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prospective payment systems for outpatient, home health, physician and non-physician practitioners, and ambulatory surgical settings

Differentiate between the prospective payment systems for outpatient, home health, physician and non-physician practitioners, and ambulatory surgical settings.  In your response ensure that you compare and contrast payment systems for each of the categories listed. 450 word count 3 references No references older then 5 years old. GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class CLICK HERE TO MAKE YOUR ORDER TO BE RE-WRITTEN FROM THE SCRATCH GET SOLUTION FOR THIS ASSIGNMENT CLICK HERE TO MAKE YOUR ORDER TO BE RE-WRITTEN FROM THE SCRATCH NO PLAGIARISM
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Describe an event related to diversity that either you or someone around you has experienced

Subject – Diversity 

2-1 Discussion: Diversity and You

Having developed a definition of diversity in the last module, we’re turning to how diversity applies to you personally. This could be related to your personal experiences or things you’ve observed of those around you. Because Milestone One is also due this week, we’ll start to discuss the issues and events that interest you. Based on the module resources and your own research, write an initial post that addresses the following:

  • Describe an event related to diversity that either you or someone around you has experienced. What did you take away, and how did it enhance your understanding of diversity?
  • Share a current issue related to diversity that you have found interesting or that has personally impacted you. Post an article from a news source. How does diversity help you better understand this issue?

Post at least two responses to your fellow students. In your responses to your peers, take a look through the lens of intersectionality and consider both sides of your classmates’ issues. Compare and contrast your answers. What do you like about your peers’ explanations, and what would you add?

Make sure you support your response with the readings from this module, and any additional resources if needed.

To complete this assignment, review the Discussion Rubric PDF document

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What does the drainage pattern suggest about the attitude of bedrock layers in this area?

1. (See Figure 5) What drainage pattern is developed in Figure 9? 

     What does the drainage pattern suggest about the attitude of bedrock layers in this area? 

2. What is the gradient and sinuosity of the small stream from E to F? 

    Gradient:

    Sinuosity:

3. What is the gradient and sinuosity of Passage Creek from G to H?

    Gradient:

    Sinuosity:

4. (Figure 8) Plot and label points representing stream segments E-F and G-H of Passage Creek on the semi-logarithmic grid.

5. Based on Figure 8, what is the general relationship between a stream’s gradient and whether its channel is straight, sinuous, or meandering?

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What type of dip-slip fault is shown in figure 1a?

  • What type of dip-slip fault is shown in figure 1a?

-Draw a line to indicate the position of the fault in 1a. 

-Label the “HW” (hanging wall) and “FW” (footwall) on either side of the fault. 

-Draw half-arrows to indicate relative movement of each fault block.

-Did the hanging wall move up or down relative to the footwall?   

-What type of dip-slip fault is this?

  • Focus on the offset of the white layer, what type of strike-slip fault is shown in figure 2a?

-Draw a line to indicate the location of the fault and half-arrows to indicate relative movement.

  • In figure 3a, the geologic map shows the strike and dip of outcropping sedimentary beds. From these measurements, describe the rock structure that is most likely beneath Earth’s surface, using terms from the following list: anticline, syncline, dome, basin, symmetrical, asymmetrical.

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Do people who live in the village are happier?

Participation Assignment 4: Read the article and answer the following:1. (Max-150 words) Summarize the paper (includes objectives and findings)     (Hint: read the abstract and conclusion to answer these questions)2. (Max-80 words) Do people who live in the village are happier? Briefly describe in your own word using the article statistics.    (Hint: read 3.3 Situation with Respect to Happiness in the Villages)3. (Max-150 words) Briefly describes the controversy on the objective and subjective measures of wellbeing.    (Hint: read 2.1 Controversy About Objective and Subjective Measurement of Well-being)

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Ruby Red Movie Theater has experimented with using different numbers of workers in the concession area of the theater as well as at the ticket counter

Instructions; Ruby Red Movie Theater has experimented with using different numbers of workers in the concession area of the theater as well as at the ticket counter. In these experiments, Tracy, the manager of the theater, collected data on the total number of buckets of popcorn as well as movie ticket sales produced per day.

