From mala!UICVM.UIC.EDU!LISTSERV Wed Nov 17 12:48:40 1993 X-Delivered: at request of kmcvay on oneb Return-Path:Received: by oneb.almanac.bc.ca (/\=-/\ Smail3.1.18.1 #18.33) id ; Wed, 17 Nov 93 12:48 PST Message-Id: Received: by mala.bc.ca (DECUS UUCP ///2.0/); Wed, 17 Nov 93 12:14:31 PST Received: from UICVM.UIC.EDU by MALINS.MALA.BC.CA (MX V3.3 VAX) with SMTP; Wed, 17 Nov 1993 12:10:39 PST Received: from UICVM.CC.UIC.EDU by UICVM.UIC.EDU (IBM VM SMTP V2R1) with BSMTP id 8669; Wed, 17 Nov 93 13:58:05 CST Received: from UICVM.UIC.EDU (NJE origin LISTSERV@UICVM) by UICVM.CC.UIC.EDU (LMail V1.1d/1.7f) with BSMTP id 7768; Wed, 17 Nov 1993 13:33:22 -0600 Date: Wed, 17 Nov 1993 13:33:09 -0600 From: BITNET list server at UICVM (1.7f) Subject: File: "HOLOCAUS LOG9308" To: Ken McVay Status: O ========================================================================= Date: Mon, 2 Aug 1993 10:35:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Centre for the Study of Propaganda [Date: Mon, 02 Aug 93 09:46:33 +0100 [From: pl2%ukc.ac.uk@uicvm.uic.edu [To: holocaus@uicvm [Subject: Centre for the Study of Propaganda The Centre for the Study of Propaganda is a new department at the University of Kent in Canterbury,England. Its Director is Professor David Welch who is also Professor of Modern European History. His recent publications include: 'The Third Reich: politics and propaganda.'London & New York. Routledge, 1993. The Centre is interested in all aspects of 20th Century propaganda particularly Nazi Germany. It has a small but growng collection of films and video tapes. For information contact: Professor David Welch The Centre for the Study of Propaganda Rutherford College University of Kent Canterbury Kent CT2 7NX England Telephone (0)44 227 764000 ext. 3472 or email Peter Lindley Associate Fellow PL2@UKC.AC.UK ========================================================================= Date: Mon, 2 Aug 1993 15:00:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Impact of Holocaust Museum [Date: Mon, 02 Aug 1993 11:05:17 -0700 (PDT) [From: "Sam Edelman, Ph.D." [Subject: Re: Holocaust Museum = too negative [To: HOLOCAUS%UICVM.BITNET@uga.cc.uga.edu Having Just returned from Israel only a day ago from meetings at Yad Vashem I wanted to comment on some of the discussion on the US Holocaust memorial museum .. I have seen the museum during the weeks before its opening and I have come to the conclusion that it offers a very important and crucial understanding of the Holocaust that no other museum offers--a kind of moral imperative which should underline all policy decisions. Yad Vashem and I hope the New Museum in New York (the Jewish Heritage Museum under the direction of David Altshuler) offer a very different and equally important service by covering the specifics Of Jewish response in a significant manner. Weisenthal in LA too offers another approach which is crucial dealing with the continuation of prejudice and hate even in our own society. Each museum quite rightly is cutting out for themselves important niches in our understanding of the Holocaust. I am coming to appreciate these efforts more and more. Sam Edelman of Jewish response in a significant manner--wei ========================================================================= Date: Wed, 4 Aug 1993 13:12:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Death Camps in Poland [Date: Tue, 03 Aug 1993 23:49:39 +0000 (WET) [From: JUREK%vaxph.mpi-stuttgart.mpg.de@uicvm.uic.edu [Subject: Re: death camps in Poland [To: holocaus%uicvm.bitnet@uchimvs1.uchicago.edu Since only one person taking part in this particular discussion mentioned any sources pertaining to it, let me offer a brief fragment from one of the quoted books: Yisrael Gutman and Shmuel Krakowski, "Unequal Victims. Poles and Jews During World War II" (New York: Holocaust Library, 1986). p. 1 of Preface: "Of course, one cannot charge the Poles with the responsibility for the Holocaust and the Jewish tragedy during World War II. The Poles did not plan, initiate, nor carry out the destruction of the Jews. There is also no solid basis for the argument that the Germans chose Poland, as the site for the establishment of the death camps because the Poles were known for their anti-Semitism and therefore could be counted on for collaboration in the process of the destruction of the Jews. The truth is that the Nazis evidently chose areas of Poland as the murder site because millions of Jews lived in that country; Poland was under an absolute occupation force; and, finally, in Poland, far from the heart of Europe, it was easier to cover up the murder and to carry it out under conditions of secrecy." Jerzy Remigioni, Stuttgart ========================================================================= Date: Wed, 4 Aug 1993 13:17:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Chomsky on the Holocaust [Date: Tue, 3 Aug 1993 18:13:37 -0400 (EDT) [From: Cecelia A Clancy [Subject: Chomsky on the holocaust (fwd) [To: holocaus%UICVM.BITNET@uchimvs1.uchicago.edu There was recently quite a long and protracted discussion of Noam Chomsky on another list, the Progressive Jewish Mailing List. The following forward can add to the discussion that was here. -- Cecelia muller+@pitt.edu ---------- Forwarded message ---------- Date: Wed, 7 Jul 93 15:14:04 -0400 From: Asa Kasher To: Multiple recipients of list Subject: Chomsky on the holocaust For Chomsky's views of the so-called "Faurisson affair", one has to consult, first and foremost, Chomsky's own writings. In an interview (26 October 1981), published under the title "The treachery of the intelligentsia: A French travesty," in Chomsky's collection of interviews LANGUAGE AND POLITICS (edited by C.P. Otero, Black Rose Books, Montreal and New York, 1988), pp. 312-323, one reads: "Perhaps I should clarify, once again, that my statement was not written as a preface to the book, which I did not know existed, and that I asked to have it withdrawn, though too late to affect publication a few weeks after I wrote it, a fact that has been subjected to much absurd and malicious comment in the French press..." "My interest in this affair has been quite limited. I was asked to sign a petition calling on authorities to protect Faurisson's civil rights, and did so. I sign innumerable petitions of this nature, and do not recall ever having refused to sign one. I assumed that the matter would end there. It did not, because *a barrage of lies* in France, claimed, among other absurdities, that by defending Faurisson's civil rights I was defending his views. I then wrote the statement mentioned before. This and similar comments of mine evoked a new wave of falsification." "There is no space here to review the record of lies and deceit about my alleged views... [M]y involvement in the Faurisson affair... consists of signature to a petition, and, after that, response to lies and slander. Period." "My own view is that there are no reasonable grounds to doubt the existence of gas chambers.... The claim that there were no gas chambers seems to me highly implausible, and the denial of the holocaust, completely so... I see no need to investigate further." "Nazism was unique in its horrors, perhaps without historical precedent, as I have often written." Asa Kasher (Philosophy, Tel-Aviv University) ========================================================================= Date: Wed, 4 Aug 1993 14:48:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Choice Book Reviews --------------------Choice On-Line Reviews ----------------------------------- Neo-Fascism in Europe ed. by Luciano Cheles, Ronnie Ferguson, and Michalina Vaughan 299 pages 1991 Longman $19.95 ISBN: 0-582-03951-7 Reviewed in: Choice, vol. 29 no.2 1991oct Review: This collection of essays provides an assessment of radical right political movements and parties presently active in Western Europe. In addition to examining the none-too-bright prospects of neofascism in Britain, France, Germany, and Italy, contributors offer accounts of the Portugal (coverage of Belgium and the Netherlands would have been helpful too). Beyond the country-by-country review, there are separate papers on such themes as neofascist propaganda techniques and Holocaust revisionism. The authors contribute to an understanding of neofascism in a number of ways. For instance, they note the surprising expression of interest in the Strasser brothers (the anti-Hitler Nazis) among many contemporary neofascist writers. The essay on the British National Front documents Arab funding for various racist and anti-Semitic enterprises in the UK and elsewhere. There is a growing interest in and a developing literature about right-wing extremism in the contemporary world. Another collection, Right-Wing Extremism in Western Europe, ed. by Klaus von Beyme, appeared in 1988, and more books are in the works. Upper-division undergraduates. Reviewer: Weinberg, Leonard Reviewer affil: University of Nevada, Reno ------------------------------------------------- Jewish settlement and community in the modern western world: [v.1], ed. by Ronald Dotterer, Deborah Dash Moore, andSteven M. Cohen. - 218pp Susquehanna University 1991 Available:(Dist. by Associated University ISBN 0-945636-13-X, Price: $29.50- Reviewed in: Choice, vol. 29, no.03 1991nov- Review: An important collection of essays by leading scholars engaged in Christian-Jewish dialogue that share, from their perspectives, the meaning of the controversy surrounding the building of a Carmelite convent at the site of the Auschwitz camp. The editors posed three questions to the contributors. First, how does the Auschwitz convent controversy and its seeming resolution reflect and affect the most important issues in Jewish-Christian relations? Second, in both the Jewish and Christian traditions, what needed to address the issues in ways that might improve those relationships? Third, are there lessons Jews and Christians can learn as a result of this controversy? The editors, in raising these questions, work on the thesis that the Christian claim of the "new " covenant superseding Judaism's "old " covenant helped make the Holocaust happen by inciting anti-Jewish contempt in which Nazism would later flourish. That flourishing implicates Christianity in a twisted road that led to Auschwitz, which, in turn, made the Carmelite convent problematic and controversial. The volume also includes an interesting interview with Elie Wiesel. The essays should be read along with Wladyslaw T. Bartoszewski's The Convent at Auschwitz (1991). For graduate and undergraduate libraries. Reviewer: J. Fischel, ------------------------------------------------- Abrahamsen, Samuel Norway's response to the Holocaust 207 pages 1991 Pub. name: Holocaust Library $21.95 $13.95 ISBN: 0-89604-116-6 ISBN: 0-89604-117-4 Reviewed in: Choice, vol. 28 no.10 1991jun Review: Until now, there has never been a full, documented historical study ofthe experiences of Norway's Jews during WW II. Abrahamsen's monograph fills this niche admirably. A native Norwegian of Jewish background who achieved eminent academic stature in postwar America, the author provides a detailed narrative of the Norwegian Jews facing the Holocaust, drawn primarily from contemporary Norwegian Norway's small Jewish community, the rise of the Quisling Nazi Party there, and the growing persecution of Jews after the German invasion and occupation. Nearly half of the Norwegian Jews were ultimately deported to Auschwitz, where they died, while the rest were heroically smuggled to safety in Sweden with the aid of the Norwegian Resistance. Their story in Norway is one of both tragedy and survival. Accompanied by an extensive bibliography and appended documents, the book is highly readable and should long remain the definitive study of the fate of Norway's Jews at Nazi hands. Recommended for graduate, undergraduate, and public libraries. Reviewer: Smemo, Kenneth Reviewer affil: Moorhead State University ------------------------------------------------- Reno, Janet Ishmael alone survived 171 pages 1990 1991 Bucknell UP Distributor: Associated University Presses $29.50 ISBN: 0-8387-5171-7 Reviewed in: Choice, vol. 28 no.10 1991jun Review: Reno, who has taught English and American literature at Howard, George Mason, and Catholic University of America, examines Moby-Dick as a survivor's narrative, focusing on the psychological need of Ishmael to tell his story as sole survivor of the tragedy of the Pequod. She asserts that the reader must accept Ishmael as the fictional author of the novel and as completely distinct from Melville. survivors Bruno Bettelheim and Viktor Frankl among others, Reno contends that Ishmael must tell his digressive tale in order to come to terms with the tragedy, heal himself, and get on with his life. Her interpretation demonstrates that Moby-Dick, seemingly flawed in its structure as a novel, may be viewed as a tightly structured survivor's narrative. The adequate index, chapter notes, and bibliography contain, not surprisingly, many more references to psychological than to literary studies. The book could prove useful to upper-division undergraduate or graduate students interested in unique interpretations of Moby-Dick or in the structure of the survivor's narrative. Reviewer: Mayer, Glenn A. Reviewer affil: SUNY College at Oneonta --------------------- Genocide: a critical bibliographic review. v.2, ed. by Israel W. Charny. - 432p- Facts on File 1991.