his feet were a
pair of
17. anlde boots with zippers on the sides. He had eyeglasses, too,
silver
wire-rims, and a gray mustache.
''Welcome to New York;' he said. ''I'm Dr. Luce." He shook my
father's hand, then my mother's, and finally came to me. ''You
must
be Calliope.'' He was smiling, relaxed. ''Let's see if I can
remember
my mythology. Calliope was one of the Muses, right?"
"Right.''
"In charge of what?"
"Epic poetry.''
''You can't beat that;' said Luce. He was trying to act casual, but
I could see he was excited. I was an extraordinary case, after
all. He
was taking his time, savoring me. To a scientist like Luce I was
noth-
ing less than a sexual or genetic Kaspar Hauser. There he was, a
famous sexologist, a guest on Dick Cavett, a regular contributor
to Playboy, and suddenly on his doorstep, arriving out of the
woods
of Detroit like the Wtld Boy of Aveyron, was me, Calliope
Stepha-
nides, age fourteen. I was a living experiment dressed in white
corduroys and a Fair Isle sweater. This sweater, pale yellow,
with a
floral wreath at the neck, told Luce that I refuted nature in just
the
way his theory predicted. He must have hardly been able to
contain
himself, meeting me. He was a brilliant, charming, work-
obsessed
man, and watched me from behind his desk with keen eyes.
18. While he
chatted, spealcing primarily to my parent.<;, gaining their
confidence,
Luce was nevertheless making mental notes. He registered my
tenor
voice. He noted that I S?-t with one leg tucked under me. He
watched ;
how I examined my nails, curling my fingers into my palm. He
paid ·"
attention to the way I coughed, laughed, scratched my head,
spoke;
in sum, all the external manifestations of what he called my
gender
identity.
408
He kept up the calm manner, as if I had come to the Clinic with
nothing more than a sprained ankle. ''The first thing I'd like to
do is
give Calliope a short examination. If you'd care to wait here in
my of-
fice, Mr. and Mrs. Stephanides.'' He stood up. ''Would you come
with me please, Calliope?"
I got up from my chair. Luce watched as the various segments,
like those of a collapsible ruler, unfolded themselves, and I
attained
my full height, an inch taller than he was himself
''We'll be right here, honey;' Tessie said.
''We're not going anywhere;' said Milton.
Peter Luce was considered the world's leading authority on
human
hermaphroditism. The Sexual Disorders and Gender Identity
19. Clinic,
which he founded in 1968, had become the foremost facility in
the
world for the study and treatment of conditions of ambiguous
gen-
der. He was the author of a major sexological work, The
Oracular
Vulva) which was standard in a variety of disciplines ranging
from ge-
netics and pediatrics to psychology. He had written a column by
the
same name for Playboy from August 1972 to December 1973 in
which the conceit was that a personified and all-knowing female
pu-
dendum answered the queries of male readers with witty and
some-
times sibylline responses. Hugh Hefner had come across Peter
Luce's
name in the papers in connection with a demonstration for
sexual
freedom. Six Columbia students had staged an orgy in a tent on
the
main green, which the cops broke up, and when asked what he
thought about such activity on campus, Pro£ Peter Luce, 46, had
been quoted as saying, ''I'm in favor of orgies wherever they
happen.''
That caught Ref's eye. Not wanting to replicate Xaviera
Hollander's
"Call Me Madam" column in Penthouse, Hefner saw Luce's
contribu-
tion as being devoted to the scientific and historical side of sex.
Thus,
in her first three issues, the Oracular Vulva delivered
disquisitions on
the erotic art of the Japanese painter Hiroshi Yamamoto, the
epi-
20. demiology of syphilis, and the sex life of St. Augustine. The
column
proved popular, though intelligent queries were always hard to
come
by, the readership being more interested in the "Playboy
Advisor'' 's
cunnilingus tips or remedies for premature ejaculation. Finally,
Hefner told Luce to write his own questions, which he was only
too
glad to do.
409
,,,.--
Peter Luce had appeared on Phil Donahue along with two her-
maphrodites and a transsexual to discuss both the medical and
psy-
chological aspects of these conditions.. On that program, Phil
Donahue said, "Lynn Harris was born and raised a girl. You
won the
Miss Newport Beach Contest in 1964 in good old Orange
County, .
California? Boy, wait till they hear this. You lived as a woman
to the j
age of twenty-nine and then you switched to living as a man. He
has}
the anatomical characteristics of both a man and a woman. If
I'm<{
lyin', I'm dyin' . "
He also said, "Here's what's not so funny. These live,
irreplaceable ,
sons and daughters of God, human beings all, want you to know,
21. among other things, that that's exactly what they are, human
beings?' "'
Because of certain genetic and hormonal conditions, it was
some-
times very difficult to determine the sex of a newborn baby.
Con-
fronted with such a child, ths Spartans had left the infant on a
rocky
hillside to die. Luce's own forebears, the English, didn't even
lilce to
mention the subject, and might never have done so had the
nuisance
of mysterious genitalia not thrown a wrench into the smooth
work-
ings of inheritance law. Lord Coke, the great British jurist of
the sev-
enteenth century, tried to clear up the matter of who would get
the
landed estates by declaring that a person should "be either male
or fe-
male, and it shall succeed according to the kind of sex which
doth
prevail?' Of course, he di<in't specify any precise method for
deter- ,;
mining which sex did prevail. For most of the twentieth century,
j
medicine had been using the same primitive diagnostic criterion
of}
sex formulated by Klebs way back in 1876. Klebs had
maintained'~
that a person's gonads determined sex. In cases of ambiguous
gender,:./
you looked at the gonadal tissue under the microscope. If it was
tes-1~,
ticular, the person was male; if ovarian, female. The hunch here
22. wasi
that a person's gonads would orchestrate sexual development,
espe-l
cially at puberty. But it turned out to be more complicated than
that'.~
Klebs had begun the task, but the world had to wait another
hundred :J
years for Peter Luce to come along and finish it.
In 1955, Luce published an article called "Many Roads Lead
to~;
Rome: Sexual Concepts of Human Hermaphroditism?' In
twenty- •
five pages of forthright, high-toned prose, Luce argued that
gender is
determined by a variety of influences: chromosomal sex;
gonadal sex;
hormones; internal genital structures; external genitals; and,
most
410
/important, the sex of rearing. Drawing on studies of patients at
the
;pediatric endocrine clinic at New York Hospital, Luce was able
to
.;;compile charts demonstrating how these various factors came
into
(·play, and showing that a patient's gonadal sex often didn't
determine
ims or her gender identity. The article made a big splash.
Within
}months, pretty much everyone had given up Klebs's criterion
for
t'.Luce's criteria.
23. ~
: On the strength of this success, Luce was given the
opportunity
:}io open the Psychohormonal Unit at New York Hospital. In
those
~' days he saw mostly kids with adrenogenital syndrome, the
most
rcommon form of female hermaphroditism. The hormone
cortisol,
lrecently synthesized in the lab, had been found to arrest the
viriliza-
··· ti.on these girls normally underwent, allowing them to
develop as
i'normal females. The endocrinologists administered the cortisol
.µid
' Luce oversaw the girls' psychosexual development. He learned
a lot.
In a decade of solid, original research, Luce made his second
great
discovery: that gender identity is established very early on in
life,
about the age of two. Gender was lilce a native tongue; it didn't
exist
before birth but was imprinted in the brain during childhood,
never
disappearing. Children learn to spealc Male or Female the way
they
learn to speak English or French.
He published this theory in 1967, in an article in the The New
. England Journal of Medicine entitled "Early Establishment of
Gender
Identity: The Terminal Twos:' After that, his reputation reached
24. the
.stratosphere. The funding flowed in, from the Rockefeller
Founda-
tion, the Ford Foundation, and the N.I.S. It was a great time to
be a
sexologist. The Sexual Revolution provided new opportunities
for
the enterprising sex researcher. It was a matter of national
interest,
for a few years there, to examine the mechanics of the female
orgasm.
Or to plumb the psychological reasons why certain men
exhibited
themselves on the street. In 1968, Dr. Luce opened the Sexual
Disor-
ders and Gender Identity Clinic, Luce treated everybody: the
webbed-neclced girl teens with Turner's syndrome, who had
only one
sex chromosome, a lonely X; the leggy beauties with Androgen
In-
sensitivity; or the XYY boys, who tended to be dreamers and
loners.
When babies with ambiguous genitalia were born at the
hospital, Dr.
Luce was called in to discuss the matter with the bewildered
parents.
Luce got the transsexuals, too. Everyone came to the Clinic,
with the
411
·esult that Luce had at his disposal a body of research material-
of
iving, breathing specimens-no scientist had ever had before.
25. And now Luce had me. In the examination room, he told me to
get
undressed and put on a paper gown. After taking some blood (
only
one vial, thankfully), he had me lie down on a table with my
legs up
in stirrups. There was a pale green curtain, the same color as my
gown, that could be pulled across the table, dividing my upper
and
lower halves. Luce didn't close it that first day. Only later,
when there
was an audience.
''This shouldn't hurt but it might feel a little funny."
I stared up at the ring light on the ceiling. Luce had another
light
on a stand, which he angled to suit his purposes. I could feel its
heat
between my legs as he pressed and prodded me.