Tracy would like for you to analyze the data and tell her how many workers she should use each day in the concession stand area for producing popcorn and in the ticket area for producing movie ticket sales. She would also like to know how many buckets of popcorn and movie tickets will be produced/sold by those workers per day.

Access the Unit IV Assignment Worksheet in Blackboard. You will complete the following in this worksheet:

Part 1

Complete the tables calculating the average product, marginal product, total value product, average value product, and marginal value product.

Part 2

Answer the five questions after each table as a guide to use when writing your essay.

Part 3

Write an essay of at least 750 words in which you address the following:

  • Describe your calculations in the table. 
  • Indicate the number of workers used per day where the law of diminishing marginal returns begins for producing buckets of popcorn. 
  • Indicate the number of workers used per day where the law of diminishing marginal returns begins for movie ticket sales production. 
  • Describe the shapes of both the average product and marginal product curves, and include how they compare to the average value product and marginal value product curves for both buckets of popcorn and movie tickets. 
  • Indicate the optimal number of workers per day to use and the corresponding total number of buckets of popcorn to produce. Make sure you indicate how you found this optimal number of workers and the total number of buckets of popcorn. 
  • Indicate the optimal number of workers per day to use and the corresponding total number of movie tickets to sell (produce). Make sure you indicate how you determined this optimal number of workers and the total number of movie tickets.

Include a copy of the completed tables and your question answers from the worksheet after your essay (e.g., on the page following your reference page, if you have one). The minimum word count will not include the information from the worksheet (tables and answers).

Any sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

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Colombia and Thailand are roughly at the same level of economic development as measured by the level per capita national income

The 2002 World Development Report provides the following information for Colombia and Thailand:

Data is given in the attached file.

(a)   Explain carefully what each of the entries in the final four columns of this table measures. What concepts are being presented and what is their importance to economic development?

(b)  The table above shows that Colombia and Thailand are roughly at the same level of economic development as measured by the level per capita national income. Their performance in terms of poverty indicators is quite different. What factors may contribute to their differing performance?

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There are a number of themes central to the development of Douglass’s Narrative of the Life

Choose one of the questions below, and write a 550-word response.  Be sure to have a clear thesis that directly and succinctly answers the questions.  Provide a number of examples from the Narrative to support your claim.. Your response should be completed by the end of the day on Sunday, July 18.  (You should consider an early submission in order to have time for discussion and feedback before you take the midterm exam also due on Sunday).

1. There are a number of themes central to the development of Douglass’s Narrative of the Life.  Choose one from the shortlist below, and discuss various scenes and incidents from the Narrative that reflect or develop the theme.  

  • Ignorance Used as a Tool to Perpetuate Slavery
  • Knowledge as the Path to Freedom
  • The Impact of Slavery on Slave and Slaveholder
  • Slaveholding as a Perversion of Christianity and a Subversion of Democratic Ideals

2. Douglass defines freedom as more than an escape from slaveholders.  What is freedom according to Douglass, and how does he achieve it? Make sure to cite specific examples from the Narrative to support your claims. 

3. What does Douglass tell us about the ways in which slaves used culture as a buffer against the dehumanizing aspects of slavery?  [The way in which you define culture will be key to the development of your response].

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What lesson, moral, or universal truth is the author leading readers to?

Instructions are attached to the word document below.

Read the story in the links attached below and write a (4 pages maximum,  Arial 12 font, double spaced, MLA style) explaining the below questions:

  • I want you to delve deeper into the story. What lesson, moral, or universal truth is the author leading readers to?
  • What I really want you to show me is that you have an understanding of, and can give examples by name, (without re-telling the story)
  • Foreshadowing?
  • What kinds of Conflicts do you see? in other words, what’s driving the narrative (antagonist vs protagonist)?
  • Is there heavy use of Symbolism?
  • How many kinds of Irony can you identify (in its different forms)?
  • Is there heavy use of Motif?
  • Themes (what are the main ideas driving the narrative)?
  • Read “between the lines” and interpret what you think the story really means, or what philosophical ideas or universal truths the author is using the story to discuss.

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FAULKNER DEFINES POETRY AS “SOME MOVING, PASSIONATE moment of the human condition distilled to its absolute essence.