- ISBN 0-8160-2642-4, Price: $65.00- Reviewed in: Choice, vol. 29, no.06 1992feb- Review: This is a worthy sequel to the first volume of this series (CHOICE, Dec'88), a pioneering work. Besides a "General " category, the essays and bibliographies are arranged according to three broad themes: "Denial of the Holocaust and the Armenian Genocide, " "Law and Genocide, " "Educating about the Holocaust and Genocide. " All the essays are analytic and penetrating, and the bibliographies are really critical, but the most stimulating are those in the "Denial " category, the two essays on the museums and memorials of the Holocaust, and that on the language of genocide. A good index brings all titles, authors, and bibliographic entries. Surprisingly, no indication is found on either the spine or the front cover that this is Volume 2, which may mislead the casual reader into assuming that it is merely a revised edition. Highly recommended for all college libraries and for special Judaica and Holocaust collections. Reviewer: D. Kranzler, Reviewer affil: Queensborough Community College, CUNY- ========================================================================= Date: Thu, 5 Aug 1993 09:19:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Unequal Victims [Date: Wed, 4 Aug 1993 17:52:34 -0400 (EDT) [From: Cecelia A Clancy [Subject: Unequal Victims [To: Holocaust List > [Date: Tue, 03 Aug 1993 23:49:39 +0000 (WET) > [From: JUREK%vaxph.mpi-stuttgart.mpg.de@uicvm.uic.edu > [Subject: Re: death camps in Poland > [To: holocaus%uicvm.bitnet@uchimvs1.uchicago.edu > > Yisrael Gutman and Shmuel Krakowski, "Unequal Victims. Poles and Jews > During World War II" (New York: Holocaust Library, 1986). And when is anybody going to write "Unequal Victims. Germans and Jews"? > p. 1 of Preface: > > "Of course, one cannot charge the Poles with the responsibility for > the Holocaust and the Jewish tragedy during World War II. The Poles > did not plan, initiate, nor carry out the destruction of the Jews. > There is also no solid basis for the argument that the Germans chose ^^^^^^^ > Poland, as the site for the establishment of the death camps because Oh, so *I* chose Poland, as the site..... I mean, I *AM* one of the Germans, am I not? > the Poles were known for their anti-Semitism and therefore could be > counted on for collaboration in the process of the destruction > of the Jews. The truth is that the Nazis evidently chose areas of ^^^^^ Oh, now Gutman and Krakowski get it right. Why couldn't they have gotten it right the first time. Anybody who thinks I am being oversensitive is themselves being too undersensitive. For example, how many Jews, when reading the Gospel of John, feel personally offended, personally attacked, personally belittled, or something similar, whenever they read passages about the crucifixion and related events about how "the Jews" did this or that to Jesus or of how the apostles hid in the upper room, not daring to go out, as John puts it, "for fear of the Jews." And as another example, what if you had to sit in a high school or college class and have to listen to an Anglophile teacher or professor lecture on the British colony of Palestine during the 1930's and 1940's continually refer to "the Jews" blowing up the King David Hotel and to "the Jews" mudering four of the Crown's finest. What if you had no Hillel Foundation or ADL to go to complain about a professor saying "the Jews" when she/he should be saying "the Irgun"? What if it was so "popular" out in society in general to at worst, hate the Jews or scorn them or make them the butts of jokes, and at least, not care the least bit about how any of the Jews feel about how Jewish-relalated material is presented in class that you felt that it would be no use even talking to the professor or department chair about it? You would just have to "take it", now wouldn't you? And what do you think that would do to you over a period of many years - to include your formative years? I have had to "take it" for years and will take it no more. I have every right to speak up against the use of the word "German" in contextes where the words "Nazi" or "SS" would be far more appropriate. Let's be careful about how we throw around words like "German", "Pole", "Ukrainian", etc. -- Cecelia muller+@pitt.edu ========================================================================= Date: Thu, 5 Aug 1993 11:38:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Demjanjuk [Date: Thu, 05 Aug 1993 10:11:31 -0600 (CST) [From: MCLEODJ%sask.usask.ca@uicvm.uic.edu [Subject: Demjanjuk [To: Holocaust List <@cunyvm.cuny.edu:holocaus@uicvm.bitnet> Isn't the news hype currently being orchestrated around John Demjanjuk by the North American media fixating on the wrong issue -- or rather a non-issue? The recent U.S. court decision decreed that this man should be returned to the U.S. in connection with the extradition order that originally sent him to Israel. Demjanjuk was originally stripped of his U.S. citizenship and ordered to be deported -- presumably back to the Ukraine in the USSR -- because, when he applied for immigration to the U.S. he had lied about his Nazi and SS past (and NOT because he might or might not have been Ivan the Terrible). My understanding is that it was AFTER his loss of U.S. citizenship that Israel stepped in and, in effect, said: "How about deporting him to Israel to stand trial?" If he had been a U.S. citizen, it would have been reasonable -- indeed indisputable unarguable -- that he should return to the U.S. after his acquittal in Israel. If the clock is to be put back, shouldn't it be to the period between the revocation of his U.S. citizenship and the Israeli application for extradition? Is it a symptom of the new U.S. way of life, i.e. a pre-occupation with litigation and a Big Brother mentality, that they should have the audacity to request one sovereign country, Israel, to send a person of another nationality, Ukrainian, to appear before a U.S. court on a matter that has become totally redundant? John McLeod ========================================================================= Date: Thu, 5 Aug 1993 11:40:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Budapest Anne Frank School wants contacts From: IN%"JEWISHNT@BGUVM.BITNET" "JEWISHNT - Jewish Global Information Networ k Project" 4-AUG-1993 18:10:37.74 Date: 03 Aug 1993 07:41:29 -0700 (PDT) From: Judy Eber Subject: Re: Jewish Networking in Hungary: The Past and Future Cultural Journal To: JEWISHNT - Jewish Global Information Network Project When in Budapest 3years ago I met with the Principal of The Anne Frank school. Would be very interested in pursuing communication with students there (and/or any other schools) and students participating in the GesherNet project in Los Angeles. Judy Eber To: viner@bguvm.bitnet From: PERES_AG@lsa.lan.mcgill.ca Date: 3 Aug 93 11:53:54 Subject: GJN - Hungary Shalom, I'd like to help ( with limited free time ). My mother tongue is Hungarian, would it be at any help? I will also write to Laszlo. Agi ************************************************************************* * * * * * * * ************************************************************************* Dov Winer Ben Gurion University Internet : viner at bguvm.bgu.ac.il ========================================================================= Date: Thu, 5 Aug 1993 16:01:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Re: Demjanjuk [Subject: Re: Demjanjuk [To: HOLOCAUS%UICVM.BITNET@uga.cc.uga.edu [Date: Thu, 5 Aug 1993 13:58:52 -0400 (EDT) [From: Eliot Friedman John McLeod asks> > Isn't the news hype currently being orchestrated around John Demjanjuk by the > North American media fixating on the wrong issue -- or rather a non-issue? Th e > recent U.S. court decision decreed that this man should be returned to the U.S .. > in connection with the extradition order that originally sent him to Israel. > Demjanjuk was originally stripped of his U.S. citizenship and ordered to be > deported -- presumably back to the Ukraine in the USSR -- because, when he > applied for immigration to the U.S. he had lied about his Nazi and SS past (an d > NOT because he might or might not have been Ivan the Terrible). My > understanding > is that it was AFTER his loss of U.S. citizenship that Israel stepped in and, in > effect, said: "How about deporting him to Israel to stand trial?" > If he had been a U.S. citizen, it would have been reasonable -- indeed > indisputable unarguable -- that he should return to the U.S. after his acquitt al > in Israel. If the clock is to be put back, shouldn't it be to the period > between > the revocation of his U.S. citizenship and the Israeli application for > extradition? Is it a symptom of the new U.S. way of life, i.e. a pre-occupati on > with litigation and a Big Brother mentality, that they should have the audacit y > to request one sovereign country, Israel, to send a person of another > nationality, Ukrainian, to appear before a U.S. court on a matter that has > become totally redundant? Nobody's going to argue that the US isn't overly litigous. There does seem to be some confusion over why Ivan the [some degree of evil other than terrible] is coming back. Apparently, US Dept. of Justice officials made some "errors" in their initial investigation of Demanjuk. While it seems unlikely that these errors will warrant reinstatement of his citizenship, due process (something we pay a lot of attention to) requires that the case be reviewed. Strangely enough, Demanjuk's civil rights may have been violated. Plenty of lawyers will be more than willing to help Demanjuk sue the DOJ. Even though I doubt he'll ever be a citizen again, it's entirely possible Demanjuk (or his heirs, considering how slowly these cases progress) will become rich from these proceedings. A truly Kafkaesque ending to his trial. -Eliot ekfriedm@thama1.apgea.army.mil ========================================================================= Date: Thu, 5 Aug 1993 16:49:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: H-Net Job postings H-Net Job Guide August 4, 1993 [this list may be copied and circulated; please send announcements of new jobs to: H-NET@uicvm] This week: 13 jobs; 423 lines 1. African American Studies, Director * College of Charleston 2. American Legal History * Federal Judicial Center * DC 3. European Social History * Ball State U * Indiana 4. General History * Utah Valley State College 5. History * Horry-Georgetown Technical College * So Carolina 6. Latin American History * U of New Mexico 7. Library: Archivist * Vanderbilt U Medical Center * Tenn 8. Library: Special Collections Curator * Penn St U Harrisburg 9. Modern European History * Augsburg College * Minnesota 10. Political Science-History Georgia Military College 11. Publications Director Missouri Historical Society 12. Race -- Ethnic Studies Program Director U of Redlands 13. American History, 20c Roosevelt University * Illinois **************** 1. African American