For the first few minutes I concentrated on the circular light,
but
finally, drawing in my chin, I looked_ down to see that Luce
was hold-
ing the crocus between his thumb and forefinger. He was
stretching
it out with one hand while measuring it with the other. Then he
let
go of the ruler and made notes. He didn't look shocked or
appalled.
In fact he examined me with great curiosity, almost
connoisseurship.
There was an element of awe or appreciation in his face. He
took
26. notes as he proceeded but made no small talk. His concentration
was
intense.
After a while, still crouching between my legs, Luce turned his
head to search for another instrument. Between the sight lines
of my
raised knees his ear appeared, an amazing organ all its own,
whorled
and flanged, translucent in the bright lights. His ear was very
close to
me. It seemed for a moment as though Luce were listening at
my
source. As though some riddle were being imparted to him from
be-
tween my legs. But then he found what he had been looking for
and
turned back.
He began to probe inside.
"Relax;' he said.
He applied a lubricant, huddled in closer.
"Relax:'
There was a hint of annoyance, of command in his voice. I took
a
deep breath and did the best I could. Luce poked inside. For a
mo-
ment it felt merely strange, as he'd suggested. But then a sharp
pain
shot through me. I jerked back, crying out.
"Sorry?'
Nevertheless, he kept on. He placed one hand on my pelvis to
steady me. He probed in farther, though he avoided the painful
27. area.
My eyes were welling with tears.
''Almost finished;' he said.
But he was only getting started.
The' chief imperative in cases like mine was to show no doubt
as to
the gender of the child in question. You did not tell the parents
of a
newborn, "Your baby is a hermaphrodite?' Instead, you said,
''Your
daughter was born with a clitoris that is a little larger than a
normal
girl's. We'll need to do surgery to make it the right size.'' Luce
felt
that parents weren't able to cope with an ambiguous gender
assign-
ment. You had to tell them if they had a boy or a girl. Which
meant
that, before you said anything, you had to be sure what the
prevail-
ing gender was.
Luce could not do this with me yet. He had received the results
of
the endocrinological tests performed at Henry Ford Hospital,
and so
knew of my XY karyotype, my high plasma testosterone levels,
and
the absence in my blood of dihydrotestosterone. In other words,
be-
fore even seeing me, Luce was able to make an educated guess
that I
was a male pseudohermaphrodite-genetically male but appearing
otherwise, with 5-alpha-reductase deficiency syndrome. But
28. that, ac-
cording to Luce's thinking, did not mean that I had a male
gender
identity.
My being a teenager complicated things. In addition to chromo-
somal and hormonal factors, Luce had to consider my sex of
rearing,
which had been female. He suspected that the tissue mass he
had pal-
pated inside me was testicular. Still, he couldn't be sure until he
had
looked at a sample under a microscope.
All this must have been going through Luce's mind as he
brought
me back to the waiting room. He told me he wanted to spealc to
my
parents and that he would send them out when he was finished.
His
intensity had lessened and he was friendly again, smiling and
patting
me on the back. ,.
In his office Luce sat down in his Eames chair, looked up at
Mil-
ton and Tessie, and adjusted his glasses.
"Mr. Stephanides, Mrs. Stephanides, I'll be franlc. This is a
com-
plicated case. By complicated I don't mean irremediable. We
have a
413
29. range of effective treatments for cases of this kind. But before
rm
ready to begin treatment there are a number of questions I have
to
answer?'
My mother and father were sitting only a foot apart during this
speech, but each heard something different. Milton heard the
words
that were there. He heard "treatment'' and "effective?' Tessie, on
the
other hand, heard the words that weren't there. The doctor
hadn't
said my name, for instance. He hadn't said "Calliope" or
"Callie?' He
hadn't said "daughter;' either. He didn't use any pronouns at all.
"fll need to run further tests;' Luce was continuing. ''I'll need to
perform a complete psychological assessment. Once I have the
neces-
sary information, then we can discuss in detail the proper course
of
treatment?'
Milton was already nodding. ''What kind of time line are we
talk-
ing about, Doctor?"
Luce jutted out a thoughtful lower lip. "I want to redo the lab
tests, just to be sure. Those results will be back tomorrow. The
psy-
chological evaluation will take longer. rll need to see your child
every
day for at least a week, maybe two. Also it would be helpful if
you
30. could give me any childhood photographs or family movies you
might have?'
Milton turned to Tessie. ''When does Callie start school?"
Tessie didn't hear him. She was distracted by Luce's phrase:
"your
child?'
''What kind of information are you trying to get, Doctor?"
Tessie
asked.
''The blood tests will tell us hormone levels. The psychological
as-
sessment is routine in cases like this."
''You think it's some kind of hormone thing?" Milton asked. "A
hormone imbalance?"
''We'll know after I've had time to do what I need to do;' said
Luce.
Milton stood up and shook hands with the doctor. The consulta-
tion was over.
Keep in mind: neither Milton nor Tessie had seen me undressed
for
years. How were they to know? And not knowing, how could
they
imagine? The information available to them was all secondary
stuff-
414
my husky voice, my flat chest-but these things were far from
31. per-
suasive. A hormonal thing. It could have been no more serious
than
that. So my father believed, or wanted to believe, and so he
tried to
convince Tessie.
I had my own resistance. ''Why does he have to do a psychologi-
cal evaluation?" I asked. "It's not like I'm crazy?'
''The doctor said it was routine?'
"But why?"
With this question I had hit upon the crux of the matter. My
mother has since told me that she intuited the real reason for the
psy-
chological assessment, but chose not to dwell on it. Or, rather,
didn't
choose. Let Milton choose for her. Milton preferred to treat the
problem pragmatically. There was no sense in worrying about a
psy-
chological assessment that could only confirm what was
obvious:
that I was a normal, well-adjusted girl. ''He probably bills the
i.qsur-
ance extra for the psychological stuff," Milton said. "Sorry, Cal,
but
you'll have to put up with it. Maybe he can cure your neuroses.
Got
any neuroses? Now's your time to let 'em out?' He put his arms
around me, squeezed hard, and roughly kissed the side of my
head.
Milto11. was so convinced that everything was going to be okay
that on Tuesday morning he flew down to Florida on business.
''No
32. sense cooling my heels in this hotel;' he told us.
''You just want to get out of this pit;' I said.
"I'll malce it up to you. Why don't you and your mother go out
for a fancy dinner tonight. Anyplace you want. We're saving a
couple
bucks on this room, so you gals can splurge. Why don't you take
Cal-
lie to Delmonico's, Tess?'
''What's Delmonico's?" I asked.
"It's a steak joint?'
"I want lobster. And baked Alaska;' I said.
"Baked Alaska! Maybe they have that, too?'
Milton left, and my mother and I tried to spend his money. We
went shopping at Bloomingdale's. We had high tea at the Plaza.
We
never made it to Delmonico's, preferring a moderately priced
Italian
restaurant near the Lochmoor, where we felt more comfortable.
We
ate there every night, doing our best to pretend we were on a
real
trip, a vacation. Tessie drank more wine than usual and got
tipsy, and
when she went to the bathroom I drank her wine myse1£
415
Normally the most expressive thing about my mother's face was
he gap between her front teeth. When she was listening to me,
fessie's tongue often pressed against that divot, that gate. This
33. was
:he signal of her attention. My mother always paid great
attention to
whatever I said. And if I told her something funny, then her
tongue
iropped away, her head fell back, her mouth opened wide, and
there
were her front teeth, riven and ascendant.
Every night at the Italian restaurant I tried to malce this happen.
In the mornings, Tessie took me to the Clinic for my appoint-
ments.
''What are your hobbies, Callie?"
"Hobbies?"
"Is there anything you especially like to do?"
"I'm not really a hobby-type person.''
''What about spo~? Do you like any sports?"
"Does Ping-Pong count?"
"I'll put it down.'' Luce smiled from behind his desk. I was on
the
Le Corbusier daybed across the room, lounging on the cowhide.
''What about boys?"
''What about them?"
"Is there a boy at school you like?"
"I guess you've never been to my school, Doctor.''
He checked his file. "Oh, it's a girls' school, isn't it?"
"Yup.''
''Are you sexually attracted to girls?" Luce said this quickly. It
was
like a tap from a rubber hammer. But I stifled my reflex.
He put down his pen and knit his fingers together. He leaned
for-
34. ward and spoke softly. "I want you to know that this is all-
,between
us, Callie. I'm not going to tell your parents anything that you
tell
me here.''
I was tom. Luce in his leather chair, with his longish hair and
an-
kle boots, was the kind of adult a kid might open up to. He was
as
old as my father but in league with the younger generation. I
longed
to tell him about the Object. I longed to tell somebody,
anybody. My
feelings for her were still so strong they rushed up, my throat.
But I
held them back, wary. I didn't believe this was all private.
''Your mother says you have a close relationship with a friend
of
416
yours;' Luce began again. He said the Object's name. "Do you
feel
sexually attracted to her? Or have you had sexual relations with
her?"
"We're just friends;' I insisted, a little too loudly. I tried again
in a
quieter voice. "She's my best friend.'' In response Luce's right
eye-
brow rose from behind his glasses. It came out of hiding as
though it,
too, wanted to get a good look at me. And then I found a way
35. out:
"I had sex with her brother;' I confessed. ''He's a junior.''