Please annotate this article to 8 paragraphs

FAULKNER DEFINES POETRY AS “SOME MOVING, PASSIONATE moment of the human condition distilled to its absolute essence.”[1] If we transcribe this essence into fiction, then the teller becomes the tale. Faulkner plays continually with narrative’s intrinsic subjectivity: from the disjointed, compulsive repetitions[2] of the Compson brothers in The Sound and the Fury to the equivocal, evocative fables of Absalom, Absalom!, he experiments with narrative strategy to portray the teller as the tale. “Barn Burning” dramatizes an intriguing variation of Faulkner’s narrative strategy–a “doubling” of perspective–in which an anonymous, omniscient narrator fuses with Sarty Snopes, the ten-year-old protagonist, to texture the story with a multiple narrative presence: the narrator; the young, traumatized Sarty; and the mature Sarty, whom the narrator evokes to ponder his tormented childhood “[l]ater, twenty years later.”[3] “Barn Burning” depicts a very straightforward plot: Abner Snopes, Sarty’s father, terrorizes his son and impels him prematurely toward manhood when Sarty must choose between the dictates of his own conscience and his father’s frontier justice. The narrator–a sophisticated, intellectual, and foremost poetic presence–absorbs and interprets Sarty’s anguish for the reader. The reader simultaneously experiences the terror-stricken child’s distress and the narrator’s rationalizing of Sarty’s suffering. This supple narrative strategy, an intricate intertwining of diverse levels of consciousness, compresses time to the poetic moment. R. Rio-Jelliffe states that “as the different viewpoints and voices intertwine, planes of time converge.”[4] For Faulkner, every moment contains the element of the past and the promise of the future: the protean narrator intermixes Sarty’s past, present, and future, and, by superimposing these layers of time on one another, “distills” this “moving, passionate moment … to its absolute essence.” According to Rio-Jelliffe, Faulkner reinvents the conventional narrative techniques of flashback, flashforward, and the suspended moment to capture and preserve not an instant of “timelessness” but a moment of “all-timeness” (pp. 101-102).

One pivotal moment of “all-timeness” occurs during the crisis when Abner strikes Sarty for desiring to testify against him at the trial which opens the story. Abner had threatened to torch Mr. Harris’s barn, but the Justice of the Peace hesitates to question Sarty, the only available witness. Instead of compelling the young boy to testify, against his father, the Justice of the Peace banishes Abner from town. That evening, as the Snopes family camps on their way to Major de Spain’s plantation, Abner–the “archetype of unsubmissiveness”[5]–displays his contempt for order, for community, by fueling his frugal fire with a fence railing, in lieu of twigs or underbrush:

a small fire, neat, niggard almost, a shrewd fire; such fires were his father’s habit and custom always, even in freezing weather. Older, the boy might have remarked this and wondered why not a big one; why should not a man who had not only seen the waste and extravagance of war, but who had in his blood an inherent voracious prodigality with material not his own, have burned everything in sight? Then he might have gone a step farther and thought that that was the reason: that niggard blaze was the living fruit of nights passed during those four years in the woods hiding from all men, blue or gray, with his strings of horses (captured horses, he called them). And older still, he might have divined the true reason: that the element of fire spoke to some deep mainspring of his father’s being, as the element of steel or of powder spoke to other men, as the one weapon for the preservation of integrity, else breath were not worth the breathing, and hence to be regarded with respect and used with discretion. (pp. 7-8)

According to Karl F. Zender, the narrator’s speculations about Abner’s pyromania not only project Sarty’s intellectual and moral maturity, but also direct the reader to an “active, intuitive, passionately engaged reading” of the story.[6] Zender insists that the narrator distinguishes between moments of “false” and “true” insight by shifting from “thought” to “divined” in this passage, by converting from an experiential to an intuitive understanding of human nature (p. 50). Certainly the narrator’s conjectures evolve from “wondered” to “thought” to “divined,” from doubtful speculation to prophetic insight, but the auxiliary verb “might” qualifies this entire process. Zender glosses over how the narrator distances the young Sarty deliberately from these speculations. The narrator proposes a series of plausible reasons for Abner’s malice–the havoc of war, moral deficiency, criminal instincts, even psychosis–but Sarty can never fathom his father’s evil. Rather, the narrator assigns a “truth,” some sense of meaning, to the evil afflicting the child.

