Being able to identify and name the cultural norms and standards you want is afirst step to making room for a truly multi-cultural organization

light to comfort

objectivity

progress is bigger, more

i'm the only one

creates a lack of accountability, as the organization values those who can getthings done on their own without needing supervision or guidance

individualism

role play ways to handle conflict before conflict happens

fear of open conflict

power hoarding

either/or thinking

make sure that everyone knows and understands who makes whatdecisions in the organization; make sure everyone knows and understandstheir level of responsibility and authority in the organization; include peoplewho are affected by decisions in the decision-making

patemalism

only one right way

worship of the written word

values statement

process or quality goals in your planning

quantity over quality

defensiveness

be clear about how you will make good decisions in anatmosphere of urgency

reinforced by funding proposals which promise too much work for too littlemoney

continued sense of urgency that makes it difficult to take time to be inclusive,encourage democratic and/ or thoughtful decision-making, to think long-term,to consider consequences

sense of urgency

the person workswith a harsh and constant inner critic

little appreciation expressed among people for the work that others are doing

perfectionism

This is a list of characteristics of white supremacy culture that show up in ourorganizations.

strong

ECK's Biotic Index,

Intol_rich

the stron-gest correlations were observed for the BECK's Biotic Index

Plecoptera (stonefly)

well-correlated (permutationp < 0.0001) with several invertebrate metrics,

cumulative contaminant metrics

Spearman Rank Correlation

Table S7

Under the esti-mated maximum exposure conditions, 15% (45) of all 305 study siteshad at least one compound with an individual TQANVP-max greater thanthe 0.1 medium risk screening level, 20% (60) had ΣTQ-max ANVP ≥0.1,and only 2% (7) had ΣTQ-max ANVP ≥1 ( Fig. 5B). Thus, at a minimum, tran-sient exposures with a probability of toxic effects to aquatic inverte-brates and nonvascular plants were observed in many of these urban/agriculture-gradient headwater streams.

Only 35% (105 pesticides) of the 304 contaminants inthe estimated maximum exposure dataset had at least onecontaminant-specific acute aquatic invertebrate TQ (TQAI) ≥0.00001.Under these estimated maximum exposure conditions, 38% (116) ofall 305 study sites had at least one compound with an individualTQAI-max greater than the 0.1 effects-screening level of concern, 44%(134) had ΣTQ-max AI ≥0.1, and 11% (33) had ΣTQ-max AI ≥1 ( Fig. 5A).

NoAL chronic benchmarks are promulgated for nonvascular plants.

Toprovide insight into the potential risks to lower aquatic trophic levels,analogous, EPA OPP AL benchmark-based ∑TQ risk approaches wereemployed, wherein the potential risk under the estimated maximumexposure conditionswasassessedbased on acutebenchmarks for inver-tebrates and nonvascularplants

ToxCast metrics forZebra fish (ZF; Danio rerio) embryo high-content screening arean exception, however, providing insight into early-life-cycle,organism-level effects in fish and potentially in other vertebrates

most of theexposure-response relations archived in ToxCast™are molecularendpoints for which adverse outcome pathways (AOP) to the organ-ism and population scales (Ankley et al., 2010; Conolly et al., 2017;Villeneuve et al., 2014) are, with few exceptions (e.g., Knapen et al.,2015; Villeneuve, 2016), largely unknown.

Only 58% (177) of the304 contaminants detected at least once in this study had acceptableToxCast data at the time of access. Under these estimated maximum ex-posure conditions, 92% (282) of all 305 sampled sites had one or morecompounds with individual EAR greater than the 0.001 effects-screening level of concern, 99% (303) had ΣEAR-max ≥0.001, and 9%(27) had ΣEAR-max ≥1 ( Fig. 4A–B)

assess the potential for molecular-scale effects to fish and other aquatic vertebrates within the 389-compound target-analyte space

no fish benchmarks were exceededin this study.