Again Luce showed neither surprise, disapproval, or interest. He
made a note on his pad, nodding once. '~d did you enjoy it?"
Here I could tell the truth. "It hurt;' I said. ''Plus I was scared
about getting pregnant.''
Luce smiled to himself, jotting in his notebook. "Not to worry;'
· he said.
That was how it went. Every day for an hour I sat in Luce's
office
and talked about my life, my feelings, my likes and dislikes.
Luce
asked all kinds of questions. The answers I gave were
sometimes·not
as important as the way I answered them. He watched my facial
ex-
pressions; he noted my style of argument. Females tend to smile
at
their interlocutors more than males do. Females pause and look
for
signs of agreement before continuing. Males just look into the
mid-
dle distance and hold forth. Women prefer the anecdotal, men
the
deductive. It was impossible to be in Luce's line of work
without
falling back on such stereotypes. He knew their limitations. But
they
were clinically useful.
When I wasn't being questioned about my life and feelings, I
36. was
writing about them. Most days I sat typing up what Luce called
my
"Psychological Narrative.'' That early autobiography didn't
begin: "I
was born twice.'' Flashy, rhetorical openings were something I
had to
get the hang of. It started simply, with the words "My name is
Cal-
liope Stephanides. I am fourteen years old. Going on fifteen.'' I
began
with the facts and followed them as long as I could.
Sing, Muse, how cunning Calliope wrote on that battered Smith
Corona! Sing how the typewriter hummed and trembled at her
psy-
chiatric revelations! Sing of its two cartridges, one for typing
and one
for correcting, that so eloquently represented her predicament,
poised between the print of genetics and the Wite-Out of
surgery.
Sing of the weird smell the typewriter gave off, like WD-40 and
salami, and of the Day-Glo flower decal the last person who'd
used it
417
had applied, and of the broken F key, which stuck. On that
newfan-
gled but soon-to-be obsolete machine I wrote not so much like a
kid
from the Midwest as a minister's daughter from Shropshire. I
still
have a copy of my psychological narrative somewhere. Luce
37. pub-
lished it in his collected works, omitting my name. "I would
like to
tell of my life;' it runs at one point, "and of the experiences that
malce
myriad my joys and sorrows upon this planet we call Earth.'' In
de-
scribing my mother, I say, ''Her beauty is the kind which seems
to be
thrown into relief by grie£'' A few pages on there comes the
subhead-
ing "Calumnies Caustic and Catty by Callie.'' Half the time I
wrote
like bad George Eliot,' the other half like bad Salinger. "If
there's one
thing I hate it's television.'' Not true: I loved television! But on
that
Smith Corona I quicldy discovered that telling the truth wasn't
nearly
as much fun as malcing things up. I, also knew that I was
writing for
an audience-Dr. Luce-and that if I seemed normal enough, he
might send me back home. This explains the passages about my
love
of cats ("feline affection"), the pie recipes, and my deep
feelings for
natur~.
Luce ate it all up. It's true; I have to give credit where credit's
due.
Luc~ was the first person to encourage my writing. Every night
he
read through what I had typed up during the day. He didn't
know, of
course, that I was malcing up most of what I wrote, pretending
to be
38. the all-American daughter my parents wanted me to be. I
fictional-
ized early "sex play'' and later crushes on boys; I transferred my
feel-
ing for the Object onto Jerome and it was amazing how it
worked:
the tiniest bit of truth made credible the greatest lies.
Luce was interested in the gender giveaways of my prose, of
course. He measured my jouissance against my linearity. He
picked up
on my Victorian flourishes, my antique diction, my girls' school
pro-
priety. These all weighed heavily in his final assessment.
There was also the diagnostic tool of pornography. One after-
noon when I arrived for my session with Dr. Luce, there was a
movie
projector in his office. A screen had been set up before the
bookcase,
and the blinds drawn. In syrupy light Luce was feeding the
celluloid
through the sprocket wheel.
''Are you going to show me my dad's movie' again? From when I
was little?"
''Today I've got something a little different;' said Luce.
I took up my customary position on the chaise, my arms folded
418
behind me on the cowhide. Dr. Luce switched off the lights and
soon
the movie began.
39. It was about a pizza delivery girl. The title was, in fact, Annie
De-
livers to Your Door. In the first scene, Annie, wearing cutoffs
and a
midriff-revealing, Ellie-May blouse, gets out of her car before
an
oceanside house. She rings the bell. No one is at home. Not
wanting
the pizza to go to waste, she sits down next to the pool and
begins to
eat.
The production values were low. The pool boy, when he arrived,
was badly lit. It was hard to hear what he was saying. But soon
enough he was no longer saying anything. Annie had begun to
re-
move her clothes. She was down on her knees. The pool boy
was
nalced, too, and then they were on the steps, in the pool, on the
div-
ing board, pumping, writhing. I closed my eyes. I didn't like the
raw
meat colors of the film. It wasn't at all beautiful like the tiny
paintings
in Luce's office. ·
In a straighiforward voice Luce asked from the darkness,
''Which
one turns you on?"
"Excuse me?"
"Which one turns you on? The woman or the man?"
The true answer was neither. But truth would not do.
Sticlcing to my cover story, I managed to get out, very quietly,
''The boy.''
40. ''The pool boy? That's good. I dig the pizza girl myself. She's
got
a great bod.'' A sheltered child once, from a reserved
Presbyterian
home, Luce was now liberated, free of antisexualism. "She's got
in-
credible tits;' he said. ''You like her tits? Do they turn you on?"
''No.''
''The guy's cock turns you on?"
I nodded, barely, wishing it would be over. But it was not over
for
a while yet. Annie had other pizzas to deliver. Luce wanted to
watch
each one.
Sometimes he brought other doctors to see me. A typical
unveiling
went as follows. I was summoned from my writing studio in the
back
of the Clinic. In Luce's office two men in business suits were
waiting.
They stood when I came in. Luce made introductions. "Callie, I
want
to you meet Dr. Craig and Dr. Wmters.''
The doctors shook my hand. It was their first bit of data: my
419
hartdshake. Dr. Craig squeezed hard, Wmters less so. They were
care-
41. ful about not seeming too eager. Like men meeting a fashion
model,
they trained their eyes away from my body and pretended to be
in-
terested in me as a person. Luce said, "Callie's been here at the
Clinic
for just about a week now:''
"How do you like New York?" asked Dr. Craig.
"I've hardly seen it?'
The doctors gave me sightseeing suggestions. The atmosphere
was
light, friendly. Luce put his hand on the.small of my back. Men
have an
annoying way of doing that. They touch your back as though
there's a
handle there, and direct you where they want you to go. Or they
place
their hand on top of your head, paternally. Men and their hands.
You've got to watch them every minute. Luce's hand was now
pro-
claiming: Here she is. My stat attraction. The terrible thing was
that I
responded to it; I liked the feel of Luce's hand on my back. I
liked the
attention. Here were all these people who wanted to meet me.
Pretty soon Luce's hand was escorting me down the hall into the
examination room. I knew the drill. Behind the screen I
undressed
while the doctors waited. The green paper gown was folded on
the
chair.
''The family comes from where, Peter?"
42. ''Turkey. Originally?'
"I'm only acquainted with the Papua New Guinea studi' said
Craig.
''Among the Sambia, right?" asked Wmters.
''Yes, that's right;~ Luce answered. ''There's a high incidence of
the
mutation there as well. The Sambia are interesting from a
sexological
point of view, too. They practice ritualized homosexuality.
Sambia
males consider contact with females highly polluting. So they've
or-
ganized social structures to limit exposure as much as possible.
The
men and boys sleep on one side of the village, the women and
girls
on the other side. The men go into the women's longhouse only
to
procreate. In and out. In fact, the Sambia word for 'vagina'
translates
literally as 'that thing which is truly no good.' "
Soft chuckling came from the other side of the screen.
I came out, feeling awkward. I was taller than everyone else in
the
room, though I weighed much less. The floor felt cold against
my
bare feet as I crossed to the exam table and jumped up.
420
I lay back. Without having to be told, I lifted my legs and fit my
heels in the gynecological stirrups. The room had gone
43. ominously
silent. The three doctors came forward, staring down. Their
heads
formed a trinity above me. Luce pulled the curtain across the
table.
They bent over me, studying my parts, while Luce led a guided
tour. I didn't know what most of the words meant but after the
third
or fourth time I could recite the list by heart. ''Muscular habitus
...
no gynecomastia ... hypospadias ... urogenital sinus ... blind
vagi-
nal pouch . . .'' These were my claim to fame. I didn't feel
famous,
however. In fact, behind the curtain, I no longer felt as if I were
in
the room.
"How old is she?" Dr. Winters asked.
"Fourteen;' Luce answered. "She'll be fifteen in January?'
"So your position is that chromosomal status has been
completely
overridden by rearing?"
''I think that's pretty clear.''
As I lay there, letting Luce, in rubber gloves, do what he had to
do, I got a sense of things. Luce wanted to impress the men with
the
importance of his work. He needed funding to keep the clinic
run-
ning. The surgery he performed on transsexuals wasn't a selling
point
over at the March of Dimes. To get them interested you had to
pull
44. at the heartstrings. You had to put a face on suffering. Luce was
try-
ing to do that with me. I was perfect, so polite, so midwestern.