Studies, Director College of Charleston Director, The Avery Research Center For African American History & Culture and Director of the African American Studies Program Applications and nominations are invited for a distinguished scholar and administrator to lead two distinct but closely associated programs at the College of Charleston. The Avery Research Center for African American History and Culture, an archives and museum established seven years ago, functions to preserve and make public the heritage of the African Americans of the Low Country of South Carolina. The purpose of the Research Center is accomplished through continuing collection development, conferences, forums, exhibits and community outreach. The main focus of the African American Studies Program, established in 1992, is an undergraduate minor in African American Studies. The College of Charleston, the 13th oldest college in America, has approximately 9000 students and 300 faculty members. Charleston and the Low Country of South Carolina remain the focus of national and international study concerning the history and culture of African Americans. As the Director of the Avery Research Center, the administrator reports to the Dean of Libraries and is responsible for the day-to-day operations of the Research Center, including supervision of four staff members; the development, preservation and processing of archival collections; museum education and public programs; and fund raising and grant writing. As the Director of the African American Studies Program, the faculty member reports to the Dean of Humanities and Social Sciences and is responsible for curricular planning and staffing in African American Studies. The Director administers the program budget and teaches in the program. Applicants must have appropriate graduate degrees for an appointment in an academic department of the College of Charleston. Specialty area is open although evidence of scholarship, teaching or other work experience in African American studies is required. The review of applications will begin on September 1, 1993, although applications will continue to be received until the position is filled. An appointment may be made as early as January 1, 1994. Rank and salary are open. Salary from $50,000. Please send the names of three references and a curriculum vitae to Dr. David Cohen, Dean of Libraries, College of Charleston, Charleston, SC 29424. ********************** 2. American Legal History Federal Judicial Center DC History: American Legal History. The Federal Judicial History Office of the Federal Judicial Center has an opening for an Associate Historian. The Office provides historical services to the judicial branch, the academic community, and the public. Responsibilities include producing research and reference tools and may involve consulting on archival issues or conducting oral history interviews. Qualifications: Ph.D. in American legal or constitutional history. Legal training, oral history and archival experience are highly desirable. Applicants should also possess knowledge of the history of the federal court system, familiarity with computerized data base, demonstrated oral and writing skills; evidence of successful scholarly publication; and experience in collaborative scholarly research efforts. Salary range to $55,000 depending upon demonstrated qualifications and experience. Civil Service rating is not required. All federal government benefits are applicable. To apply, send your resume with cover letter highlighting relevant experience and qualifications to: Federal Judicial Center, Attention: Personnel Office (Ann#93-15), One Columbus Circle, N.E., Washington, D.C. 20002. Applications without cover letters will not be considered. Please include the names of three references. Review of applications is on going. Position will remain open until filled. EOE. ******************************* 3. European Social History Ball State U Indiana History: European Social History, Ball State University, Muncie, Indiana. The Department of History seeks to fill a tenure-track position in European Social History since 1500 with specialties in one or more of the following areas: Women's History, Family History, Historical Demography, History of Science, History of Medicine. Teaching responsibility will include survey courses in Western Civilization and/or World Civilization in addition to specialty courses. Minimum Qualification: ABD in History with a major area in European Social History (degree must be completed by August 22, 1994). Preferred Qualifications: Ph.D. in History with a major area in European Social History; publications; teaching experience at the college or university level. Position begins fall semester 1994. Rank and salary are negotiable. Review of credentials will begin on November 1, 1993, and continue until the position is filled. Send credentials to Dr. Raymond White, Social History Search Committee, Ball State University, Muncie, Indiana 47306-0480. Credentials must include current vitae, graduate transcript, and three letters of recommendation. Ball State University is an Equal Opportunity, Affirmative Action Employer and is strongly and actively committed to diversity within its community. ************************************************************ 4. General History Utah Valley State College History: Instructor. Tenure track position available at Utah Valley State College in Orem, Utah. Requires an earned master's (a doctorate preferred) in Ancient, Medieval and Modern World Civilization with specialization in one or more of the following: Latin America, Middle Eastern African or Asian History, History of Science, and two years' teaching experience in a college or university. Screening begins August 20, 1993. Position will remain open until a candidate is found. For application and information, contact Personnel Services, 801/222-8000, extension 8207. UVSC is an accredited college serving 10,000 students. We especially encourage women and minorities to apply. AA/EOE. ************************************************************* 5. History Horry-Georgetown Technical College So Carolina HORRY-GEORGETOWN TECHNICAL COLLEGE The College is a dynamic and progressive comprehensive two-year community/technical college located ten miles from Myrtle Beach, South Carolina. Myrtle Beach is the center of South Carolina's ``Grand Strand'', a 60-mile stretch of beaches extending between the North Carolina border and historic Georgetown, South Carolina. The Grand Strand offers vacation, vitality and variety with its white sandy beaches, famous restaurants and 80 golf course. In the last few years, the Grand Strand has experienced unprecedented growth in tourism, population and economic diversity, revealing that this resort area is one of the fastest growing counties in the United States. The College is a state supported institution that is fully accredited by the Southern Association of Colleges and Schools (SACS), offering 34 programs on the Associate Degree, Diploma and Certificate levels. The full-time student FTE is 2,000 with a full-time faculty and staff and 180. Horry-Georgetown Technical College invites qualified applicants to apply for the following positions: History Instructor - Must have completed at least 18 graduate semester hours in history and hold a Master's Degree OR hold the minimum of a Master's Degree with a major in history; Ph.D. preferred. Position available immediately. Salary commensurate with education and experience. Submit cover letter, resume and transcripts to: Personnel Office, Horry-Georgetown Technical College, Post Office Box 1966, Conway, SC 29526. Applications will be accepted until the positions are filled. EOE/AA. ************************************************************* 6. Latin American History U of New Mexico History: Pending administration approval, the University of New Mexico Department of History seeks applicants for a tenure-track, entry-level position as Assistant Professor, specializing in Latin American History, beginning August 15, 1994. Minimum qualifications: Ph.D. completed by August, 1994; teaching experience and ability to offer courses on the history of Brazil; ability to advise and direct graduate student work. Desirable qualifications include research emphasis in social history and ability to teach courses on the Southern Cone. Send letter of interest, vita, written work, and three letters of reference to: Jonathan Porter, Chair, Department of History, University of New Mexico, Albuquerque, New Mexico 87131-1181. Consideration of applications will begin September 20, and close October 4, 1993. EEO/AA. ******************************* 7. Library: Archivist Vanderbilt U Medical Center Tennessee Library: Vanderbilt Medical Center Library invites applications for the position of Archivist in its division of Collections Management. Reporting to the Special Collections Librarian, the appointee will plan, develop and manage the Medical Center Archives, utilizing the latest electronic technologies, and will assist patrons in their use. The position requires an ALA-accredited MLS or MA in history or acceptable equivalent, and at least four years of relevant professional experience. A strong history or science background and certification by the Academy of American Archivists are preferred. Experience with automation is highly desirable. Salary negotiable. For first consideration, send letter of application, resume and names of three references to T. Mark Hodges, Director, Medical Center Library, Vanderbilt University, Nashville, Tennessee 37232-2340, by 31 August 1993. Call 1-800-288-0110 for more information. AA/EEO employer. ******************* 8. Library: Special Collections Curator Penn St U Harrisburg Library: Special Collections Curator. Pennsylvania State University Harrisburg is seeking an experienced, service-oriented librarian or archivist to organize, manage, preserve, and develop the Alice Marshall Women's History Collection and other special collections which may be acquired in the near future. The Curator may also participate in the provision of general reference service. Responsibilities: Develop policies and procedures for acquisition, arrangement and description, reference and access, and preservation of special collections; develop donor, patron and colleague relationships; promote collections to students, scholars, and other constituencies through reference service lectures and presentation, publications and exhibits; initiate MARC-AMC cataloging; secure grants and solicit other outside support; select, train, supervise and evaluate personnel; plan for future physical facilities, staffing, and other needs; provide general reference service. Qualifications: MLS from ALA-accredited program or a master's degree in history or related area; archival coursework and experience in an archives or manuscript repository; demonstrated archival management, communication and interpersonal skills, ability to direct the work of staff and promote special collections programs effectively; experience or familiarity with manuscript cataloging using the MARC-AMC format; familiarity with appropriate database management and word processing software. Preferred: Background or interest in American history or women's studies, significant experience with donor relations, fund-raising and grant writing experience, evidence of professional and scholarly activity. Salary and rank: Dependent on qualifications, minimum $29,000. Benefits include liberal vacation, excellent insurance packages, state or TIAA/CREF retirement options, and educational privileges. Formal review of applications will begin September 20, 1993 but applications will be accepted until the position is filled. Applicants should submit letter of application, resume, and names, addresses and phone numbers of at least three references to Chair, Special Collections Curator Search Committee, c/o Human Resources Office, Box CHE, Penn State Harrisburg, 777 West Harrisburg Pike, Middletown, Pennsylvania 17057-4898. Affirmative Action, Equal Opportunity Employer. Women and Minorities Encouraged to Apply. ***************************************************************** 9. Modern European History Augsburg College Minnesota MODERN EUROPE. The Department of History, Augsburg College, Minneapolis, seeks candidates for a tenure-track appointment at the assistant professor level beginning September 1994. Preferred specialty in social and/or intellectual history. Desirable second field in British history. Teaching responsibilities include Western Civ survey, upper division courses in specialty, and senior research seminar. These duties include some Weekend College assignments. Ph.D. and evidence of teaching excellence required. Salary range in high $20,000s. Excellent benefits package. Send letter of application, c.v., and three current letters of recommendation to: Personnel Department, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. AA/EOE. Qualified persons of color and women are strongly encouraged to apply. Deadline: 30 November 1993. 