Designed-bioactive chemicals represented 50% (152/304)of the contaminants in the estimated maximum exposure dataset(Table S4) and 75% (146/195) of those detected under the estimatedmedian exposure conditions (Table S5)

Weaker correlations (ρrange:0.225–0.353) were observed between wastewater discharge metrics(e.g., number of National Pollution Discharge Elimination System(NPDES)-permitted wastewater facilities [NumFacilities2012] in 2012(U.S. Environmental Protection Agency, 2020c)) and cumulativemedian-exposure metrics, consistent with the widespread detection ofcontaminant mixtures at multi-sample sites under median exposureconditions (97%) and the comparatively low percentage of these siteswith upstream NPDES discharges (26%

Thus, multivariate and bivariate approaches suggestthat useful insight into cumulative chronic mixed-contaminant expo-sures within the defined 389-compound contaminant space may be in-ferred from a reduced subset of target contaminants and potentiallyfour routinely monitored contaminants.

The estimated cumulative median concentrations(chronic exposure) were well explained (ρ= 0.934; p-value ≤0.01) bya subset of estimated median exposure concentrations of 25 targetanalytes, suggesting potential predictive utility of a reduced set of targetanalytes

The results indicate that mixed-contaminant exposures are ubiqui-tous, persistent, and diverse in headwater streams in these four USRSQA study regions

Greater detec-tions and concentrations of contaminant mixtures between eastern andwestern region studies are consistent with the roughly 58% higher pop-ulation (79 versus 50 million people (U.S. Census Bureau, 2019)) in cor-responding eastern region states than western and the 61% highermedian 2010 population density

Among thedistinctly anthropogenic contaminants, the insect repellent, DEET, andthe antidiabetic, metformin, were consistently detected (mediandataset) at more than half of the sites in the study (62% and 57%, respec-tively).

Almost 80% (304) of the 389 target analytes were detected at leastonce (maximum exposure dataset, Table S4) and half (194) of the targetanalytes were detected in more than half the samples collected in atleast one location (median exposure dataset, Table S5).

with the centroid (mean) of cumulativedetectionsper site estimated (PERMANOVA) to begreater(permutationN = 9999, probability of beingthesame p = 0.0001) in eastern (NESQA,SESQA) than in western (PNSQA, CSQA) study streams (Fig. 2A–B,Tables S4–S5

contaminant mixtures were detected underthe estimated median exposure conditions at 97% (252) of themultiple-sample, urban/agriculture-gradient sites (Fig. S1, Table S5), in-dicating that simultaneous exposure to multiple organic contaminantsis the norm rather than the exception for developed-watershed head-water streams.

mixtures (≥2 detectedanalytes) of organic contaminants were predicted under the estimatedmaximum exposure conditions in all 261 multiple-sample, urban/agriculture-gradient sites and in all but 2 (95%) of the 44 single-sample, undeveloped, presumptive low-impact, sites

Herein results for all three organic contaminant methods wereaggregated to estimate acute (maximum) and chronic (median)cumulative-exposure conditions for the 305 wadeable headwaterstreams assessed across the four regions (including SESQA) during2014–17

After the initial 2013 agriculture-gradient Midwest (MSQA)(Garrett et al., 2017) study and its corresponding focus on pesticides(Mahler et al., 2017; Nowell et al., 2018; Van Metre et al., 2017), theRSQA organic-contaminant toolbox was expanded to include organicindicators of domestic and industrial wastewater to better reflect themixed urban/agriculture-gradie

Headwater streams are fluvial capillaries (Lowe and Likens,2005) that dominate total streamlength (Downinget al., 2012; Leopold,1962) and landscape-scale hydrologic connectivity (Bishop et al., 2008;Downing et al., 2012; Freeman et al., 2007; Leopold, 1962) and providecritical habitat variability (Downing et al., 2012; Freeman et al., 2007)and biodiversity (Biggs et al., 2017; Clarke et al., 2008; Lowe andLikens, 2005; Meyer et al., 2007)

Consequently, instream ecological structure and functionindices frequently correlate well with broad landscape-scale predictors,like watershed-development metrics, while the effects contributions ofindividual or subclasses of stressors, which are typically the more-tractable target scales for mitigation and management, are frequentlydifficult to deconvolve and asses

conducting broad, more repre-sentative characterizations of organic-contaminant risk in urban/agriculture-impacted aquatic ecosystems and the importance ofwatershed-wide approaches to contaminant mitigation