No
unseemliness attached itself to me, no hint of cross-dresser bars
or
ads in the back of louche magazines.
Dr. Craig wasn't convinced. "Fascinating case, Peter. No
question.
But my people will want to know the applications.''
''It's a very rare condition;' Luce admitted. "Exceedingly rare.
But
in terms of research, its importance can't be overstated. For the
rea-
sons I outlined in my office.'' Luce remained vague for my
benefit,
but still persuasive enough for theirs. He hadn't gotten where he
was
without certain lobbyist gifts; Meanwhile I was there and not
there,
cringing at Luce's touch, sprouting goose bumps, and worrying
that
I hadn't washed properly.
I remember this, too. A long narrow room on a different floor of
the hospital. A riser set up at one end before a butterfly light.
The
photographer putting film in his camera.
"Okay, I'm ready;' he said.
421
,.;...,,,'
45. j
I dropped my robe. Almost used to. it now, I climbed up on the
riser before the measuring chart.
"Hold your arms out a little.''
''Like this?"
''That's good. I don't want a shadow.''
He didn't tell me to smile. The textbook publishers would make
sure to cover my face. The black box: a fig leaf in reverse,
concealing
, identity while leaving shame exposed.
Every night Milton called us in our room. Tessie put on a bright
voice for him. Milton tried to sound happy when I got on the
line.
But I took the opportunity to whine and complain.
"I'm sick of this hotel. When can we go home?"
"Soon as you're better;' Milton said.
When it was time for sleep, we drew the window. curtains and
turned off the lights.
"Good night, honey. See you in the morning.''
''Night.''
But I couldn't sleep. I kept thinking about that word: "better.''
What did my father mean? What were they going to do to me?
Street
sounds made it up to the room, curiously distinct, echoing off
the
stone building opposite. I listened to the police sirens, the angry
46. horns. My pillow was thin. It smelled like a smoker. Across the
strip
of carpet my mother was already asleep. Before my conception,
she
had agreed to my father's outlandish plan to determine my sex.
She
had done this so that she wouldn't be alone, so that she would
have a
girlfriend in the house. And I had been that friend. I had always
been
close to my mother. Our temperaments were alike. We liked
nothing
better than to sit on park benches and watch the faces go by.
Now the
face I was watching was Tessie's in the other bed. It looked
white,
blank, as if her cold cream had removed not only her makeup
but her
personality. Tessie's eyes were moving, though; under the lids
they
skated bade and forth. Callie couldn't imagin~ the things Tessie
was
seeing in her dreams bade then. But I can. Tessie was dreaming
a fam-
ily dream. A version of the nightmares Desdemona had after
listening
to Fard's sermons. Dreams of the germs of infants bubblin~
dividing. Of
hideous creatures growing up from pale foam. Tessie didn't
allow herself
to think about such things during the day, so they came to her at
422
night. Was it her fault? Should she have resisted Milton when
he
47. tried to bend nature to his will? Was there really a God after all,
and
did He punish people on Earth? These Old World superstitions
had
been banished from my mother's conscious mind, but they still
oper-
ated in her dreams. From the other bed I watched the play of
these
dark forces on my mother's sleeping face.
423
LOOHifiG ffiVSELF UP In UJEBSTER'S
+
~
tossed and turned every night~ unable to sleep straight through.
I
was like the princess and the pea. A pellet of disquiet kept
unset-
tling me. Sometimes I awoke with the feeling that a spotlight
had
been trained on me while I slept. It was as if my ether body had
been
conversing with angels, somewhere up near the ceiling. When I
opened my eyes they fled. But I could hear the traces of the
commu-
nication, the fading echoes of the crystal bell. Some essential
infor-
mation was rising from the depths of my being. This
information was
on the tip of my tongue and yet never surfaced. One thing was
48. cer-
tain: it was all connected with the Object somehow. I lay awake
thinking about her, wondering how she was, and pining,
grieving.
I thought of Detroit, too, of its vacant lots of pale Osiris grass
springing up betvv-een the condemned houses and those not yet
con-
demned, and of the river with its iron runoff, the dead carp
:floating
on the surface, white bellies flaking. I thought of fishermen
standing
on the concrete freighter docks with their bait buckets and
tallboys,
the baseball game on the radio. It's often said that a traumatic
experi-
. ence early in life marks a person forever, pulls her out of line,
saying,
"Stay there. Don't move:" My time at the Clinic did that to me. I
feel
a direct line extending from that girl with her knees steepled
beneath
the hotel blankets to this person writing now in an Aeron chair.
Hers
was the duty to live out a mythical life in the actual world, mine
to tell
about it now. I didn't have the resources at fourteen, didn't
know
424
enough, hadn't been to the Anatolian mountain the Greeks call
Olym-
puFs and the Turks Uludag, just like the soft drink. I hadn't
gotten old
enough yet to realize that living sends a person not into the
49. future but
back into the past, to childhood and before birth, finally, to
commune
with the dead. You get older, you puff on the stairs, you enter
the
body of your father. From there it's only a quick jump to your
grand-
parents, and then before you know it you're time-traveling. In
this life
we grow backwards. It's always the gray-haired tourists on
Italian
buses who can tell you something about the Etruscans.
In the end, it took Luce tvv-o weeks to make his determination
about me. He scheduled an appointment with my parents for the
fol-
lowing Monday.
Milton had been jetting around during the tvv-o weeks,
checking
on his Hercules franchises, but on the Friday preceding the
appoint-
ment he flew back to New York. We spent the weekend
spiritlessly
sightseeing, assailed by unspoken anxieties. On Monday
morning my
parents dropped me off at the New York Public Library while
they
went to see Dr. Luce.
My father had dressed that morning with special care. Despite
an
outvv-ard show of tranquillity, Milton was beset by an
unaccustomed
feeling of dread, and so armored himself in his most
commanding
50. clothes: over his plump body, a charcoal pinstripe suit; around
his
bullfrog neclc, a Countess Mara necktie; and in the buttonholes
of his
shirtsleeves, his "lucky" Greek Drama cuff linlcs. Lilce our
Acropolis
night-light, the cuff links had come from Jaclcie Halas's
souvenir shop
in Greektown. Milton wore them whenever he met with banlc
loan
officers or auditors from the IRS. That Monday morning,
however,
he had trouble putting the cuff links in; his hands were not
steady
enough. In exasperation he asked Tessie to do it. ''What's the
mat-
ter?" she asked tenderly. But Milton snapped, ''Just put the cuff
links
in, will you?" He held out his arms, loolcing away, embarrassed
by his
body's weakness .
Silently Tessie inserted the linlcs, tragedy in one sleeve,
comedy in
the other. As we came out of the hotel that morning they
glittered in
the early morning sun, and under the influence of those tvv-o-
sided
accessories, what happened next took on contrasting tones.
There
was tragedy, certainly, in Milton's expression as they left me off
at the
library. During Milton's time away, his image of me had
reverted to
425
51. ; ..... ,
! girl I'd been a year earlier. Now he faced the real me again. He
,v my ungainly movements as I climbed the library steps, the
padness of my shoulders inside my Papagallo coat. Watching
from
: cab, Milton came face-to-face with the essence of tragedy,
which
something determined before you're born, something you can't
es-
pe or do anything about, no matter how hard you try. And
Tessie,
used to feeling the world through her husband, saw that my
prob-
m was getting worse, was accelerating. Their hearts were wrung
ith anguish, the anguish of having children, a vulnerability as
aston-
hing as the capacity for love that parenthood brings, in a cuff
link
t all its own ...
. . . But now the cab was driving away, Milton was wiping his
~ow with his handkerchief; and the grinning face in his right
sleeve
lllle into view, for there was a comic aspect to events that day,
too.
here was comedy in the way Mil):On, while still worrying about
me,
:pt one eye on the rocketing taxi meter. At the Clinic, there was
)medy in the way Tessie, idly picking up a waiting-room
magazine,
)und herself reading about the juvenile sexual rehearsal play of
52. rhe-
Js monkeys. There was even a brand of harsh .satire in my
parents'
uest itself, because it typified the American belief that
everything
an be solved by doctors. All this comedy, however, is
retrospective.
~ Milton and Tessie prepared to see Dr. Luce, a hot foam was
rising
rr their stomachs. Milton was thinking back to his early navy
days, to
us time in the landing craft. This was just like that. Any minute
the
loor was going to drop away and they would have to plunge into
he churning night surf ...
In his office Luce got straight to the point. ''Let me review the
~cts of your daughter's case:' he said. Tessie noted the change at
)nee. Daughter. He had said "daughter?'
The sexologist was looking reassuringly medical that morning.
Dver his cashmere turtleneck he wore an actual white coat. In
his
b.and he held a sketchpad. His ballpoint pen bore the name of a
phar-
maceutical company. The blinds were drawn, the light low. The
cou-
ples in the Mughal miniatures had modestly covered themselves
in
shadow. Sitting in his designer chair, with tomes and journals
rising
behind him, Dr. Luce appeared serious, full of expertise, as was
his
speech. ''What I'm drawing here;' he began, "are the fetal genital
structures. In other words, this is what a baby's genitals look
like in
53. 426
tl1e womb, in the first few weeks after conception. Male or
female,
it's '<lil the same. These two circles here are what we call the
all-
purpose gonads. This little squiggle here is a Wolffian duct.