Images of war haunt the narrator’s speculations, from Abner’s marauding during the War Between the States to the narrator’s ascribing of his militant code of honor. As the narrator ages Sarty from “older” to “older still,” this passage sweeps the youth not only towards maturity, but also towards the experience of battle. Sarty’s dilemma–“being pulled two ways like between two teams of horses” (p. 17)–enacts the classic conflicts of good versus evil, son versus father, and individual versus familial identity.[7] In the midst of these deliberations, the narrator hypothetically marches Sarty towards deeper insights into his father’s character–“then he might have gone a step farther.” Throughout “Barn Burning,” the narrator links movement to volition. In moments of crisis, such as when Mr. Harris calls on Sarty to testify against his father, Sarty yearns to escape but cannot flee from his “frantic grief and despair” (p. 4); the narrator likens Sarty’s peril to dangling “over a ravine,” grasping only a grape vine, “caught in a prolonged instant of mesmerized gravity, weightless in time” (p. 5). Sarty, petrified by fear, endures the terror of the sublime moment until Mr. Harris releases him (both literally and figuratively)–only then can Sarty seek anchorage in his “fluid world” (p. 5). As the narrator, however, speculates about Abner’s fascination with fire, he portrays Sarty as gradually asserting himself to progress from doubtful speculation to prophetic insight, from “wondered” to “thought” to “divined,” and ultimately to exert what Oliver Billingslea calls his “moral vision” (p. 303).

Edmond L. Volpe argues that Faulkner portrays Sarty’s “awakening sense of his own individuality” through the interplay of “two levels of consciousness”: “an adult narrator to translate the boy’s tensions and interpret the moral significance of his anxiety” and the child character to dramatize his distress.[8] The narrator’s quest to decipher Abner’s motiveless malignancy establishes a context for the violence that Abner inflicts on Sarty. The reader perceives Abner only through the eyes of his son, yet the narrator describes a satanic caricature–the depthless silhouette, the “stiff and implacable limp,” the “impervious quality of something cut ruthlessly from tin” (p. 10)–a burlesquing of evil markedly similar to what the reader perceives in the portrayal of the sinister Popeye in Faulkner’s brutal novel Sanctuary. Abner’s surreal presence symbolizes his son’s nightmarish existence, for Sarty has fallen “half asleep” by his father’s meager fire before Abner abruptly summons him to the starlit road, then strikes him: “His father struck him with the flat of his hand on the side of the head, hard but without heat” (p. 8). Susan S. Yunis argues that the narrator stifles Sarty’s pain by focusing exclusively on Abner and presenting his violence objectively. The narrator thus enacts a basic survival strategy for abuse: diminish the aggressor’s brutality by ignoring his victims.[9] Yet Faulkner’s intricate narrative strategy underscores Sarty’s trauma by distancing the reader aesthetically from the young boy’s “frantic grief and despair” (p. 4). Rather than objectifying and degrading Sarty, this dispassionate narrative imitates nightmare’s disembodiment and disorientation. The reader perceives the terror-stricken child’s suffering much more intensely through this manifold narrative perspective. Yunis assumes that the mature Sarty remains obsessed with his past, locked within an “endless” and unfulfilling narrative (p. 26). By discounting the narrator’s empathy for Sarty, Yunis misconstrues how the narrator establishes a context for Sarty’s trauma to intensify his tragedy. Regrettably, Yunis likens the narrator to the abusive, negligent men of the Snopes clan, then reviles “him” for controlling the reader’s animosity towards Abner (p. 24); this strident misinterpretation of the narrator’s poetic function–this distilling of the conflict between devotion and fear–severely underestimates the suppleness and complexity of Faulkner’s prose.