10. Political Science-History Georgia Military College Political Science/History: Instructor/Assistant Professor. Full-time, nine-month renewable contract. Teach American Government and history and world history survey courses. Minimum qualifications: Ph.D. preferred. If M.A. degree, at least 18 graduate hours in Political Science and 18 graduate hours in History required. Deadline for applying: August 16, 1993. Position available September 1993. Send resume, three references and college transcripts to Personnel Office, Georgia Military College, 201 East Greene Street, Milledgeville, Georgia 31061. AA/EOE. ************************************************************* 11. Publications Director Missouri Historical Society Publications: Director of Publications. The Missouri Historical Society seeks a highly motivated professional to direct its publications program. This senior level staff position will oversee the Missouri Historical Society Press and the Society's quarterly magazine, Gateway Heritage. The individual will supervise a staff of four including the book editor, the magazine editor, a copy editor, and an office administrator as well as occasional research interns. The director of publications will be responsible for soliciting and reviewing proposals and manuscripts for the newly established Missouri Historical Society Press, developing financial plans for the press and negotiating necessary contracts. The Press, which publishes three to four books annually, was created to publish books on St. Louis and Missouri themes, exhibition and special catalogues, reprints of selected monographs and annotated archival material. The individual will also be responsible for soliciting articles for Gateway Heritage by attending history conferences and networking with historians and academics. The successful candidate will have strong management and interpersonal skills, experience in project management, and proven financial planning and budget administration experience in the publications field. Individual should also have an awareness and broad interest in history. The person hired will work with both traditional and non-traditional historians. Competitive salary commensurate with experience. The candidate should also have a degree in history, anthropology, or a related field with an MA and/or Ph.D. preferred. Excellent interpersonal skills are necessary as is five or more years of related experience with increasing administrative responsibilities. Immediate opening. Please submit a letter of application and resume to Madge Buchanan, Human Resources, Missouri Historical Society, P.O. Box 11940, St. Louis, Missouri 63112-0040. An Equal Opportunity Employer. *********************** 12. Race -- Ethnic Studies Program Director U of Redlands State: California search reopened The University of Redlands seeks an energetic teacher-scholar to provide new vision and dynamic leadership to its interdisciplinary Race and Ethnic Studies Program. Standard teaching load is three courses per semester. The Director will teach two-thirds time, with one-third released time for administrative duties. The latter will include developing and expanding course offerings in the Program and coordinating Program-related activities with other relevant areas of the university. Rank and Salary: Assistant or Associate Professor; tenure-track. Salary is competitive and commensurate with experience. Qualifications: Ph.D., demonstrated teaching excellence, and commitment to undergraduate liberal education. The successful candidate must also possess the personal and administrative skills necessary to work well with colleagues across the university. Although not a necessary condition, relevant administrative, curriculum, or program development experience would be extremely helpful. Primary field of specialization: open. However, candidates in African-American Studies, Asian-American Studies, Chicano/Chicana Studies, Economics, English, History, Latino/Latina Studies, Modern Languages, Native American Studies, Philosophy, Sociology, or Women's Studies are particularly encouraged to apply. Candidates specializing in area studies should designate a departmental affiliation. Applications should include curriculum vitae and a statement of interest indicating particular qualifications for this position. Candidates should arrange to send graduate placement dossier including at least three letters of recommendation. Address applications and inquiries to: Robert Hudspeth; Chair, English Department; University of Redlands; 1200 E. Colton Ave.; Redlands, CA 92373-0999. Consideration of applications will begin September 15, 1993 and will continue until the position is filled. The University of Redlands is an Equal Opportunity Employer. Women and members of minority groups are especially encouraged to apply even if their career paths are unconventional. The University of Redlands is a private, selective, liberal arts university enrolling approximately 1500 undergraduates in the College of Arts and Sciences. Located in a region of growing ethnic and cultural diversity 65 miles east of Los Angeles, the University seeks to create a multicultural community that encourages interdisciplinary and cross-cultural studies. The University's Alfred North Whitehead Center enrolls approximately 2200 adult learners pursuing undergraduate and graduate degrees. Both programs emphasize liberal education as the foundation of more specialized programs of study. ************************************* 13. American History, 20c Roosevelt University Illinois ROOSEVELT UNIVERSITY POSITIONS IN THE COLLEGE OF ARTS & SCIENCES Roosevelt University is an independent metropolitan university with the main campus in downtown Chicago and a growing branch campus in suburban Arlington Heights, Illinois. The University is engaged in a capital campaign - the Roosevelt University Renaissance - which includes plans for significant expansion and development of the branch campus. Five colleges offer bachelor's and master's degree to over 6,300 full-time and part-time students. Teaching load for all positions is 7 courses during 2 semesters. The University invites applicants for the following positions: U.S. History: tenure track, assistant professor level, beginning either January or August 1994. Teaching generalist needed with primary field in twentieth century (with ability to teach period of FDR). Ability to teach colonial history would be an advantage. Teaching experience and publications desirable. Teaching responsibilities will be primarily at our suburban campus. For the history position, send curriculum vitae, letter outlining professional interests, three letters of recommendation, and graduate school transcript by October 1, 1993 to: Dennis Temple, Director, School of Liberal Studies, Roosevelt University, 430 S. Michigan Avenue, Chicago, Illinois 60605. Screening of applicants will begin immediately and continue until a successful candidate has been identified. Roosevelt University is an Equal Opportunity, Affirmative Action Employer ********end of listings August 4, 1993 ********************* ========================================================================= Date: Thu, 5 Aug 1993 16:55:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Death Camps in Poland [Date: Thu, 5 Aug 1993 16:14:30 -0400 (EDT) [From: Cecelia A Clancy [Subject: re: Death Camps in Poland [Sender: Cecelia A Clancy [To: Holocaust List > [Date: Tue, 03 Aug 1993 23:49:39 +0000 (WET) > [From: JUREK%vaxph.mpi-stuttgart.mpg.de@uicvm.uic.edu > [Subject: Re: death camps in Poland > [To: holocaus%uicvm.bitnet@uchimvs1.uchicago.edu > > There is also no solid basis for the argument that the Germans (sic) > chose Poland, as the site for the establishment of the death camps > because the Poles were known for their anti-Semitism and therefore > could be counted on for collaboration in the process of the destruction > of the Jews. In this vein, may I say that in a survivor tape that I am now transcribing as part of an oral history project, the survivor, whose first name is Alexander, goes off at one point onto a tangent of how bad the Poles he had contact with while growing up in eastern Europe were had behaved towards him and other Jews. Unfortunately, he does not make it clear that he meant just those certain Poles. He just says "the Poles are" this and "the Poles are" that. He not only broadbrushes ALL of the Poles so negatively but even always uses the present tense! The things Alex says in the tape about what "the Poles are" are so bad that I do not want to repeat them here. But yet, I am supposed to transcribe that passage and the results will go into a computer database maintained by the new Holocaust Museum in Washington, D.C. and thereafter be publicly accessible. I have not brought this problem up to the local Pittsburgh people for whom I am directly transcribing the tape. They, I fear, will just say, "Oh, that does not matter. You have to understand him." Yeah, *I* understand Alexander, alright, but I ALSO understand certain NON-Jewish people out in the public who feel moderately or severely distressed by the Holocaust in a personal way, who will, with great difficulty try to deal with the Holocaust in "the standard ways" (which have been set up mostly by Jews and are therefore TAILORED to "fit" the ways that many Jews have been impacted, but that very poorly "fit" the ways non-Jews have been impacted. Germans, Poles, and Ukrainians are among the non-Jews most impacted that I have noticed.). Yeah, so in the future some severly-affected Polish person in the future attempts, with difficulty to negotiate his/her way through "standard ways" that are even more difficult for him/her because they have been "designed" totally neglecting the needs of Poles (and of Germans and Ukrainians), is going to, with difficulty, manage to enter the National Holocaust Museum's computer databases, only to be repulsed away to read the virulent anti-Polish remarks of Alexander, never to again attempt to deal with the Holocaust "the standard way" (and perhaps be then more prone to consider dealing with it "the Revisionist way"). I am afraid that if I try to explain this to the local Pittsburgh people with whom I am working, I am afraid they will say, "Oh, any decent Pole will 'just realize'. Any one who doesn't is just some anti-Semite anyway with no sensitivity for the feelings of Jews, so let that person be repulsed away." Then I will try to explain, "No, it is you Jews who are the ones lacking sensitivity. You expect German me and Polish Stan and Ukrainian Cyril to ever bow down in homage to Jewish feelings while you Jews chronically could care less about OUR feelings. I am tried of laboring under such chronic one-way circumstances. Since the Museum to whose database my transcript will go to has as its mission statement to REACH OUT to the PUBLIC (not just to reach out to the Jew for purposes of fulfilling some needs WITHIN the Jewish community, AND since the Museum being run with our federal tax dollars by a Commission appointed by the President and is therefore SUPPOSED to be serving ALL Americans, not just Jewish ones, I feel that it should not be made a vehicle for the public dissemination of anti-Polish bigotry." I am afraid that then we will get into a fight. I can try contacting Alexander, who is local, and ask him to qualify his