And this
other squiggle is a Milllerian duct. Okay? The thing to keep in
mind
is that everybody starts out lilce this. We're all born with
potential
boy parts and girl parts. You, Mr. Stephanides, Mrs.
Stephanides,
me-everybody. Now''-he started drawing again-"as the fetus de-
velop~ in the womb, what happens is that hormones and
enzymes are
released-let's malce them arrows. What do these hormones and
en-
zymes do? Well, they turn these circles and squiggles into either
boy
parts or girl parts. See this circle, the all-purpose gonad? It can
be-
come either an ovary or a testis. And this squiggly Milllerian
duct can
either wither up"-he scratched it out~"or grow into a uterus, fal-
lopian rubes, and the inside of the vagina. This Wolffian duct
can ei-
ther wither away or grow into a seminal vesicle, epididymis,
and vas
deferens. Depending on the hormonal and enzymatic
influences?'
Luce lookecl up and smiled. ''You don't have to worry about the
terminology. The main thing to remember is this: every baby
has
54. Milllerian structures, which are potential girl parts,. and
Wolffian
structures, which are potential boy parts. Those are the internal
geni-
talia. But the same thing goes for the external genitalia. A penis
is just
a very large clitoris. They grow from the same root?'
Dr. Luce stopped once more. He folded his hands. My parents,
leaning forward in the chairs, waited.
''As I explained, any determination of gender identity must talce
into account a host of factors. The most important, in your
daugh-
ter's case"-there it was again, confidently proclaimed-"is that
she
has been raised for fourteen years as a girl and ,indeed thinks of
her-
self as female. Her interests, gestures, psychosexual malceup-all
these are female. Are you with me so far?"
Milton and Tessie nodded.
"Due to her 5-alpha-reductase deficiency, Callie's body does not
respond to dihydrotestosterone. What this means is that, in
utero,
she followed a primarily female line of development. Especially
in
terms of the external genitalia. That, coupled with her being
brought
up as a girl, resulted in her thinking, acting, and looking lilce a
girl.
The problem came when she started to go through puberty. At
pu-
berty, the other androgen-testosterone-started to exert a strong
ef-
55. 427
feet. The simplest way to put it is like this: Callie is a girl who
has a
little too much male hormone. We want to correct that?'
Neither Milton nor Tessie said a word. They weren't following
everything the doctor was saying but, as people do with doctors,
they
were attentive to his manner, trying to see how serious things
were.
Luce seemed optimistic, confident, and Tessie and Milton began
to
be filled with hope.
"That's the biology. It's a very rare genetic condition, by the
way.
The only other populations where we know of this mutation
express-
ing itself are in the Dominican Republic, Papua New Guinea,
and
southeastern Turkey. Not that far from the village your parents
came
from. Ab.out three hundred miles, in fact?' Luce removed his
silver
glasses. "Do you know of any family member who may have had
a
similar genital appearance to your daughter's?"
"Not that we know of," said Milton.
'When did your parents immigrate?"
''Nineteen twenty-two?'
"Do you have any relatives still living in Turkey?"
56. ''Not anymore?'
Luce looked disappointed. He had one arm of his glasses in his
mouth, and was chewing on it. Possibly he was imagining what
it
would be like to discover a whole new population of carriers of
the
5-alpha-reductase mutation. He had to content himself with
discov-
enng me.
He put his glasses back on. "The treatment I'd recommend for
your daughter is ~ofold. First, hormone injections. Second, cos-
metic surgery. The hormone treatments will initiate breast
develop-
ment and enhance her female secondary sex characteristics. The
surgery will malce Callie look exactly lilce the girl she feels
herself to
be. In fact, she will be that girl. Her outside and inside will
conform.
She will look lilce a normal girl. Nobody will be able to tell a
thing.
And then Callie can go on and enjoy her life."
Milton's brow was still furrowed with concentration but from
his
eyes there was light appearing, rays of relief. He turned toward
Tessie
and patted her leg.
But in a timid, brealcing voice Tessie asked, 'Will she be able to
have children?"
Luce paused only a second. "I'm afraid not, Mrs. Stephanides.
Callie will never menstruate?'
57. ~'But she's been menstruating for a few months now;' Tessie ob-
jected.
"I'm afraid that's impossible. Possibly there was some bleeding
from another source:'
Tessie's eyes filled with tears. She looked away.
''I just got a postcard from a former patient;' Luce said consol-
ingly. "She had a condition similar to your daughter's. She's
married
now. She and her husband adopted two kids and they're as
happy as
can be. She plays in the Cleveland Orchestra. Bassoon?'
There was a silence, until Milton asked, "Is that it, Doctor? You
do this one surgery and we can talce her home?''
"We may have to do additional surgery at alater date. But the
im-
mediate answer to your question is yes. After the procedure, she
can
go home?'
''How long will she be in the hospital?"
"Only overnight?'
It was not a difficult decision, especially as Luce had framed it.
A
single surgery and some injections would end the nightmare and
give
my parents back their daughter, their Calliope, intact. The same
en-
ticement that had led my grandparents to do the unthinkable
now of-
fered itself to Milton and Tessie. No one would know. No one
58. would
ever know.
While my parents were being given a crash course in
gonadogenesis,
I-still officially Calliope-was doing some homework mysel£ In
the
Reading Room of the New York Public Library I was looking up
something in the dictionary. Dr. Luce was correct in thinking
that his
conversations with colleagues and medical students were over
my
head. I didn't know what "5-alpha-reductase" meant, or
"gynecomas-
tia;' or "inguinal canal?' But Luce had underestimated my
abilities,
too. He didn't talce into consideration the rigorous curriculum at
iny
prep school. He didn't allow for my excellent research and study
skills. Most of all, he didn't factor in the power of my Latin
teachers,
Miss Barrie and Miss Silber. So now, as my Wallabees made
squish-
ing sounds between the reading tables, as a few men looked up
from
their books to see what was coming and then looked down ( the
world was no longer full of eyes), I heard Miss Barrie's voice in
my
ear. "Infants, define this word for me: hypospadias. Use your
Greek or
Latin roots?'
The little schoolgirl in my head wriggled in her desk, hand
raised
59. high. ''Yes, Calliope?" Miss Barrie called on me.
"Hypo. Below or beneath. Like 'hypodermic?"
"Brilliant. And spadias?"
''Um um .. ?'
"Can anyone come to our poor muse's aid?"
But, in the classroom of my brain, no one could. So that was
why
I was here. Because I knew that I had something below or
beneath
but I didn't know what that something was.
I had never seen such a big dictionary before. The Webster's at
the
New York Public Library stood in the same relation to other
dictio-
naries of my acquaintance as the E:rnpire State Building did to
other
buildings. It was an ancient, medieval-looking thing, bound in
brown leather that brought to mind a falconer's gauntlet. The
pages
were gilded lilce the Bible's. ·
Flipping pages through the alphabet, past cantabile to eryngo,
past
fandango to formicate (that's with an m), past hypertonia to
hyposensi-
tiv#y, and there it was:
hypospadias New Latin, from Greek, man with hypospadias
fr. hypo- + prob from spadon, eunuch, fr. span, to tear, pluck,
pull, draw. -An abnormality of the penis in which the urethra
opens on its under surface. See synonyms at EUN u c H.
I did as instructed and got
60. eunuch -1. A castrated man; especially, one of those who
were employed as harem attendants or functionaries in certain
Oriental courts. 2. A man whose testes have not developed. See
synonyms at H_ERMAPHRODITE.
Following where the trail led, I finally reached
hermaphrodite -1. One having the sex organs and many of
the secondary sex characteristics of both male and female.
2. Anything comprised of a combination of diverse or contra-
dictory elements. See synonyms at MONSTER.
And that is where I stopped. And looked up, to see if anyone
was
watching. The vast Reading Room thrummed with silent energy:
4.W
, .. ~·"""''"""''ffew~-.. ,~,.~"
people thinking, writing. The painted ceiling bellied overhead
like a
sail, and down below the green desk lamps glowed, illuminating
faces bent over books. I was stooping over mine, my hair falling
onto
the pages, covering up the definition of myself. My lime green
coat
was hanging open. I had an appointment with Luce later in the
day
and my hair was washed, my underpants fresh. My bladder was
full
and I crossed my legs, putting off a trip to the bathroom. Fear
was
stabbing me. I longed to be held, caressed, and that was
impossible. I
61. laid my hand on the dictionary and looked at it. Slender, leaf-
shaped,
it had a braided rope ring on one finger, a gift from the Object.
The
rope was getting dirty. I looked at my pretty hand and then
pulled it
away and faced the word again.
There it was, monster, in black and white, in a battered
dictionary
in a great city library. A venerable, old book, the shape and size
of a
headstone, with yellowing pages that bore marks of the
multitudes
who had consulted them before me. There were pencil scrawls
and
ink stains, dried blood, snack crllflbs; and the leather binding
itself
was secured to the lectern by a chain. Here was a book that
contained
the collected knowledge of the past while giving evidence of
present
social conditions. The chain suggested that some library visitors
might take it upon themselves to see that the dictionary
circulated.