On the starlit road to the De Spain plantation, Abner castigates his silent son: “‘You’re getting to be a man. You got to learn. You got to learn to stick to your own blood or you ain’t going to have any blood to stick to you'” (p. 8). Abner rationalizes his dispute with Mr. Harris and the Justice of the Peace as sheer persecution: “Don’t you know all they wanted was a chance to get at me because they knew I had them beat?” (p. 8; emphasis added). Abner insists that his audacity incensed the prosperous landowner; he then demands, with the imperative interjection “Eh?” (p. 8), that his son confirm his interpretation of the hearing. The narrator intervenes at this crucial moment, disrupting the story’s immediacy to refer to the future, to Sarty’s maturity: “Later, twenty years later, he was to tell himself, ‘If I had said they wanted only truth, justice, he would have hit me again'” (p. 8). Time frames and narrative perspectives converge to form this poetic moment, this single glimpse of Sarty’s future. The narrator evokes the mature Sarty to offer us a glimmering of hope: somehow, despite horrendous odds, Sarty will survive “the terrible handicap of being young” (p. 9), will surpass his beleaguered childhood and mature into a worthy human being; somehow, Sarty will preserve his integrity, will escape the curse that his father inflicts on his family. Billingslea believes that Sarty reflects the idealism of the American Romantics, “the Emersonian blending of personal will with one’s fate” (pp. 288, 290). As the narrator had previously imagined Sarty’s comprehending of his father’s obsession with fire, this presence now evokes the mature Sarty–the inspiration for these imaginings–to thwart Abner’s threatening his young son’s integrity.

In his important book, The Play of Faulkner’s Language, John T. Matthews defines narrative as “perpetual tracings and retracings. … the trail is the destination,” for one does not seek to capture “truth” when creating fiction, but merely relishes the quest.[10] “Language,” for Faulkner, “embodies consciousness, it does not reveal it”; so, when he depicts a character resisting the narrative, refusing to speak, that character’s refusal becomes a “worded silence–a silence that corresponds most nearly to the space of writing” (pp. 16, 41). After Abner strikes his son and demands that he affirm his father’s perverse ideals, the narrator immediately evokes the mature Sarty; at the very moment when Abner compels Sarty to endorse his father’s version of events, to actively commit himself to his father’s ideals, the narrator opens a compact space of resistance in which Sarty can redefine his father’s eccentric vision. Young Sarty–repulsed by his father’s iniquity, yet powerless before his father’s implacable malice–hesitates to acquiesce. The narrator highlights Sarty’s profound reluctance by delaying the inevitable, the moment when the young boy must concede to his father’s wrath to survive. The narrator frustrates the power of language–Abner demands a positive, verbal confirmation from his son, not mere acquiescence–to empower Sarty, albeit temporarily, as he silently reappraises his father’s actions.

Rio-Jelliffe claims that Henri Bergson’s theory of the fluidity of time greatly influenced Faulkner’s narrative technique as he strove to create “moments of significance” that “empower words to speak in silence” (pp. 9899). By evoking the mature Sarty, the narrator uses this silent moment to depict the young boy as countering his father’s coercion, not with passive resistance but with a creative instant of self-realization. Throughout the story, the narrator stresses the young Sarty’s inability to articulate his “frantic grief and despair” (p. 4). Longing desperately to love and respect his father, the young Sarty cannot admit, even to himself, his father’s iniquity. Sarty’s lack of language signifies his vulnerability, “the terrible handicap of being young” (p. 9). He dare not think, much less voice, his own convictions, and he dare not dissent from his father’s point of view. The family’s itinerant lifestyle isolates Sarty from the world beyond his father’s control, and Abner stifles all opposition by compelling his family to be utterly dependent on him. Sarty’s father denies his son a separate identity: “‘You got to learn to stick to your own blood or you ain’t going to have any blood to stick to you'” (p. 8). Abner invariably squelches Sarty’s quest for individuality, for otherness, by quelling his attempts to define himself: the father silences the son to perpetuate his own image. Nevertheless, Sarty disrupts this disquieting silence repeatedly as he struggles to define himself against “the old fierce pull of blood” (p. 3). The narrator describes Sarty’s youth as a “terrible handicap … the light weight of his few years, just heavy enough to prevent his soaring free of the world as it seemed to be ordered but not heavy enough to keep him footed solid in it, to resist it and try to change the course of its events” (p. 9). Young Sarty’s inability to express himself, to use language to impart his own meaning to his existence, testifies to the power Abner wields over him: “But now he said nothing” (p. 8). The narrator, however, disrupts this power by evoking the mature Sarty to presage the ending of Abner’s reign of terror. The thirty-year-old man’s composure contrasts sharply with the ten-year-old boy’s insecurity. The man expresses the dissent that the boy feels so acutely but dares not state: the mature Sarty provides the young Sarty with a voice.