remarks and then I can include that qualification as a transcriber's comment, but what if Alexander will not qualify them, then what? What if Alex really DOES hate all Poles for all time - even the many Poles who are born and raised here in Pittsburgh? At another point in the tape and on a topic not relating to Poles, Alex said, "In order to take wind out of the sails of future Revisionists, ...." Well, Alex does not realize that his terrible anti-Polish remarks are putting considerable wind into the sails of "future Revisionists" (according to HIS definition of "Revisionist", which is narrower than mine). Willis Carto (and future Cartos) would have a propagandistic field day with those remarks if he should ever learn of them. This is an important part of my reluctance to publicly repeat those remarks verbatim here in this mailing list. I understand that interviewer SHOULD have gotten a qualification, but she was in such single-minded pursuit of "information to accuse people of war crimes" that she seemed to care about nothing else. At several points during the interview, for example, Alexander would be trying his best to say things of very great general historical, sociological, and psychological value (and saying these things with some difficulty, for these kinds of things are often hard for people who have "been through it" to say). The interviewer, instead of doing her best to make it easier for Alex to get through that kinds of material, would keep interrupting him things like "What's his name?!?!" or would cut him off from saying, in general ways, "what it was like" and redirect him by saying, "Tell us anything you know that can be used to accuse people of war crimes." When Alex could not or would not provide any of that kind of information, the interviewer, instead of returning to the topic that Alex had been previously trying to lead up to, would then "close" that topic by posing to Alex a question on an entirely different topic. This process repeats over and over during the interview, which lasted approximately two hours. It goes without saying that I believe that *I* could have done a far better interview myself. But does anybody have any suggestions on how I can best handle this dilemma? -- Thanks, -- Cecelia ********************************************************************* Cecelia Mu"llermeder muller+@pitt.edu (412) 441-7980 P.O. Box 71222 cacst9+@pitt.edu Pittsburgh, PA 15213 USA Standard disclaimers. ********************************************************************* ========================================================================= Date: Fri, 6 Aug 1993 09:14:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Re: Demjanjuk [From: "Shaw, Stanford HISTORY" [To: HOLOCAUS%UICVM.bitnet@uccvma.ucop.edu, HOLOCAUS%UICVM.BITNET@uchimvs1.uchicago.edu, marcm [Subject: Re: Demjanjuk [Date: Thu, 05 Aug 93 15:24:00 PDT To admit this person to the United States would be a travesty of justice and an outrage against all decent people. ========================================================================= Date: Fri, 6 Aug 1993 09:18:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: death camps in Poland and German Responsibility [Date: Thu, 5 Aug 1993 17:59:41 -0400 (EDT) [From: Eugene Levine [Sender: Eugene Levine [Subject: death camps in Poland and German Responsibility [To: HOLOCAUS%UICVM.BITNET@uga.cc.uga.edu [Cc: Gene Levine As will be apparent, I am deeply offended by the posting from Cecilia Muller, and here offer my unvarnished $.02 worth in response. I inadvertently deleted her message, so my quotations will be in the best format I can manage, with apologies to all. *************************************************************** Cecilia Muller asks 'And when is anybody going to write "Unequal Victims. Germans and Jews"?' I don't know what was intended here, but I cannot begin to understand how the Germans can be seen as victims in the context of WWII or the Shoah. It was, indeed, the Germans who started the war, overran the neutrals, created the death camps and the concentration camps who, all but invented the mass bombings of civilian targets (though we all partake of the guilt for that particular horror) and in general did everything they could to make themselves not merely masters and overlords of Europe, but the destroyers of civilization (There is a fine discussion of this idea in Paul Johnson's 'Modern Times'). Yes, guilt belongs to individuals, but yes it also belongs to corporate entitities (to states and countries and nations). Was it just the NAZIS who did this, or was it 'the Germans'? Well, I submit that saying it was the Germans is entirely correct. I am not pointing the finger at any individual German without specific proof of wrong doing, but there is such a thing as corporate responsibility, and I maintain that the German nation can be held responsible for its actions as a nation. It *was* the German nation, the German polity, who declared war on the world, who elevated kultur over civilization. It *was* the German political system which selected Hitler, it *was* the German political, economic and military leadership which annointed him and cheered him and followed him as "Fuhrer." I still remember with some bitterness the angry German who asked during Reagan's visit to Bitburg. "How much longer must we bear this criticism?" (or words to that effect). He asked this on camera during a protest against the visit. Hitler's sentiments came straight to my mind: no matter how it turns out, he opined, the world will forget in 50 years. And the crowds, the wildly enthusiastic, flag-waving, screaming, fainting, torch carrying crowds of Germans we still see in the news reels of the day: who were these people, if not Germans. Were there German opponents to NAZI policy? yes, and when the question was asked on this list I responded with a the two examples I knew of. But these were the exceptions which illustrated the rule. By and large the evidence is overwhelming that until the military catastrophes of 1942 and forward, the war and the regime were supported by the Nazis. And what of the Germans who claimed they were only following orders, and the Germans who had to be forced to walk through the camps in their midst? the Germans who claimed to know nothing? I respectfully suggest that it is the Germans as a whole who must bear responsibility for the Shoah. This is not meant as an excuse for "German bashing" or rudeness to our neigghbors (either within the United States or on a global scale). It is just an insistence that societies must bear responsibility for their actions. We US citizens must bear responsibility for our part in African slavery and the cultural genocide of the native peoples of this hemisphere. None of us on the net played any direct role in either, but both can be considered "American" or more correctly "U.S." sins for which our country, society, culture, nation can -- and should -- be held responsible. The invasion of Granada, the war against the contras, the "Gulf War" -- each of these was a United States activity, not a Republican or Democrat or liberal or conservative activity. I didn't carry a gun, but I benefit from the results, and whether I supported or opposed each, they were carried out in my name. I cannot agree that it was not the Germans who invented, designed and implemented the holocaust. To say it more positively: I feel strongly that it specifically was the Germans who did this, that it is the German political entity, the German political culture of the time that did the horrors we collectively call the holocaust. Cecilia Muller's sarcastic comment: 'Oh, so *I* chose Poland as the site..." is, in this context, bizarre. No one accused Cecilia Muller, and no one who is familiar with the facts can accuse anyone but the Germans of the time of particular bad acts. But to deny that it was Germany (and the Germans) who worked this sin on humanity is not acceptable to me. Should the world have responded better? Of course. But is the world to blame? not as directly as the perpetrators. Then as now (witness the Balkans) the world does a poor job of policing itself. If it was not the Germans who were to blame, exactly who does Cecilia Muller feel should be blamed? Certainly not, I hope, the innocent victims: the Jews and Gypsies and homosexuals and mentally ill and enemies of the state and Poles and Russians and Slavs and Communists. If the Germans were not responsible, just exactly who was? No one? Cecilia Muller asks "What if you had no Hillel Foundation or ADL to go to complain {about offensive ethnic comments]?" Fair question, but it misses the point -- these are, in my opinion, fair comments on the holocaust. It happened. It was a horror. Germany did it. Many suffered death, torture, economic loss, disease, starvation. Specifically because of the action s of the Germans in the Forties. Were there accomplices? Yes, but this was a German war fought for German purposes, which, had the Allies lost it, would have ushered in a period of darkness without compare. How can the German responsibility for this be denied? If Cecilia Muller means she has no protection from unfair, unthinking, unfeeling, generalized prejudice against her person, I am on her side in resisting it. But if she includes in her resentment and anger a feeling that laying the blame for WWII and the holocaust at Germany's feeet represents a distortion of the historical record I can do no more than sympathize with her plight as a human being, and unequivocally state my belief that she is wrong. She states "I have every right to speak up against the use of the word 'German' in contexts where the words 'Nazi' or 'SS' would be far more appropriate." I agree that she has every right so to do; after all, this *is* the United States and not Nazi Germany. But I do not agree that the uses she objects to fit into those categories. Regardless, she certainly *does* have the right to speak out, and hope she (and others who feel as she does) will continue to speak out. As for "let's be careful about how we throw around words like 'German', 'Pole', 'Ukrainian', etc.": You bet! I agree one hundred percent. After all, it was a failure to be careful with ethnic generalization that led to the holocaust in the first place. Gene Levine elevine@world.std.com ========================================================================= Date: Fri, 6 Aug 1993 09:20:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Death Camps in Poland [Date: Thu, 5 Aug 93 14:01:06 HST [From: "R. B. Schmerl" [To: Holocaust List [Subject: re: Death Camps in Poland Ms. Mu"llermeder's dilemma seems to me self-imposed. If I understand her correctly, her job is to transcribe an interview conducted with a survivor of the Holocaust. She should, it seems to me, do that job meticulously, accurately, and as rapidly as she can. If she feels that, for whatever reason, she should not do that job, then she should tell her employer that she cannot do it and find something more to her liking. But certainly a transcriber's job does not include editing the transcript, re-inter- viewing the subject, or interposing her own concerns between what the subject actually said (in response to never mind how biased the questions!) and what the transcript will show. All that seems obvious. What is not obvious is why Ms. Mu"llermeder appears to think that she is being helpful to anyone, Jew or Gentile, by asking how she can suppress or censor or delete the subject's animus toward Poles from his remarks. If the issue is truth, and it ought to be, then it is apparent that his hatred of Poles (whatever it is based on) is part of the man, and it seems ironic that Ms. Mu"llermeder wishes to choose what part of him is to survive in the transcript she is preparing. Whether the subject's memories are accurate or are paranoid fantasies, whether his hatred is humanly understandable or totally outrageous, whether recording those memories will make some Gentiles angry or sad and thus engender still more anti-Semitism--all this is beside the point, which is simply to allow the Holocaust's survivors to tell their stories as best they can. If the interviewer was indeed as biased, inept, and untrained as Ms. Mu"llermeder