Extensive and diverse contaminant mixtures were pervasive inRSQA study streams across the US. Instream contaminant exposureswere more strongly correlated with broad landscape-scale developmentmetrics than with important contaminant point sources, consistent withthe comparatively low percentage of permitted NPDES discharges withinthe study watersheds and with the multiple lateral (landscape) andlongitudinal (upstream) contaminant sources and pathways to streamsin all regions.

exposures to broad and diverse contaminant mixtures and provide convincing multiple lines of evidencethat chemical contaminants contribute substantially to adverse multi-stressor effects in headwater-streamcommunities

Mixed-contaminant exposures were ubiqui-tous and varied, with 78% (304) of analytesdetected atleast once and cumulative maximum concentrations up tomore than 156,000 ng/L. Designed bioactives represented 83% of detected analytes.

mixture compositions and aggregate biological effects are less well understood in correspondingsmaller headwaters, which comprise most of stream length, riparian connectivity, and spatial biodiversity.

the color of its luminescent emission varies sharply when it is cooled in liquid nitrogen versus when it is at room temperature (phenomenon called luminescent thermochromism).

you will synthesize a copper polynuclear cluster starting from common reagents and following a very simple procedure

Luminescent thermochromism can occur as two distinct types: discrete and continuous. Discrete luminescent thermochromism occurs when the relative intensity of two emission bands vary as a function of temperature without much change in the frequency of each band. Continuous luminescent thermochromism occurs when the frequency of the emission band changes significantly as a function of temperature

It was proved that excitation wavelength of 360 nm and emission wavelength of 460 nm correspond to NADH.

In the process of metabolism E. coli produces a substance nicotinamide adenine dinucleotide ( NAD) ( reduced form NADH), has a clear and stable luminescent signal4. According to the presence of this signal it is possible to judge the presence of bacteria in the investigated object. According to the value of this signal it is possible to determine the quantity of bacteria.

cording to the United States Environmental Protection Agency (USEPA) E. coli is the best indicator of health risk from water contact in recreational waters2.

Determination of Pb(II) in tap water samples (n = 5)

To 10 mL flask, a known amount of Pb(II) and DMT from stocksolutions were added and then diluted to the mark with double dis-tilled water. 3.0 mL of each solution was transferred to the quartzcell and the absorbance was measured against a correspondingreagent blank. The fluorescence measurement was carried out byexcitation at 330 nm. We maintained pH 5.0 for all the experimentalsolutions.

few papers were reported for the determina-tion of lead in water by fluorimetric method [11–13,23,25–29]. It isdetermined using the fluorophores including rhodamine derivative[29], imidazole-annelated ferrocein derivative [13], 2-hydroxy-1-naphthaldehydene-8-aminoquinoline [25], densyl-calix[4]arene[28], di-(2-picolyl)amine substituted diacetylene [12], conjugatedpolyacetylene [11] and G-Quadruplex DNAzyme [23]. Unfortu-nately, these fluorophores failed to determine Pb(II) with highsensitivity and selectivity.2,5-Dimercpato-1,3,4-thiadiazole (DMT)

The proposed method was successfully utilized for the determination of Pb(II) in tap water,polluted river water and industrial waste water samples.

Interestingly, the emission intensity was increasedeven in the presence of 0.1 pM Pb(II)

Excitation of DMT at 330 nm shows an emission maximum at435 nm.

What I want to do is help the black man to free himself of the arsenal of complexes that has been developed by the colonial environment.

It has been said that the Negro is the link between monkey and man—meaning, of course, white man. And only on page 108 of his book does Sir Alan Burns come to the conclusion that “we are unable to accept as scientifi cally proved the theory that the black man is inherently inferior to the white, or that he comes from a different stock. . . .”

They meet and talk. And if the newcomer soon gets the fl oor, it is because they were waiting for him. First of all to observe his manner: The slightest departure is seized on, picked apart, and in less than forty-eight hours it has been retailed all over Fort-de-France. There is no forgiveness when one who claims a superiority falls below the standard. Let him say, for instance, “It was not my good fortune, when in France, to observe mounted policemen,” and he is done for. Only one choice remains to him: throw off his “Parisianism” or die of ridicule. For there is also no forgetting: When he marries, his wife will be aware that she is marrying a joke, and his children will have a legend to face and to live down.

they have discovered the presence of certain hormones in the husband of a pregnant woman. It would be equally interesting—and there are plenty of subjects for the study—to investigate the modifi cations of body fl uids that occur in Negroes when they arrive in France. Or simply to study through tests the psychic changes both before they leave home and after they have spent a month in France.