The dictionary contained every word in the English language
but the
chain knew only a few. It knew thief and steal and, maybe,
purwined.
The chain spoke of poverty and mistrust and inequaHty and
decadence.
Callie herself was holding on to this chain now. She was
tugging on
it, winding it around her hand so that her fingers went white, as
she
stared down at that word. Monster. Still there. It had not moved.
62. And
she wasn't reading this word on the wall of her old bathroom
stall.
There was graffiti in Webster's but the synonym wasrrt part of
it. The
synonym was official, authoritative; it was the verdict that the
culture
gave on a person lilce her. Monster. That was what she was.
That was
what Dr. Luce and his colleagues had been saying. It explained
so
much, really. It explained her mother crying in the next room. It
ex-
plained the false cheer in Milton's voice. It explained why her
parents
had brought her to New York, so that the doctors could work in
se-
cret. It explained the photographs, too. What did people do
when
they came upon Bigfoot or the Loch Ness Monster? They tried
to get
a picture. For a second Callie saw herself that way. As a
lumbering,
shaggy creature pausing at the edge of woods. As a humped
con-
4.~7
volvulus rearing its dragon's head from an icy lake. Her eyes
were fill-
ing now, making the print swim, and she turned away and
hurried
out of the library.
63. But the synonym pursued her. All the way out the door and
down
the steps between the stone lions, Webster's Dictionary kept
calling
after her, Monster., Monster! The bright banners hanging from
the
tympanum proclaimed the word. The definition inserted itself
into
billboards and the ads on passing buses. On Fifth Avenue a cab
was
pulling up. Her father jumped out, smiling and waving. When
Callie
saw him, her heart lifted. The voice of Webster's stopped
speaking in
her head. Her father wouldn't be smiling like that unless the
news
from the doctor had been good. Callie laughed and sprinted
down
the library steps, almost tripping. Her emotions soared for the
time it
took to reach the street, maybe five or eight seconds. But
coming
closer to Milton, she learned something about medical reports.
The
more people smile, the worse the news. Milton grinned at her,
per-
spiring in pinstripes, and once again the tragedy cuff link
glinted in
the sun.
They knew. Her parents knew she was a monster. And yet here
was Milton, opening the car door for her; here was Tessie,
inside,
smiling as Callie climbed in. The cab took them to a restaurant
and
soon the three of them were looking over menus and ordering
64. food.
Milton waited until the drinks were served. Then, somewhat for-
mally, he began. ''Your mother and I had a little chat with the
doctor
this morning, as you are aware. The good news is that you'll be
back
at home this week. You won't miss much school. Now for the
bad
news. Are you ready for the bad news, Cal?"
Milton's eyes were saying that the bad news was not all that
bad.
"The bad news is you have to have a little operation. Very
minor.
'Operation' isn't really the right word. I think the doctor called
it a
'procedure.' They have to knock you out and you have to · stay
overnight in the hospital. That's it. There'll be some pain but
they can
give you painkillers for it.''
With that, Milton rested. Tessie reached out and patted Callie's
hand. "It'll be okay, honey;' she said in a thickened voice. Her
eyes
were watery, red.
''What kind of operation?" Callie asked her father.
"Just a little cosmetic procedure. Lilce getting a mole removed."
432
He reached out and playfully caught Callie's nose between his
knuck-
les. "Or getting your nose fixed.''
65. Callie pulled her head away, angry. "Don't do that!"
"Sorry;' said Milton. He cleared his throat, blinking.
''What's wrong with me?" Calliope asked, and now her voice
broke. Tears were running down her cheeks. "What's wrong with
me,
Daddy?"
Milton's face darkened. He swallowed hard. Callie waited for
him
to say the word, to quote Webster's, but he didn't. He only
looked at
her across the table, his head low, his eyes dark, warm, sad, and
full of
love. There was so much love in Milton's eyes that it was
impossible
to look for truth.
"It's a hormonal thing, .what you've got;' he said. "I was always
under the impression that men had male hormones and women
had
female hormones. But everybody has both, apparently.'
Still Callie waited.
''What you've got, see, is you've got a little too much of the
male
hormones and not quite enough of the female hormones. So
what
the doctor wants to do is give you a shot every now and then to
get
everything working right:'
He didn't say the word. I didn't malce him.
"It's a hormonal thing;' Milton repeated. "In the grand scheme
66. of
things, no big deal.''
Luce believed that a patient of my age was capable of
understanding
the essentials. And so, that afternoon, he did not mince words.
In his
mellow, pleasing, educated voice, looking directly into my eyes,
Luce
declared that I was a girl whose clitoris was merely larger than
those
of other girls. He drew the same charts for me as he had for my
par-
ents. When I pressed him on the details of my surgery, he said
only
this: "We're going to do an operation to finish your genitalia.
They're
not quite finished yet and we want to finish them.''
He never mentioned anything about hypospadias, and I began to
hope that the word didn't apply to me. Maybe I had talcen it out
of
context. Dr. Luce may have been referring to another patient.
Web-
ster's had said that hypospadias was an abnormality of the
penis. But
Dr. Luce was telling me that I had a clitoris. I understood that
both
these things grew out of the same fetal gonad, but that didn't
matter.
433
67. If I had a clitoris-and a specialist was telling me that I did-what
could I be but a girl?
The adolescent ego is a hazy thing, amorphous, cloudlike. It
wasn't difficult to pour my identity into different vessels. In a
sense, I
was able to take whatever form was demanded of me. I only
wanted
to know the dimensions. Luce was providing them. My parents
sup-
ported him. The prospect of having everything solved was
wildly at-
tractive to me, too, and while I lay on the chaise I didn't ask
myself
where my feelings for the Object fit in. I only wanted it all to
be over.
I want~d to go home and forget it had ever happened. So I
listened
to Luce quietly and made no objections.
He explained the·estrogen injections would induce my breasts to
grow. ''You won't be Raquel Welch, but you won't be Twiggy
either:'
My facial hair would diminish. My voice would rise from tenor
to
alto. But when I asked if I would fmally get my period, Dr.
Luce was
frank. ''No. You won't. Ever. You won't be able to have a baby
your-
self, Callie. If you want to have a family, you'll have to adopt:',
I received this news calmly. Having children wasn't something I
thought much about at fourteen.
There was a knock on the door, and the receptionist stud:: her
head in. "Sorry, Dr. Luce. But could I bother you a minute?"
68. ''That depends on Callie?' He smiled at me. ''You mind talcing a
little break? I'll be right bade?'
''I don't mind:'
"Sit there a few minutes and see if any other questions occur to
you?' He left the room.
While he was gone, I didn't think of any other questions. I sat in
my chair, not thinlcing anything at all. My mind was curiously
blank.
It was the blankness of obedience. With the unerring instinct of
chil-
dren, I had surmised what my parents wanted from me. They
wanted
me to stay the way I was. And this was what Dr. Luce now
promised.
I was brought out of my abstracted state by a salmon-colored
cloud passing low in the sky. I got up and went to the window
to
look out at the river. I pressed my cheek against the glass to see
as far
south as possible, where the skyscrapers rose. I told myself that
I
would live in New York when I grew up. ''This is the city for
me;'
I said. I had begun to cry again. I tried to stop. Dabbing at my
eyes,
I wandered around the office and finally found myself in front
of one
434
···"J""''.::.--".''''"
69. of the Mughal miniatures. In the small, ebony frame, two tiny
figures
were malcing love. Despite the exertion implied by their
activity, their
'faces looked peaceful. Their expressions showed neither strain
nor ec-
stasy. But of course the faces weren't the focal point. The
geometry of
the lovers' bodies, the graceful calligraphy of their limbs led the
eye
straight to the fact of their genitalia. The woman's pubic hair
was like
a patch of evergreen against white snow, the man's member like
a
redwood sprouting from it. I looked. I looked once again to see
how
other people were made. As I looked, I didn't take sides. I
under-
stood both the urgency of the man and the pleasure of the
woman.
My mind was no longer blanlc. It was filling with a dark
knowledge.
I swung around. I wheeled and looked at Dr. Luce's desk. A file
sat open there. He had left it when he hurried off.
PRELIMINARY STUDY:
GENETIC XY (MALE) RAISED AS FEMALE
The following illustrative case indicates that
there is no preordained correspondence between ge-
netic and genital structure, or between masculine
or feminine behavior and chromosomal status.
SUBJECT: Calliope Stephanides
70. INTERVIEWER: Peter Luce, M.D.
INTRODUCTORY DATA: The patient is fourteen years
old. She has lived as a female all her life. At
birth, somatic appearance was of a penis so small
as to appear to be a clitoris. The subject's XY
karyotype was not discovered until puberty, when
she began to virilize. The girl's parents at first
refused to believe the doctor who delivered the
news and subsequently asked for two other opinions
before coming to the Gender Identity Clinic and
New York Hospital Clinic.
During examination, undescended testes could be
palpated. The "penis" was slightly hypospadiac,
with the urethra opening on the underside. The
girl has always sat to urinate like other girls.
Blood tests confirmed an XY chromosomal status. In
addition, blood tests revealed that the subject
435
was suffering from 5-alpha-reductase deficiency
syndrome. An exploratory laparotomy was not per-
formed.