indicates, then Ms. Mu"llermeder should prepare an article or a review or a letter to an editor showing these biases and lack of skills, to coincide, perhaps, with the publication of the transcript. But it is very late in the game to suggest that yet another Jew should be muzzled for fear of making the Gentiles angry. ========================================================================= Date: Fri, 6 Aug 1993 09:25:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Cecilia's lament [Date: Thu, 5 Aug 1993 20:43:52 CDT [From: "Richard S. Levy " [To: [Subject: Cecilia's lament I've often wondered if it serves any useful purpose to publicize the Holocaust, make Jews and non-Jews alike confront it, teach it to highschool children, make it the subject of museums. Cecilia's lament just serves to intensify my doubts about the utility of such ventures. On my reader list today were three complaints from various ethnic groups about their alleged treatment at the hands of the Jews. Cecilia wants us to design a Holocaust she can be comfortable with and accuses Jews of having done this (with public money) for themselves and to fill others with guilt, sympathy, etc. for doubtful purposes. I despair of convincing people like Cecilia of anything, let alone that the Holocaust should make no one feel good. Jews have not "designed" a response to the Holocaust. There is no single response, there is no board of directors or secret government of Jews. Jews have confronted their catastrophe and written about it a great, great deal because it very obviously impacts on their senses of self, and because others, including the perpetrators, remained silent for so long. If Cecilia and those like her are unhappy with Jewish responses, they are invited to fashion their own rather than whining about imaginary conspiracies to deny them their due. They need not take the money of organizations they have deep animosities toward; they need not threaten us with going over to the Revisionists (unless what?) ========================================================================= Date: Fri, 6 Aug 1993 12:36:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Unequal Victims [Date: Fri, 06 Aug 1993 00:59:29 EDT [From: BERMAN [To: HOLOCAUS%UICVM.BITNET@uchimvs1.uchicago.edu [Subject: RE: re: Unequal Victims Cecelia, I understand how you feel about the generalization "germans" etc... but I feel no remorse. Canadians did not invade Poland.Germans did. Canadians did not humbly allow their fledgeling democracy to turn into a dictatorship. Germans did. The US did not plan out extermination of the Jews. Germans did. Canadians did not sell a family for a loaf of bread or pound of sugar. Germans, Poles, Ukrainians, etc.. did. Yes, Canada is currently THE leading exported of anti-Jewish hate propaganda (concerning the holocaust). We have a justice system that can't always keep racists in Jail. I feel ashamed that my country can allow this. Yes I take partial responsibility, and I do my utmost to make Canada what I want it to be. So you see, Germany is and was a product of the people in it. I can without hesitation blame the Germans of the past for the holocaust, as I blame them now for their weakness during the current unrest. As I blame the Canadians (including myself) and Americans and most of the world for our wimpishness with respect to the wars in Former Yugoslavia. HAL BERMAN del ========================================================================= Date: Fri, 6 Aug 1993 14:53:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Re: Unequal Victims [Date: Fri, 06 Aug 1993 03:35:30 -0500 (EST) [From: RUEDNBRG%NYUACF.BITNET@uicvm.uic.edu [Subject: Re: Unequal Victims [To: HOLOCAUS%UICVM.BITNET@uchimvs1.uchicago.edu Cecelia - your post is disgusting and way too long. I am very interested in German and American German responses to the Holocaust but the way you have presented your "case" (this is not a court by the way) is way out of line on every level. First of all, the "Jews" did not crucify Jesus. That the Irgun is Jewish, no one denies, least of all the Jews. The Nazis were German, whether you like it or not. I wish you could simply share your responses and issues in response to the Holocaust itself - instead of coming on in such an hostile way. I have read numerous posts of yours on alt.revisionism and I have found some of them very intersting - in particular your description of reaching some kind of a breaking point in watching a film. But this last post of yours is offensive garbage. =-=-=-=-=-=-=-=-= Lucia Ruedenberg New York University Dept. of Performance Studies Email: ruednbrg@ACFcluster.NYU.EDU =-=-=-=-=-=-=-=-= ========================================================================= Date: Fri, 6 Aug 1993 14:54:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: films [Date: Fri, 06 Aug 93 09:37:13 CDT [From: Jerry Rosenberg [Subject: films [To: Holocaust Discussion List I am going to list a number of videos, some are feature films, but most are documentories. They cover a wide range of Holocaust related topics. EUROPA-EUROPA, SKOKIE, THE PAWNBROKER, are movies, JUDD SUSS, THE ETERNAL JEW are Nazi propaganda films as is TRIUMPH OF THE WILL. Documentories include; THE NAZI CONNECTION(Nazi scientists at the Huntsville,Al rocket program) ART IN THE THIRD REICH, DUST AND ASHES, KRISTALNACHT, NAZI CONCENTRATION CAMPS(army film) GENOCIDE #20 WORLD AT WAR SERIES, Actually entire series on the European theatre is excellent, MUNICH, THE EAGLES NEST, MEMORANDUM(Canadian film) SHOAH, WITNESS TO THE HOLOCAUST PROJECT(16 videos from Emory University) PHILADELPHIA GATHERING, HUNTER AND HUNTED, UNKNOWN WAR(a series like world at war, narrated by Burt Lancaster and concerning the Russian/Nazi conflict) NIGHT AND FOG, VOYAGE OF THE DAMNED, ESCAPE FROM SOBIBOR, LEBENSBORN. I will post additional sources as I can identify them. I hope this list helps. jerry ========================================================================= Date: Mon, 9 Aug 1993 09:18:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: films [Date: Sun, 8 Aug 93 20:11 CDT [From: George M. Kren (History, Kansas State U) [Subject: Re: films I teach a Holocaust course and like to use videos. Your list was helpful-- do you have sources for rental and/or purchase of videos? Many thanks~ GMK ========================================================================= Date: Mon, 9 Aug 1993 09:32:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Films [Date: Sat, 07 Aug 1993 01:13:43 EDT [From: BERMAN [To: HOLOCAUS%UICVM.BITNET@uchimvs1.uchicago.edu [Subject: RE: films I was reading through the list and noticed NIGHT AND FOG. The original (French) title of the movie is I believe NUIT ET BROUILLARD. The movie is a very powerful one. Not for the weak of stomach. It contains a lot of footage that moved me a great deal. I have grown up learning about the Holocaust, but I was still shaken by it. I recommend it highly, but it certainly is not casual viewing. HAL BERMAN ========================================================================= Date: Mon, 9 Aug 1993 10:37:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Death Camps in Poland [Date: Sun, 8 Aug 1993 09:24:34 -0400 (EDT) [From: Cecelia A Clancy [Subject: re: Death Camps in Poland [To: Holocaust List > [Date: Thu, 5 Aug 93 14:01:06 HST > [From: "R. B. Schmerl" > [To: Holocaust List > [Subject: re: Death Camps in Poland > If she feels that, for whatever > reason, she should not do that job, then she should tell her employer > that she cannot do it and find something more to her liking. It is not employment. It is volunteer. I do not HAVE to be involved in preserving survivor testimony for the future. This "is to my liking" in the sense that I believe that it is important and that I feel a sort of, "loyalty" to the survivors. It is not to my liking in the sense that the whole thing needs done in the first place (that is, I wish that these people's lives had never been disrupted in the first place) and is also not to my liking in the sense that there is such a big gap in the world of the survivor and the world of most people who have lead entirely "normal" lives, that is, people who have not suffered from some traumatic event outside the realm of ordinary human experience. So much of the meaning of so many of the things that the survivors say (or AVOID saying, or try to approach unsuccessfully) gets lost somewhere between the eardrums and the brains of most non-survivors. In order to bridge this gap, special interpretation is needed and very carefully trained interviewers are needed. This is not censorship or deletion or alteration like retouching a photograph, but rather, it is a process of achieving greater resolution like computer enhancing a photograph. I have, because a series of "lucky" and at times rather unlikely events, found a way across the gap. Yet, I remember what it was like BEFORE I even knew the gap was EVEN THERE - let alone realize how vast it was. (Knowing of the gap, but not being able to cross it would result in a listener being confused by survivor testimony - even to the point of considering it odd. Reitlinger does this in the introduction to the first edition to his _The Final Solution_ when he describes survivor testimony as strange and bizarre and full of "meaningless" floridisms. But not knowing that a gap IS EVEN THERE will result in total misinterpretations. For example, Alex gets some information mixed up as he tries to recall some things. If I had heard this same tape BEFORE I knew that there even WAS a gap, I would have misinterpreted this mixup as "evidence" that he either has too poor a memory to be considered "a reliable witness" or else he is "fabricating". But I know why he REALLY gets things confused at one point, and I will explain those things in transcribers comments.) I can now-a-days listen to the tape and understand what Alex REALLY means and is REALLY trying to say, but I can also rerun his words in my mind again, but the second time evaluating them the way I would have evaluated them just five years ago. The difference is staggering. > But certainly > a transcriber's job does not include editing the transcript, > re-interviewing the subject, or interposing her own concerns > between what the subject actually said (in response to never > mind how biased the questions!) and what the transcript will show. > All that seems obvious. It is not obvious. If I do not interpose my concerns via transcribers comments, then much of the meaning will be lost not only for the reasons I stated above, but also there is (as in all speech) a lot of meaning contained in the tone and inflections of voice and in pause patterns that cannot be transmitted via written English. The meaning of these can be preserved only by my taking an active role. I do not know if the tapes in our project will be saved or copied once the transcripts are done. Not knowing, I have to assume they will be erased or else will not be available to everybody. I have to write my transcriber's comments as if all preservation of meaning and all bridging of gaps depended on me. If it winds up not depending all on me, then fine, but I will not let parts of a primary historical source be lost if it does. A raw transcript with no transcriber's comments will NOT show what the subject actually said. A sentence spoken by the human voice carries a lot more information and meaning than a corresponding set of ASCII character stings. (For Natural Language Processing people and Artificial Intelligence people, BTW, this is the key, IMHO, to solving the ambiguity problems. Supplement the ASCII character set with additional characters which mark tone, duration, glottal stops, pause durations, volume, and "slides" between words, then put these with the standard ASCII characters, I think we might find the ambiguity problems will be mostly solved.) So, in the future, such an advanced NLP system will exist, but it does not today. So I must make comments if I am to do the job to my satisfaction. Also, I say that NO audiotape or videotape should be erased. Multimedia techniques are getting better, cheaper, and easier to use. The tapes should all be saved for use in future technical