The middle class in the Antilles never speak Creole except to their servants. In school the children of Martinique are taught to scorn the dialect. One avoids Creolisms. Some families completely forbid the use of Creole, and mothers ridicule their children for speaking it

Mastery of language affords remarkable power. Paul Valery knew this, for he called language “the god gone astray in the fl esh.”

What matters is not to know the world but to change it.”

For it is implicit that to speak is to exist absolutely for the other.The black man has two dimensions. One with his fellows, the other with the white man. A Negro behaves differently with a white man and with another Negro.

Major Classes of Spectrochemical Method

Common Spectroscopic Methods Based on Electromagnetic Radiation

The origin of the names fac- and mer-isomers.

Diastereoisomers are stereoisomers that are not mirror-imagesof one another. Enantiomers are stereoisomers that aremirror-images of one another

If two species have the same molecular formula and the sameatom connectivity, but differ in the spatial arrangement ofdifferent atoms or groups about a central atom or a doublebond, then the compounds are stereoisomers

If the presence of a lone pair of electrons influences the shapeof a molecule or ion, the lone pair is stereochemically active. If it has no effect, the lone pair is stereochemically inactive.

52

The VSEPR model works best for simple halides of thep-block elements, but may also be applied to specieswith other substituents. However, the model does nottake steric factors (i.e. the relative sizes of substituents)into account

The van der Waals radius, rv, of an atom X is half of thedistance of closest approach of two non-bonded atomsof X

For an atom X, the value of the single bond covalent radius,rcov, is half of the internuclear separation in a homonuclearXX single bond

The length of a covalent bond (bond distance), d, is the internuclear separation and may be determined experimen-tally by microwave spectroscopy or diffraction methods(see Chapter 4).

Valence bond ðVBÞtheory treats the formation of amolecule as arising from the bringing together of com-plete atoms which, when they interact, to a large extentretain their original character..Molecular orbital ðMOÞtheory allocates electrons tomolecular orbitals formed by the overlap (interaction)of atomic orbitals

In a covalent species, electrons are shared between atoms.In an ionic species, one or more electrons are transferredbetween atoms to form ions

Through understanding, everyone will succeed in liberating the future from its deformed existence in the womb of the present.

Because they do not acknowledge the process of aging, they idle their time away. To have admitted their yearning for a beautiful childhood and worthy youth is the precondition of creativity. Without that admission, without the regret for a greatness missed, no renewal of their lives can be possible.

their university years appeared to offer them at long last the prospect of a youth full of life, only to postpone it year after year. Nevertheless it is important to recognize that they have to be creative producers, and therefore lonely aging people, and that a richer generation of children and youths has already been born, to whom they can only dedicate themselves as teachers.

because students have sold their souls to the bourgeoisie, along with marriage and profession, they insist on those few years of bourgeois freedom.

German students are to a greater or lesser degree obsessed with the idea that they have to enjoy their youth. The entirely irrational period of waiting for marriage and a profession had to be given some value or other, and it had to be a playful, pseudo-romantic one that would help pass the time. A terrible stigma still attaches to the much-vaunted light-hearted fun of student songs, of the "Gaudeamus igitur . . ." It represents a fear of the future and simultaneously a complacent pact with the inevitable philistinism that one likes to picture fondly to oneself in the shape of the "old boys."

people still imagine that this whole blasphemous process of human destruction can be halted by appeals to chastity because they lack the courage to look their own more beautiful erotic nature in the face.

How are we to unify spiritual life, when what we find before us is the lamentable division into the intellectual autonomy of the creative spirit (in the fraternities) and an unmastered force of nature (in prostitution)

The most progressive among the students have never gone further than endless aestheticizing talk of camaraderie with women students. They did not shrink from hoping for a "healthy" neutralization of the erotic in both men and women. And in fact, with the aid of prostitutes the erotic has been neutralized in the universities.