By evoking the mature Sarty, the narrator defuses, albeit fleetingly, Abner’s malignancy by relegating him to the past. Young Sarty grapples with his father’s iniquity to distinguish himself from “the old blood which he had not been permitted to choose for himself, which had been bequeathed him willy nilly and which had run for so long (and who knew where, battening on what of outrage and savagery and lust) before it came to him” (p. 21). Jane Hiles argues that “the deterministic language of the story … suggests that Sarty may be doomed to repeat the pattern established by his father.”[11] Hiles believes that Sarty cannot escape his savage heritage because he grapples with “instinct and intent” (p. 336). Hiles drastically simplifies Sarty’s dilemma because she underrates what Matthews calls the play of Faulkner’s language. According to Hiles, “Sarty’s inability to analyze his feelings emphasizes the subconscious nature of the boy’s conflict, explains his lack of insight into the dilemma that he faces, and justifies the role of the narrator … [as] interpreter and analyst” (p. 335). This reductive reading denies the narrator’s empathy with Sarty and flattens the intricate narrative presence by freezing the supple interplay between its multiple perspectives. Zender aptly refutes Hiles’s strident determinism by arguing that “a developmental reading limits our capacities as readers to those exhibited by Sarty himself: it allows us to see with Sarty, but not beyond him” (p. 52). Allusions to Darwinism pervade “Barn Burning” to portray Abner as an avatar of “latent ravening ferocity” (p. 7) and to dramatize the extent of Sarty’s peril. The narrator, however, continually undermines this devastating incarnation by showing Abner succumbing to the sheer passage of time. Sarty’s father cannot remain impervious to age; Abner’s graying brows, the “friction-glazed greenish cast” on his well-worn formal coat (p. 11), even the broken clock that comprised his wife’s dowry–all portend his diminishing influence, his limited resources, his inevitable demise.

In the holograph manuscript of “Barn Burning,” this single-sentence glimpse of Sarty’s future reads, “Later, 20 years later, he then was to tell himself “‘If I had said they wanted only truth, justice, he would have hit me again.'”[12] The adverb “then” marks this comment as a transition that connects the two time frames even as it intensifies the disparity, between them. Faulkner uses italics to show either shifts in time, as in Benjy’s section in The Sound and the Fury, or subconscious thought, as in Light in August. Here, the printing style appears to do both: the italics emphasize the emotional and intellectual distance separating the self-assured man from the insecure boy as the mature Sarty articulates a thought that the young Sarty shares unconsciously with him. Faulkner revised the story slightly for publication, so the version presented in the Collected Stories reads, “Later, twenty years later, he was to tell himself, ‘If I had said they wanted only truth, justice, he would have hit me again'” (p. 8). Faulkner stresses the strength and consistency of Sarty’s convictions by eliminating not only the adverb, which sharply divides his youth from his maturity, but also the italics, which imply subconscious thought. Faulkner’s revisions create a deliberate judgment by the mature Sarty that originated in, but remained unspoken by, the terror-stricken child.

In December 1938, a destitute Faulkner attempted to capitalize on his publisher’s interest in Flem Snopes by proposing an ambitious trilogy to chronicle this despicable character’s enigmatic career. Faulkner planned to begin this trilogy with the events depicted in “Barn Burning,” so Sarty appears as a pivotal figure in his synopsis.

[Flem Snopes’s] youngest brother tries to keep his father [Abner] from setting fire to his landlord’s barn, believes he has caused the father to be shot, and runs away from home, goes west, has a son which the other Snopes know nothing about.

Flem moves to town with his wife whose child pretty soon sees what a sorry lot Snopes are. She goes to New York (has money from her actual father) and is overseas in the War with ambulance corps, where she meets the son of the boy who ran away from home [Sarty], finds him a kinsman, finds how his father has tried to eradicate the Snopes from him. After the war she brings together this Snopes [Sarty’s son] and the daughter of a collateral Snopes who also looks with horror on Snopeses. She and her remote cousin marry, have a son [Sarty’s grandson] who is the scion of the family.

What this will tell is, that this flower and cream, this youth, whom his mother and father fondly believed would raise the family out of the muck, turns out to have all the vices of all Snopes and none of the virtues–rut

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