innovations. But I do not know if they will be saved, so I have to add comments as if it all depended on me. > ... by asking how she can suppress > or censor or delete the subject's animus toward Poles from his remarks. It is enhancement, not deletion. And, in my ability to bridge the gap between survivor and non-survivor and in hearing Alex's voice inflections and pause patterns lead me to strongly believe that animus toward Poles is NOT what he is REALLY getting at. But a plain transcript without transcriber comment would most certainly give that impression and if the eventual listener will ever be a Polish person moderately-to-severely affected by the Holocaust, he or she will, at least, not want to ever consult survivor testimony again and will, at worst, feel so revolted that in his or her mind, the survivors will become a bunch of liars and perpetrators of hate for their own malicious ends. Now, THIS is not the truth, but a plain transcript would communicate precisely that UNTRUTH to some people. If I had read those words BEFORE I knew how to bridge the gap and if Alex had been talking about Germans instead of Poles, then I might have been so revolted that I might have written out a check to Carto's IHReview right then and there. It is these kinds of effects I am trying to prevent. I am also trying to "Carto-proof" it by anticipating how Carto would try to INTENTIONALLY twist and distort what Alex REALLY meant and to them include transcribers comments specifically designed to make this harder for Carto to succeed at doing. > If the issue is truth, and it ought to be, then it is apparent that his > hatred of Poles (whatever it is based on) is part of the man, It is NOT part of Alex! He does NOT hate all of the Poles. > and it > seems ironic that Ms. Mu"llermeder wishes to choose what part > of him is > to survive in the transcript she is preparing. I want ALL of him to survive in the transcript. > If the interviewer was indeed as biased, inept, and untrained as Ms. > Mu"llermeder indicates, Trouble is, she probably HAD been "trained", but trained in the techniques of ordinary oral history research, the kind one might do to, say, learn of the farming techniques of the Germans who first settled the valley of the Des Moines River from their now-aged grandchildren. But interviewing a person who had been through very difficult and traumatic events that are out of the range of ordinary human experience, such as Auschwitz and its aftermath, must be done with far greater sensitivity and skill than what is needed to ask Fred Bauer of Des Moine how his Grampa would decide when to plant the corn and how his Gramma would put up the string beans and make pickles. In the same way, oral history interviewers of the future would have to be sensitive and skilled if interviewing Fred Bauer about the Flood of 1993 and its aftermath. So all this lack of sensitivity and skill frustrated me as I listened. It also seemed to me that the interviewer considered survivor testimony as extraneous for purposes of historical and psychosocial research. It seemed that her prime motivation for participating in our oral history project was in order to gather "information to be used to accuse people of being war criminals." In doing so, she pushed Alex around, rather that letting him say what he wanted to say at his own pace. It is certainly desirable for an interviewer to provide some sort of cohesiveness to the overall interview, but she was providing not a structure for Alex to build upon as he saw fit, but rather, as SHE saw fit. SHE decided that the historical and psychosocial information was "frivolous" and would "yank" Alex away from discussing those and would "shove" him instead towards "Nazi-hunting", upon which Alex did not want to dwell. So I was frustrated also for Alex, because that "yanking" and "shoving" made the interview more difficult for him than it would have otherwise been. These interviews and presentations survivors make are usually very hard for them to make. Some, such as Steve Fenves - a Civil Engineering professor at CMU who specializes in computer analysis for CE and who has one of the same big hobbies I have, learning all about as many of the bridges Pittsburgh has ever had as we can - was once very active in making presentations, now no longer does it because the process is too emotionally wretching for him. Dora Iwler, another local survivor very active in making presentations, has told me that she gets no sleep the night before she makes a presentation and gets no sleep the night after. And Dora's husband will not talk about it to anybody - not even to other survivors. Dora, Steve Fenves, and a few other survivors all agree that making presentations and giving interviews gets HARDER, not easier as one gets older. I also know for a fact that it is very hard for Mel Mermelstein (the person who sued IHReview and who Leonard Nemoy played in the Ted Turner movie, _Never Forget_) to be so publicly involved. He is compelled to act so, but would much rather not. Yet, in Carto's IHReview materials, Mel is presented as doing what he does just because he loves the publicity. So I was so frustrated with the interviewer because I know she was making the interview so much harder for Alex. Listening to the portions of the tape where Alex speaks of Europe and first settling in America are far more tense than the part at the end where he speaks of going to Carnegie Tech for Mechanical Engineering after getting settled in Pittsburgh, graduating from there, working in ME, marrying and raising children. Because of the difficulty that most survivors have in giving interviews (I have met only one who finds it not at all difficult) and knowing that it was difficult for Alex, I do not want to entirely redo the interview (unless Alex wants to). But I think that Alex feels that he has done his due. I do want to contact him to get clarifying remarks, but just on the short section where he had made his remarks on Poles. *I* am confident that he was not REALLY devouring all the Poles, but clarifying comments from him would be far more convincing and would make far better "Carto-proofing" than my transcriber comments alone. > then Ms. Mu"llermeder should prepare an article > or a review or a letter to an editor showing these biases and lack of > skills, to coincide, perhaps, with the publication of the transcript. I shall. The comments themselves might be either interspersed or grouped at the end. I had already been planning to add at the end some information of the cities, towns and villages he mentions, and even on the local Pittsburgh things he mentions. I was also going to make a cross-reference to some things posted to this list. Remember the "Stedtl Help Needed" thread awhile back. Remember the Yitzkor Book of Sambor mentioned there. Well, it is a small world folks, for Alex's father, Samuel, was born in Sambor. Maybe I could ask questions here about other towns he mentions. Maybe somebody has compiled Yitzkor Books for them too. Idea. I also plan to make comment on how perfectly relaxed he is at the end when talking about normal life after getting settled in Pittsburgh. This, along with making just as much effort to explain what "Carnegie Tech" is and what "Wylie Avenue" is and what "McKeesport" is as I do to explain what Sambor is has as its express purpose the goal of letting everybody know that Alex is not just some Holocaust machine. He is also a CMU alumnus retired Mechanical Engineer who beams with pride of his son, who is now a physician. Alex is a human being just like the rest of us. This not only does justice to Alex, but helps to demystify the Holocaust, which is all-too-mystified. Auschwitz was a very down-to-earth human place - not some kind of misty netherworld up in the sky someplace. This demystification, IMHO, will help make the Holocaust more believable, more comprehensible, and better enable us to most intelligently conceive of it, to conceptualize it in down-to-earth realistic terms that we can understand and thus allowing our normal reasoning powers to make it possible to comprehend it in a normal way, which is essential to preventing future holocaust-like events and to reducing both the denial and fascination the overmystification of the Nazi Holocaust continues to arouse in some of us. (This paragraph draws heavily from the ideas of Peter Hayes and of Kenneth Seeskin, both of Northwestern University, as expressed in the Introduction to _Lessons and Legacies_, a book that I find of ever increasing help and value in the unraveling of the social aspects of "the whole sorry mess". Quaecumque sunt vera to them both and also to my "twin" in Tech, from whom I get the "whole sorry mess" quote.) > But it is very late in the game to suggest that yet another Jew should > be muzzled for fear of making the Gentiles angry. I'm NOT muzzling Alex, I'm trying to filter out the interference that might keep a future reader from getting his intended message all garbled and to keep Carto from firing up his jammer to INTENTIONALLY cause interference. And it is a very legitimate pursuit to make survivor testimony as "Gentile-friendly" as possibly. Much to this end can be done without in the slightest way altering or deleting any of the actual information the survivor wants to get across. But if the survivor's "teaching method" is unlikely to work well for certain "students", then I see nothing wrong with me doing a little "TA-ing", using my own "teaching methods" that I think might work better for those certain "students". ********************************************************************* Cecelia Mu"llermeder muller+@pitt.edu (412) 441-7980 P.O. Box 71222 cacst9+@pitt.edu Pittsburgh, PA 15213 USA Standard disclaimers. ********************************************************************** ========================================================================= Date: Mon, 9 Aug 1993 10:39:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Out Lament [Date: Sun, 8 Aug 1993 13:12:01 -0400 (EDT) [From: Cecelia A Clancy [Subject: Our Lament [To: Holocaust List [Cc: u56341@uicvm.uic.edu On Fri, 6 Aug 1993 JIMMOTT@spss.com wrote: > [Date: Thu, 5 Aug 1993 20:43:52 CDT > [From: "Richard S. Levy " > [To: > [Subject: Cecilia's lament This thread is a vote in favor of interactive computing in the Humanities and Social Sciences. My previous post was greatly misunderstood by Richard Levy and thanks the nature of our forum, I got immediate feedback that a misunderstanding had occurred. First of all, Richard, don't dispair, don't give up. If working in Holocaust Education and/or Memorial is important to you, keep at that task. I do not want to discourage you. Also, I was in an impatient mood when I had made that post. Certainly this had predisposed me to using unclear wording. Specificly, I was in a certain type of impatient mood that I call "Ultrafrustration". If you perceived hostile things in it, you might have interpreted them as - to oversimplify things a bit - as you-know-what - I do not even want to say it - but for sake of better clarity - I guess I should say it - as - as -- as --- as anti-Semitism???? Again, oversimplifying things a bit, let me reassure you that it way much more my way of trying to give "hints" that I am frustrated today beyond my ability to endure this Whole-A-Mess stuff (or, as my "twin" in Room 1643 Tech at NU, had put it entirely independent of me, this "whole sorry mess" stuff. So whatever negativeness you saw in my previous post is better interpreted as massive frustration than as anti-Semitism. But even though I was trying to be careful to be "extra patient" as I wrote it, signs of the Ultrafrustration I was in still barged through. Today, I feel more "back to normal", with my level of patience at about 85% percent as good as normal. However, now I feel badly that my Ultrafrustration that DID leak through has turned into dismay, dispare, and a downhearted "why do we Jews even TRY" feeling to sink into Rick. Cecelia's Lament has now become Rick's Lament. For this I am truly sorry. But if this ever happens again, either in me or in another "proud and stubborn" GA, maybe it would help to consider that the old problem of Ultrafrustration is operating