How could they do justice to the image of mankind and at the same time share a community with women and children, whose productivity is of a different kind?

hydra-headed mass of women based their entire economic existence on students (through prostitution

The erotic seems to have vanished from a space that extends, empty and undefined, between childhood and founding a family of one's own. Whether unity might exist between creating and procreating, and whether this unity is to be found in the family – these questions could not be posed, so long as the tacit expectation of marriage went unquestioned, since this implied an illegitimate interlude in which the most that one could do was to erect barriers to temptation.

ridiculing the few surviving visionaries as starry-eyed dreamers.

they invariably poison the essence of creative life.

This is what would prevent the degeneration of study into the heaping up of information. The task of students is to rally round the university, which itself would be in a position to impart the systematic state of knowledge, together with the cautious and precise but daring applications of new methodologies.

with the great metaphysical questions of Plato and Spinoza, the Romantics, and Nietzsche

It can be brought about only if the community ensures that specialized studies (which cannot exist without a profession in mind) and all the activities of the special disciplines are firmly subordinated to the community of the university as such,

There can no longer be any question of a devotion to a form of knowledge that, it is feared, might lead them astray from the path of bourgeois security.

They thought of students as teachers and learners at the same time; as teachers, because productivity implies complete autonomy, with their minds fixed on science instead of on their instructor's personality.

By directing students toward the professions, it must necessarily fail to understand direct creativity as a form of communal activity.

is flattered by everyone, and submits to all.

The modern student body cannot be found in the places where the conflicts over the spiritual rebirth of the nation are raging – in the controversies about a new art – or at the side of its writers and poets, or indeed at the sources of religious life. This is because the German student body does not exist as such. Not because it refuses to join in the latest "modern" movements, but because, as a student body, it is completely unaware of all these movements;

their social principles have not developed beyond the level of the liberal press.

Their indecisiveness makes them inaudible.

Only radical doubt, fundamental critique, and the most important thing of all – the life that would be willing to dedicate itself to reconstruction – are excluded.

this truly serious sense of social work, which had no need of childlike attempts to empathize with the soul of the workers or the people – this spirit failed to develop in student communities.

he concept that service on behalf of the poor is the task of mankind, and not a spare-time student activity – that concept clearly called for a total commitment or nothing at all.

In the public mind, such work still seems to be a peculiar mixture of duty and charity on the part of the individual. Students have not been able to demonstrate its spiritual necessity and for that reason have never been able to establish a truly serious community based on it, as opposed to one bound by duty and self-interest.

The decisive factor, then, is not that socially relevant labor is nothing but an empty, undirected desire to be "useful." The truly decisive criticism is that despite all this it lays claim to the gesture of love, where only mechanical duty exists.

The socially relevant achievement of the average person serves in the vast majority of cases to repress the original and nonderivative, inner aspirations of the human being.

the students of today as a community are incapable of even formulating the issue of the role of learning, or grasping its indissoluble protest against the vocational demands of the age. It is necessary to criticize the independent student organizations and the ideas of those close to them because it will throw light on their chaotic conception of academic life.

It is misleading to raise expectations in the individual if the fulfilment of these expectations negates the spirit that unites these same individuals, and the only remarkable and even astounding point to be emphasized here is the extent to which institutes of higher learning are characterized by a gigantic game of hide-and-seek in which students and teachers, each in his or her own unified identity constantly push past one another without ever seeing one another.

For the true sign of decadence is not the collusion of the university and the state (something that is by no means incompatible with honest barbarity), but the theory and guarantee of academic freedom,

The objection that the modern state cannot otherwise produce the doctors, lawyers, and teachers it needs is irrelevant. It only illustrates the magnitude of the task entailed in creating a community of learning, as opposed to a body of officials and academically qualified people. It only shows how far the development of the professional apparatuses (through knowledge and skill) have forced the modern disciplines to abandon their original unity in the idea of knowledge, a unity which in their eyes has now become a mystery, if not a fiction.

Yet scholarship, far from leading inexorably to a profession, may in fact preclude it. For it does not permit you to abandon it;

So our concern here must be with inner unity not with critique from outside. And our reply is that for the vast majority of students, academic study is nothing more than vocational training. Because "academic study has no bearing on life," it must be the exclusive determinant of the lives of those who pursue it.

The only way to deal with the historical significance of student life and the university is to focus on the system as a whole. So long as the preconditions needed for this are absent, the only possibility is to liberate the future from its deformations in the present by an act of cognition.