A family photograph (see case file) shows her
at age twelve. She appears to be a happy, healthy
girl with no visible signs of tomboyishness ,, de-
spite her XY karyotype.
FIRST IMPRESSION: The subject's facial expression,
though somewhat stern at times, is overall pleas-
ant and receptive, with frequent smiling. The sub-
ject often casts her eyes downward in a modest or
71. coy manner. She is feminine in her movements and
gestures, and the slight gracelessness of her walk
is in keeping with females of her generation.
Though due to her height some people may find the
subject's gender at first glance somewhat indeter-
minate, any prolonged ~bservation would result in
a decision that she was indeed a girl. Her voice,
in fact, has a soft, breathy quality. She inclines
her head to listen when another person speaks and
does not hold forth or assert her opinions in a
bullying manner characteristic of males. She often
makes humorous remarks.
FAMILY: The girl's parents are fairly typical Mid-
westerners of the World War II generation. The
father identifies himself as a Republican. The
mother is a friendly, intelligent, and caring per-
son, perhaps slightly prone to depression or neu-
rosis. She accedes to the subservient wifely role
typical of women of her generation. ,The father
only came to the Clinic twice, citing busin'ess
obligations, but from those two meetings it is
apparent that he is a dominating presence, a
"self-made" man and former naval officer. In addi-
tion, the subject has been raised in the Greek Or-
thodox tradition, with its strongly sex-defined
roles. In general the parents seem assimilationist
and very "all-American" in their outlook, but the
presence of this deeper ethnic identity .should not
be overlooked.
SEXUAL FUNCTION: The subject reports engaging in
childhood sexual play with other children, in
every case of which she acted as the feminine
partner, usually pulling up her dress and letting
a boy simulate coition atop her. She experienced
pleasurable erotosexual sensations by position-
72. ing herself by the water jets of a neighbor's
swimming pool. She masturbated frequently from a
young age.
The subject has had no serious boyfriends, but
this may be due to her attending an all-girls
s.chool or from a feeling of shame about her body.
The subject is aware of the abnormal appearance of
her genitalia and has gone to great lengths in the
locker room and other communal dressing areas to
avoid being seen naked. Nevertheless, she reports
having had sexual intercourse, one time only, with
the brother of her best friend, an experience she
found painful but which was successful from the
point of view of teenage romantic exploration.
INTERVIEW: The subject spoke in rapid bursts,
clearly and articulately but with the occasional
breathlessness associated with anxiety. Speech
patterning and characteristics appeared to be fem-
inine in terms of oscillation of pitch and direct
eye contact. She expresses sexual interest in
males exclusively.
CONCLUSION: In speech, mannerisms, and dress, the
subject manifests a feminine gender identity and
role, despite a contrary chromosomal status.
It is clear by this that sex of rearing, rather
than genetic determinants, plays a greater role in
the establishment of gender identity.
As the girl's gender identity was firmly estab-
lished as female at the time her condition was
discovered, a decision to implement feminizing sur-
gery along with corresponding hormonal treatments
seems correct. To leave the genit'ais as they are
73. today would expose her to ail manner of humilia-
tion. Though it is possible that the surgery may
result in partial or total loss of erotosexual
sensation, sexual pleasure is only one factor in a
happy life. The ability to marry and pass as a
normal woman in society are also important goals,
both of which will not be possible without femi-
nizing surgery and hormone treatment. Also, it is
hoped that new methods of surgery will minimize
the effects of erotosexual dysfunction brought
about by surgeries in the past, when feminizing
surgery was in its infancy.
That evening, when my mother and I got back to the hotel,
Milton
had a surprise. Tickets to a Broadway musical. I acted excited
but
later, after dinner, crawled into my parents' bed, claiming I was
too
tired to go.
"Too tired?" Milton said. ''What do you mean you're too tired?"
''That's okay, honeY:' said Tessie. ''You don't have to go?'
"Supposed to be a good show, Cal;'
"Is Ethel Merman in it?" I asked.
''No, smart-ass;' Milton said, smiling. ''Ethel Merman is not in
it.
She's not on Broadway right now. So we're seeing something
with
Carol Channing. She's pretty good, too. Why don't you come
along?"
''No thanks;' I said.
74. "Okay, then. You're missing out?'
They started to go. "Bye, honey;' my mother said.
Suddenly I jumped out of bed and ran to Tessie, hugging her.
''What's this for?" she asked.
My eyes brimmed with tears. Tessie took them to be tears of
relief ·
at everything we'd been through. In the narrow entryway carved
from a former suite, cockeyed, dim, the two of us stood hugging
and
crymg.
When they were gone, I got my suitcase from the closet. Then,
looking at the turquoise flowers, I exchanged it for my father's
suit-
case, a gray Samsonite. I left my skirts and my Fair Isle sweater
in the
dresser drawers. I packed only the darker garments, a blue crew
neck,
the alligator shirts, and my corduroys. The brassiere I
abandoned,
too. For the time being, I held on to my socks and panties, and I
~ossed in my toiletry case entire. When I was finished, I
searched in
Milton's garment bag for the cash he'd hidden there. The wad
was
hlrly large and came to nearly three hundred dollars.
It wasn't all Dr. Luce's fault. I had lied to him about many
things.
:ris decision was based on false data. But he had been false in
turn.
On a piece of stationery, I left a note for my parents.
Dear Mom and Dad,
75. I know you're only trying to do what's best for me, but I
don't think anyone knows for sure what's best. I love you and
don't want to be a problem, so I've · decided to go away. I
438
know you'll say I'm not a problem, but I know I am. If you
want to know why I'm doing this, you should ask Dr. Luce,
who is a big liar! I am not a girl. I'm a boy. That's what I
found out today. So I'm going where no one knows me.
Everyone in Grosse Pointe will talk when they find out.
Sorry I took your money, Dad, but I promise to pay you
back someday, with interest.
" Please don't worry about me. I will be ALL RIG HT!
Despite its content, I signed this declaration to my parents:
"Callie?'
It was the last time I was ever their daughter.
439
l
l
A JURY OF HER PEERS
BY SUSAN GLASPELL
1 WHEN Martha Hale opened the storm-door and got a cut of
the north wind, she ran back for
76. her big woolen scarf. As she hurriedly wound that round her
head her eye made a scandalized
sweep of her kitchen. It was no ordinary thing that called her
away -- it was probably farther
from ordinary than anything that had ever happened in Dickson
County. But what her eye took in
was that her kitchen was in no shape for leaving; her bread all
ready for mixing, half the flour
sifted and half unsifted.
She hated to see things half done; but she had been at that when
the team from town stopped to
get Mr. Hale, and then the sheriff came running in to say his
wife wished Mrs. Hale would come
too -- adding, with a grin, that he guessed she was getting
scarey and wanted another woman
along. So she had dropped everything right where it was.
"Martha!" now came her husband's impatient voice. "Don't keep
folks waiting out here in the
cold."
She again opened the storm-door, and this time joined the three
men and the one woman
waiting for her in the big two-seated buggy.
After she had the robes tucked around her she took another look
at the woman who sat beside
her on the back seat. She had met Mrs. Peters the year before at
the county fair, and the thing she
remembered about
her was that she didn't seem like a sheriffs wife. She was small
and thin and didn't have a strong
voice. Mrs. Gorman, sheriffs wife before Gorman went out and
Peters came in, had a voice that
somehow seemed to be backing up the law with every word. But
77. if Mrs. Peters didn't look like a
sheriffs wife, Peters made it up in looking like a sheriff. He was
to a dot the kind of man who
could get himself elected sheriff -- a heavy man with a big
voice, who was particularly genial
with the law-abiding, as if to make it plain that he knew the
difference between criminals and
non-criminals. And right there it came into Mrs. Hale's mind,
with a
stab, that this man who was so pleasant and lively with all of
them was going to the Wrights' now
as a sheriff.
"The country's not very pleasant this time of year," Mrs. Peters
at last ventured, as if she felt
they ought to be talking as well as the men.
Mrs. Hale scarcely finished her reply, for they had gone up a
little hill and could see the Wright
place now, and seeing it did not make her feel like talking. It
looked very lonesome this cold
March morning. It had always been a lonesome-looking place. It
was down in a hollow, and the
poplar trees around it were lonesome-looking trees. The men
were looking at it and talking about
what had happened. The county attorney was bending to one
side of the buggy, and kept looking
steadily at the place as they drew up to it.
"I'm glad you came with me," Mrs. Peters said nervously, as the
two women were about to
follow the men in through the kitchen door.
Even after she had her foot on the door-step, her hand on the
78. knob, Martha Hale had a moment
of feeling she could not cross that threshold. And the reason it
seemed she couldn't cross it now
was simply because she hadn't crossed it before. Time and time
again it had been in her mind, "I
ought to go over and see Minnie Foster" -- she still thought of
her as Minnie Foster, though for
twenty years she had been Mrs. Wright. And then there was
always something to do and Minnie
Foster would go from her mind. But now she could come.
The men went over to the stove. The women stood close
together by the door. Young
Henderson, the county attorney, turned around and said, "Come
up to the fire, ladies."
Mrs. Peters took a step forward, then stopped. "I'm not -- cold,"
she said.
And so the two women stood by the door, at first not even so
much as looking around the
kitchen.