From far away can be heard police sirens. Even when the audience is near the exit, they can hear.)

Theater imitates life If you don’t clap It means that life is rotten to the core And we may as well just head for the door.

At the same time, the PROSTITUTES freeze in a musical comedy finale. The music stops.

(On one side of the performing space is a semitranslucent fold- ing screen, behind which can be seen a long table. In the cen- ter, a group of women, dressed like stereotypical prostitutes,

b. They wave their arms and sing. The CHILD- MONSTER glares at the other one, more and more menacingly. He aims with his finger as though it were a revolver and kills the other child. Pum! He plays alone, his gestures increasingly

Explanation: For For- eigners. (fierce and rude) Does anyone really need an explana- tion? If you want to act like actors, just go into a tenement and how] like dogs, throw a good scare into people. If you don’t have money, people will be even more afraid. Why scream? Why pretend? When no one can open his mouth, why would anyone scream gratuitously?

August 6, 1971. The police burst into an old house with many rooms, like this one, in the city of Santa Fe. In one of the rooms they find eight hundred grams of trotyl. They say. One journalist and three members of the Grupo 67 theater are arrested. They’re taken to Buenos Aires on suspicion of subversive actions. The district attorney rec- ommended they be absolved on the benefit of doubt. They were absolved May 24, 1972.

POLICEMAN #2: What’s happening, sir? POLICEMAN #1: (He shows him the vial he’s just taken from his own pocket.) Trotyl! And the women are dead! Oh my! O thou pernicious caitiff!

A POLICEMAN enters in Isabellesque attire.) POLICEMAN #1: (to ACTOR #2) You killed those two women! Villain! Viper!

Two actors and two actresses are rehearsing Othello, in rehearsal clothes. Actress #1, as Desdemona, is already dead on the floor.

He opens the door of the box. Inside, two men are plastered together. The GUIDE puts the tin plate on their shoulders. They stretch their necks desper- ately, trying to suck up what’s on the plate. It falls. Matter of factly, to the audience.) They let it fall! What idiots! (He closes the door.)

Kids today! They don’t know how to play peacefully! Let’s get out of the way. I wonder if they’ll tie them up. (warns a policeman) Not the audience!

Policemen arrive, dressed like the cops in Charlie Chaplin’s The Kid, with large, prehistoric- type clubs. Music is heard. Their acting is crude. They imme- diately start hitting those in the longer line over the head.

Ladies and gentlemen, yourre welcome to participate.

The Grr of scenes 3, 7, and 8 lies on the floor, shot, the pistol in her hand. The GUIDE looks at her, surprised. Then, matter of factly, push- ing them toward the exit.) Oh, sorry! Shall we?

She’s Cinderella! It fits! Perfect! What luck, old girl! You win! A royal flush! (bows) Princess! My respects! (The WoMAN stares ahead, immobile. Surprised.) Aren’t you happy? What’s the matter? WOMAN: My darling! POLICEMAN: Your darling was stopped by a cop. (The POLICE- MEN exit arm-in-arm, tap dancing.)

Explanation: For Foreigners. On the afternoon of July 13, 1971, Juan Pablo Maestre and his wife, Mirta Elena Misetich, were kidnapped by a group of men. Juan Pablo Maestre managed to run a few yards but then was shot. Mirta Elena Misetich ran in the opposite direction, losing a shoe. She was captured and pushed into one car; her hus- band was thrown into another. Shortly afterward, a police squad sent to the scene recovered the shoe and ordered the doorman of an apartment building to wash the blood from the pavement. The body of Juan Pablo Maestre appeared days later in Escobar. Of Mirta Elena Misetich there was no further news. Both belonged to the RAF, or Revolutionary Armed Forces. Juan Pablo Maestre, twenty-eight years old. Mirta Elena Misetich, the same age.

On the far side, two POLICEMEN crouch, their expressions very attentive. In the center are the MAN and WOMAN, both heavily made-up. Their clothes are cheap, flashy; the WOMAN wears very high heels. All the acting is crude, in- fantile, and exaggerated. GUIDE: Attention. Ladies and gentlemen, this is the main course. So they tell me. Hope it’s true.

(He pokes him. The man doesn’t move. He then lifts him by the armpits and puts him into one of the vertical boxes. He talks all the while, completely dissociated from his actions.) That’s how it is. In they all go but... who takes the potatoes out of the fire? The son of a bitch.

Moving in unison, the FOUR MEN push them inside with kicks in the rump.) And stop mugging! (They close the door.

MOTHER and HUSBAND: (together) We’ve come to look for our poor Hermenegilda. FOUR MEN: (They come back, set the corpse down; it supports itself against the stretcher. Horrified.

The GIRL of- fers desperate, mute resistance. She dies. The man gently lays her out, covers her with the sheet. Then he moves off and mixes in with the crowd, like one more spectator.)

This is how I want to die as simply as though I had never lived What a lovely thought to leave like that not causing any pain

MAN: I’m going back to my city! JUDGE: Can I go? OFFICIAL: Beat it! MAN: (resisting those who are making him sit) No, no, I was in prison! JUDGE: He’s free! Oh, such obsession! OFFICIAL: He’s free! What fascination! MAN: But I’m not! JUDGE: Yes, you are! So you better shut up! (turns his back, covers his ears)

JUDGE: (turns) Why can’t you see? There is no case. Let him go free! (turns his back)

MAN: You can’t let them go! They attacked me! I want to see my attorney! OFFICIAL: The one who gives the orders here is me. (to the oth- ers) And you, once again, (sweetly) why don’t you do your work?

Explanation: For Foreigners. July 7, 1971. Roberto Quieto, attorney, defender of political prisoners, resists a kidnapping attempt. Fortu- nately, the neighbors intervene and call a police squad. The kidnappers turn out to be policemen.

If there’s offense Rest assured The man’s secure...

OFFICIAL: One at a time, magpies. Who asked you anything? (to the group in the fight) And you, you’re prisoners in the name of the law. (He “aims” at them, with his finger. The SECOND GROUP OF MEN “handcuffs” them. They’re all, in- cluding the MAN, put into a line and tied together at the wrists.)

n the passageway, one of the vertical wooden boxes.

e puts the barrel against her breast.

(forcing her) There. There, that’s good. So capricious! Well, I don’t like people pulling my leg. You’re all wet. (puts his hand under her skirt) Even your little fire- cracker.

HIEF: Husband? What husband? Take off your clothes. GUIDE: (quickly) Let’s go! Let’s get out of here! (claps his hands) Out! Where’s “Carnation, sleep and dream”? Who wants more wine? (pushes the group toward the door) Follow me! Quick! No dawdling!

Take them home. We don’t have any small sacks. They’re only in the way.

CHIEF: Exactly! Very good! (kisses them) Here’s a prize. (gives them each a piece of candy) CHILDREN: Thank you, sir! CHIEF: (to the MOTHER) Take them home. And don’t be long

They put the chairs together to make the car. All squeeze in. One of the POLICEMEN holds the hoop between his hands and handles it as though it were a steering wheel. He imitates the sound of a motor. The children wave. The POLICEMAN brakes suddenly. The others fall backward. They get out of the car, their gestures exaggeratedly frightened.)

Explanation: For Foreigners. July 2, 1971. Marcelo Verdt and his wife, Sara Palacio de Verdt, were kidnapped by a group of eight men. Desaparecidos. Both were members of RAF, Revolutionary Armed Forces.® According to information in the newspapers, the wife, before disappearing, brought the children to her sis- ter for protection.

The characters act very broadly, a little like marionettes. The tone is grossly exaggerated.

(He opens. Joking.) Well? Have you dried yourself? How’s . . . (There are some men surrounding the GIRL. The GUIDE quickly closes the door, shoos the people away. With a false smile.)

Please, gentle- men. I’m swallowing the “ladies” so I can go faster.

he invites the group to have a glass of though to hit her. Remembers the audience. Smiles.) What wine.) Help yourselves, ladies and gentlemen. It’s on the negligence. (referring to the gun) I have to take care of every- | house. There’s no reason to be scared: you won’t have to pay thing around here. for it. It’s all included. Then we'll go on with our visit. (A GIRL: I’m thirsty. scream is heard. To the audience.) Who screamed? Who is the imbecile who screamed?

Do you have a boyfriend?