The men talked for a minute about what a good thing it was the
sheriff had sent his deputy out
that morning to make a fire for them, and then Sheriff Peters
stepped back from the stove,
unbuttoned his outer coat, and leaned his hands on the kitchen
table in a way that seemed to
mark the beginning of official business. "Now, Mr. Hale," he
said in a sort of semi-official voice,
"before we move things about, you tell Mr. Henderson just what
it was you saw when you came
here yesterday morning."
The county attorney was looking around the kitchen.
79. "By the way," he said, "has anything been moved?" He turned to
the sheriff. "Are things just as
you left them yesterday?"
Peters looked from cupboard to sink; from that to a small worn
rocker a little to one side of the
kitchen table.
"It's just the same."
"Somebody should have been left here yesterday," said the
county attorney.
"Oh -- yesterday," returned the sheriff, with a little gesture as
of yesterday having been more
than he could bear to think of. "When I had to send Frank to
Morris Center for that man who
went crazy -- let me tell you, I had my hands full yesterday. I
knew you could get back from
Omaha by to-day, George, and as long as I went over everything
here myself -- "
"Well, Mr. Hale," said the county attorney, in a way of letting
what was past and gone go, "tell
just what happened when you came here yesterday morning."
Mrs. Hale, still leaning against the door, had that sinking
feeling of the mother whose child is
about to speak a piece. Lewis often wandered along and got
things mixed up in a story. She
hoped he would tell this straight and plain, and not say
unnecessary things that would just make
things harder for Minnie Foster. He didn't begin at once, and
she noticed that he looked queer --
as if standing in that kitchen and having to tell what he had seen
80. there yesterday morning made
him almost sick.
"Yes, Mr. Hale?" the county attorney reminded.
2
"Harry and I had started to town with a load of potatoes," Mrs.
Hale's husband began.
Harry was Mrs. Hale's oldest boy. He wasn't with them now, for
the very good reason that
those potatoes never got to town yesterday and he was taking
them this morning, so he hadn't
been home when the sheriff stopped to say he wanted Mr. Hale
to come over to the Wright place
and tell the county attorney his story there, where he could
point it all out. With all Mrs. Hale's
other emotions came the fear now that maybe Harry wasn't
dressed warm enough -- they hadn't
any of them realized how that north wind did bite.
"We come along this road," Hale was going on, with a motion of
his hand to the road over
which they had just come, "and as we got in sight of the house I
says to Harry, 'I'm gain' to see if
I can't get John Wright to take a telephone.' You see," he
explained to Henderson, "unless I can
get somebody to go in with me they won't come out this branch
road except for a price I can't
pay. I'd spoke to Wright about it once before; but he put me off,
saying folks talked too much
anyway, and all he asked was peace and quiet -- guess you know
about how much he talked
81. himself. But I thought maybe if I went to the house and talked
about it before his wife, and said
all the women-folks liked the telephones, and that in this
lonesome stretch of road it would be a
good thing -- well, I said to Harry that that was what I was
going to say -- though I said at the
same time that I didn't know as what his wife wanted made
much difference to John -- "
Now, there he was! -- saying things he didn't need to say. Mrs.
Hale tried to catch her husband's
eye, but fortunately the county attorney interrupted with:
"Let's talk about that a little later, Mr. Hale. I do want to talk
about that, but I'm anxious now to
get along to just what happened when you got here."
When he began this time, it was very deliberately and carefully:
"I didn't see or hear anything. I knocked at the door. And still it
was all quiet inside. I knew
they must be up -- it was past eight o'clock. So I knocked again,
louder, and I thought I heard
somebody say, 'Come in.' I wasn't sure -- I'm not sure yet. But I
opened the door -- this door,"
jerking a hand toward the door by which the two women stood,
"and there, in that rocker" --
pointing to it -- "sat Mrs. Wright."
Every one in the kitchen looked at the rocker. It came into Mrs.
Hale's mind that that rocker
didn't look in the least like Minnie Foster -- the Minnie Foster
of twenty years before. It was a
dingy red, with wooden rungs up the back, and the middle run
was gone, and the chair sagged to
one side.
82. "How did she -- look?" the county attorney was inquiring.
"Well," said Hale, "she looked -- queer."
"How do you mean -- queer?"
3
As he asked it he took out a note-book and pencil. Mrs. Hale did
not like the sight of that
pencil. She kept her eye fixed on her husband, as if to keep him
from saying unnecessary things
that would go into that notebook and make trouble.
Hale did speak guardedly, as if the pencil had affected him too.
"Well, as if she didn't know what she was going to do next. And
kind of -- done up."
"How did she seem to feel about your coming?"
"Why, I don't think she minded -- one way or other. She didn't
pay much attention. I said, 'Ho'
do, Mrs. Wright? It's cold, ain't it?' And she said, 'Is it?' -- and
went on pleatin' at her apron.
"Well, I was surprised. She didn't ask me to come up to the
stove, or to sit down, but just set
there, not even lookin' at me. And so I said: 'I want to see John.'
"And then she -- laughed. I guess you would call it a laugh.
"I thought of Harry and the team outside, so I said, a little
83. sharp, 'Can I see John?' 'No,' says
she -- kind of dull like. 'Ain't he home?' says I. Then she looked
at me. 'Yes,' says she, 'he's
home.' 'Then why can't I see him?' I asked her, out of patience
with her now. "Cause he's dead,'
says she, just as quiet and dull -- and fell to pleatin' her apron.
'Dead?' says I, like you do when
you can't take in what you've heard.
"She just nodded her head, not getting a bit excited, but rockin'
back and forth.
"'Why -- where is he?' says I, not knowing what to say.
"She just pointed upstairs -- like this" -- pointing to the room
above.
"I got up, with the idea of going up there myself. By this time I
-- didn't know what to do. I
walked from there to here; then I says: 'Why, what did he die
of?'
"'He died of a rope round his neck,' says she; and just went on
pleatin' at her apron."
Hale stopped speaking, and stood staring at the rocker, as if he
were still seeing the woman
who had sat there the morning before. Nobody spoke; it was as
if every one were seeing the
woman who had sat there the morning before.
"And what did you do then?" the county attorney at last broke
the silence.
"I went out and called Harry. I thought I might -- need help. I
got Harry in, and we went
84. upstairs." His voice fell almost to a whisper. "There he was --
lying over the -- "
"I think I'd rather have you go into that upstairs," the county
attorney interrupted, "where you
can point it all out. Just go on now with the rest of the story."
"Well, my first thought was to get that rope off. It looked -- "
4
He stopped, his face twitching.
"But Harry, he went up to him, and he said, 'No, he's dead all
right, and we'd better not touch
anything.' So we went downstairs.
"She was still sitting that same way. 'Has anybody been
notified?' I asked. 'No,' says she,
unconcerned.
"'Who did this, Mrs. Wright?' said Harry. He said it
businesslike, and she stopped pleatin' at her
apron. 'I don't know,' she says. 'You don't know?' says Harry.
'Weren't you sleepin' in the bed with
him?' 'Yes,' says she, 'but I was on the inside.' 'Somebody
slipped a rope round his neck and
strangled him, and you didn't wake up?' says Harry. 'I didn't
wake up,' she said after him.
"We may have looked as if we didn't see how that could be, for
after a minute she said, 'I sleep
sound.'
85. "Harry was going to ask her more questions, but I said maybe
that weren't our business; maybe
we ought to let her tell her story first to the coroner or the
sheriff. So Harry went fast as he could
over to High Road -- the Rivers' place, where there's a
telephone."
"And what did she do when she knew you had gone for the
coroner?" The attorney got his
pencil in his hand all ready for writing.
"She moved from that chair to this one over here" -- Hale
pointed to a small chair in the corner
-- "and just sat there with her hands held together and looking
down. I got a feeling that I ought
to make some conversation, so I said I had come in to see if
John wanted to put in a telephone;
and at that she started to laugh, and then she stopped and looked
at me -- scared."
At sound of a moving pencil the man who was telling the story
looked up.
"I dunno -- maybe it wasn't scared," he hastened; "I wouldn't
like to say it was. Soon Harry got
back, and then Dr. Lloyd came, and you, Mr. Peters, and so I
guess that's all I know that you
don't."
He said that last with relief, and moved a little, as if relaxing.
Every one moved a little. The
county attorney walked toward the stair door.
"I guess we'll go upstairs first -- then out to the barn and around
there."
86. He paused and looked around the kitchen.
"You're convinced there was nothing important here?" he asked
the sheriff. "Nothing that
would -- point to any motive?"
The sheriff too looked all around, as if to re-convince himself.
"Nothing here but kitchen things," he said, with a little laugh
for the insignificance of kitchen
things.
5
The county attorney was looking at the cupboard -- a peculiar,
ungainly structure, half closet
and half cupboard, the upper part of it being built in the wall,
and the lower part just the old-
fashioned kitchen cupboard. As if its queerness attracted him,
he got a chair and opened the
upper part and looked in. After a moment he drew his hand
away sticky.
"Here's a nice mess," he said resentfully.
The two women had drawn nearer, and now the sheriffs wife
spoke.
"Oh -- her fruit," she said, looking to Mrs. Hale for sympathetic
understanding. She turned
back to the county attorney and explained: "She worried about
that when it turned so cold last
night. She said the fire would go out and her jars might burst."