GIRL: I’m thirsty. scream is heard. To the audience.) Who screamed? Who is the imbecile who screamed? GUIDE #2: Then you’ll pee and be even wetter. (He shines his light on the walls.) There’s nothing here either. But I swear there was. And not this filth! (He slaps her skirt.) No way you’re a virgin!

Gentlemen, if you like, but . . . (to the GIRL, very surprised.) You did this? Your idea of fun? It was a saint’s head and they put a. . . (He finishes with an ex- pressive gesture.)

Joking, gives her a slap on the rear.

another GUIDE appears. He claps his hands loudly.) GUIDE #2: Ladies and gentlemen! Please leave. Out, everyone out! Sorry. We have a few like machines without an off but- ton. If you would be so kind as to follow me. (The light in the room fades out.)

Oh, this one has good light. Imagine, ladies and gentlemen, the faith, the her- oism of the first Christians. To pray in these pigsties. It gives me claustrophobia. (He spots a form covered with canvas in a corner, on the floor.) Here’s something. Finally! (He draws near.) Stand back a little, ladies and gentlemen. (with curi- osity) What is it? (He lifts an edge of the canvas, immediately lets it fall and steps back.) Puah! What a shitty surprise! VOICE: My God, why did I run? GUIDE: Sssh! (turns toward the audience, with a big feigned smile, gives the form a kick)

Suddenly, a group of men burst in, hurling themselves at a person in the audience who is talking with someone else. This other person is for a second paralyzed with astonishment. Then shouting, he throws himself into the fray.

FATHER: He ran and ran and hit the good guys. And then, the good guys put him into the car as well. MOTHER: The good guys took them for a ride! ’Cause they’re so good! FATHER: So very good! MOTHER: And then what happened, Daddy? FATHER: Nothing more was ever known!

estor Martins, thirty-three. Nildo Zenteno, thirty-seven.

Explanation: For Foreigners. Seven P.M., Wednesday, December 16, 1970. Nestor Martins, at- torney, defender of political prisoners and trade unions, con- sults with his client Nildo Zenteno.*

The group is enveloped in a beam of rosy light. The acting is frankly crude.)

(He

The experiment was done in Germany and the United States.? Here among ourselves, it would be unthinkable, ab- surd.

This experiment, with recorded screams and simulated tortures, was repeated 180 times. Un- fortunately, this teacher who continued his punishments to the lethal 450 volts was no exception. Eighty-five percent of the teachers proceeded in the same way. The same test was done in 1960 in the United States. The results? Sixty-six per- cent. They were obeying rules and weren’t responsible.

EACHER: It was his fault. Wasn’t it? COORDINATOR: Yes, yes. Your work was magnificent! TEACHER: He didn’t even make an effort. A baby at the breast could have answered right. Some people like to fuck with you!

Nation: prison, bars, Germany, torture. VOICE OF THE PUPIL: I don’t know! TEACHER: (his finger on the button) Out with it! VOICE OF THE PUPIL: Argentina! TEACHER: (beside himself) Germany, idiot! (He pushes the but- ton. The PUPIL howls.)

COORDINATOR: Youth today! Now he refuses!

TEACHER: (furious, pushes the button) If you don’t remember, take this! VOICE OF THE PUPIL: (a scream) Sky! (He whimpers.)

He reads.) Plague: child, innocence, love, night. COORDINATOR: (very low) You forgot war. TEACHER: I did? COORDINATOR: Plague-war. It’s all right, let it go. It doesn’t matter. TEACHER: (low) Should I repeat

His cries are always in a parrot-voice, stereotyped like those of someone who, as a joke, coarsely imitates moans, groans, and pain.

TEACHER: (like a child) Yes! It’s terrific!

TEACHER: And then you’ll learn. PUPIL: Why will punishment teach me?

Gentlemen: The subject of our experiment is to determine the pedagogical effect of punishment. To what degree does punishment accel- erate the learning process? Imagine. If with one slap a child learns to behave, we waste years teaching and persuading only with nice words.

The group enters a white room that adjoins another, also painted white, but that may be smaller. In the first room, a small table with a cage full of white rats. On another table, a metal box outfitted with buttons and a microphone. Carefully folded on an ordinary chair, a white coat.

In March 1970, at the Max Planck Institute in Munich, Ger- many, they began an interesting experiment.