and interpret it that way rather than as some kind of HARD-CORE anti-Semitism (which it certainly is not). But now, I hope to clarify the misunderstandings and then Richard can himself lament less - and hopefully stop lamenting entirely. > ... Cecilia ... accuses Jews of > having done this (with public money) for themselves and to fill others > with guilt, sympathy, etc. for doubtful purposes. I am not saying that "the Jews" had intentionally and maliciously schemed to fill others with guilt. I am just saying that for various reasons, it is mostly Jews who are "into" Holocaust Education - both for themselves and for the general public, and when HolEd is planned, mostly by Jews and by non-Jews who have primarily Jewish-helping goals in mind (as opposed to general-helping), the planners are going to have a very strong tendancy to come up with teaching methods and approaches that are OPTIMAL for "the average Jew", but that might as the same time be UNOPTIMAL for Germans, Poles, or Ukrainians. I am not saying that "the Jews" actually sit down and try to devise ways to make the Holocaust a harder subject for Germans, etc. Most who are "into" HolEd and who state their Holocaust Education and Holocaust Memorial goals as "wanting to reach out to the general public", would most certainly WANT to make the subject as EASY for Germans to learn and to deal with as possible, not as hard as possible. But because of some very important factors beyond the knowledge and control of the mainly-Jewish planners, the ways that are easier (note "easier", not "easy") for them are assumed by them, without their even realizing it, that THEIR easier ways are not universally easier ways. And those very important factors I am alluding to, but for sake of simplicity, an not yet detailing, are for the most part not of Jewish doing or making or causing - even though Henry Morgenthau's role and the roles of some other INDIVIDUAL Jews have given the APPEARANCE of Jewish making to some people. But for the most part, these factors, which were dominant in America from 1945 until circa 1953/1954 (roughly after the Cold War had gotten into full swing - and hence "The Allies" now "needed" Germany as a shield against "the Reds' and "the Red Scare" and the Berlin Airlift was on) were of "WASP" (for lack of a better word) making and of the making of other Americans trying to melt themselves down to pour themselves into WASP molds. And the most prominent among these wanna-be-WASPs were the Self-Hating Germans. It is the SHGs who generally engaged in the most intense and most damaging of anti-Germanism. Withing the GAs, the Self-Haters aside, the main ways of attempting to deal with "the Hitler stuff" (the word "Holocaust" was not yet in use) was by either trying to loose one's German identity or else remain a Proud German, but make the whole subject of the whole sorry mess TABOO - sssssssooooooo taboo that we did not even tell one another how awful even just the news of it alone made us feel, let alone tell one another how much MORE awful it made us feel to be made the butts of undeserved hatred and scorn - either directly or else by hearing people say things like "I'll NEVER by one of those Volkswagens - those krauts put their heil-hitlering hands all over it in the factory!" Among the non-Germans and non-Jews, this was primarily left-over war hysteria and of veterans of the European Theater and of the Home Front, of Gold Star Mothers and Fathers and Siblings not yet recovered from being a nation in the constant stresses of war. For the Self-Hating Germans, it was not only the above, but also their inability to positively handle the news of "that stuff that the Nazis did to the Jews". Tabooist too, had to deal with both. Both groups were beset with an underserved, yet very personalized guilt for the Holocaust that would be bad enough if the external environment were not so hostile, but with the hostile environment, the must-be-somehow-escaped pain was even worse. For the Jewish Americans of that time, the primary reaction was also one of making the Whole-A-Mess, the whole sorry mess, a taboo subject. Jews did not have to contend with lots of other people hating them or deriding them in public for what would in the future come to be called "the Holocaust", but there were other Holocaust-related problems that I will not detail here - not because they are unimportant, but because the readers of HOLOCAUS would "tend" to already have some familiarity with them. In 1948, Jews had something very good happen that gave them a very early collective advantage at Holocaust recovery that the Germans had no counterpart of yet - the birth of the State of Israel. But this also carried worries and burdens for Israel was at war almost as soon as it was formed and there was the stain and stress of that Partition business and of worrying if the new country would succeed or fail. Some Jews even today say things to me (or where I can overhear) such as what the Director of the Holocaust Center of Greater Pittsburgh, Linda Hurwitz, told me approx two years ago, "If it were not for the founding of Israel in 1948, I would not be able to bear the Holocaust." As another example, a Jewish college student I met on the Hillel Mailing List mentioned to me in e-mail whose subject was Israel today in a general sense, couched his enthusiasm for Israel thus (emphasis his): "Israel is *THE* answer to the Holocaust." I did not really want to get into "that subject" with him, but I still sent him a short message in which I quoted that sentence and then asked him, "If Israel had never been founded, how would you deal with the Holocaust?" He answered back kinda dumbfounded with, "Wow. I don't know how I would deal with it." You see, both of these people are making the counterweight of Israel their main (and perhaps ONLY method for the Hilleler) method of dealing with the Holocaust. Germans, not in America and not in Europe, do not HAVE *Israel* to counteract the overburden. And for me, at least, for many years, Israel was a "thorn in my side" in the sense that I was REMINDED of the Holocaust every time I heard of Israel, so I tried to avoid hearing of thinking about Israel. I do not know if this kind of avoidance was common among AGs or not, but if so, then what was to the AJs a help (at least after all of the plusses and minuses were summed) was to the AGs an added burden. Germans did not have anything "good" until The Allies decided to use Germany as a shield against the Reds, if being having Monkeys-In-The- Middle for near and distant cousins was "good" for AGs. At least it was not as bad as seeing newsreels saying that your cousins baked Jews in ovens (with you taking the word "oven" LITERALLY!!!!). But whatever "good" come from this and the Berlin Airlift did not come anywhere near the "good" that the AJs were fortunate enough to get earlier, in 1948. But as the Red Scare intensified and the first person with an at least half-way obviously German name (Eisenhower, which is just a spelling variation of Eisenhauer - Ironchopper or Ironhacker) took the Oath of Office as President of the United States. ((Herbert Hoover was German too, the name Hoover being a spelling variation of Huber. It is likely that Taft was also German and it is even a possibility that Lincoln had originly been Linkhorn - even though proof of this cannot be come by. All of this is according to Albert Faust in _The German Element in American History_ (circa 1918). George Fredricks' Pennsylvania Dutch Cookery (circa 1935) also lists Herbert Hoover among its page-long list of "Pennsylvania Dutch Notables")) So, the anti-German public remarks died down, but both the AGs and the JAs were both still using Tabooism as the main method of TRYING to deal with the Whole-A-Sorry-Mess - the Germans even more so than the Jews, IMHO. Then in 1960 - 1961 some "good", albeit again Cold War related things happened to the Germans but another item was also very much in the news at the time that would be the starting point for the end of Tabooism as the main Jewish coping strategy, but would also get the general public again talking about those "ovens", those showers, those gas chambers, those Jews, that Israel, that would drive the AGs even FURTHER into Tabooism. And even if the general public had been bored with those "old war stories", the internalized undeserved personalized guilt would have alone driven German America deeper into tabooism even if these things were mentioned on the newscast dispassionately. The "good" of that time was the Soviet Union building the Berlin Wall and of JFK going there and saying "Ich bin ein Berliner!" But the bad was something that was mentioned by AG's in only a whisper, and then only if absolutely necessary - the Eichmann Trial. This trial triggered a whole now wave of anti-Germanism out there in the popular culture - part of it was revival of "war hysteria" but part of it was people using the subject of "Jews getting baked in ovens" as 1) a source of having somebody else - Germans - to spit on in order to relieve one's own personal insecurities, and 3) it was a chance for the Self-Hating Germans to again "relieve themselves" once it became popular again to deride Germans. Back then, it was not so much JEWS JEWS JEWS JEWS being thrown at me in the popular culture as "Ohhhh Dzherrrrman! Krauts. Huns. Ogres who start wars every generation. Ogres who have to be kept at bay least they take over the world and kill all of the non-Germans in the world. They will start World War Three the moment they get the chance. (At that time, I did not know that I was German! I thought that I was all Irish, so I feared that the Huns would eat me alive too! I did not even know that there were millions of Germans in America. I thought that all of the cannibalistic ogres were all on the other side of the Atlantic Ocean! ) I had heard the word Nazi, but thought it was just another synonym for German (like kraut and hun). By that time I had also figured that that "Hitler" person I had head about since age three, but knew was "so bad" that it cannot even be mentioned what he did or even his name alone unless absolutely necessary and then only in a "hush-hush!" tone was "the president of the Germans". I assumed that was why he was so bad and so hush-hush. But I had not yet heard any notion of Germans going after Jews - they, according to what I had heard from the kids in school - NEVER at home - hated and killed EVERYBODY but themselves!!!!. This was at a Catholic school. I never saw kids draw swastikas or iron crosses or hiel-hitler one another. Jews were almost NEVER mentioned by either teachers of kids. I instead, learned of Jews at home via the positive stories Mom would tell me of the time she was a little girl living on Stanton Avenue (which was then a predominantly Jewish neighborhood). Then, after third grade, Mom, to my delight, said that I could go to the public school I had been begging her to send me to all along. In the summer between third and fourth grade, I found out I was German too and reacted with revulsion initially but then got proud of it - a forced price, because when I ask Mom why "all the kids" say that the Germans are so bad, she at first denied that it was even being said by those kids that Germans were bad and admonished me to be proud of it and then left the room. A minute later she came back into the room, said, "Now kids, there is this very very very very very bad thing connected with Germanness, so I want you kids to be on the lookout for it." Then she left again, feigning a trance in order to deny that I and my brother were begging her to tell us what it was. Upon starting Overbrook in 1965, I heard the same stories that the Germans are bad, are Nazis, Huns, and krauts. I also heard for the first time that 'a good German' is supposed to hate all of the Jews. "Jew" and "German" were paired together by the kids always in negative ways and often. This was all new and strange. Some of the other kids would entertain themselves by drawing "German symbols" (which were Iron Crosses and Swastikas, but it did would not learn those words for years), drawing "SS-symbols" (which was the lightning bolt and the Death Head), by making heil-hitler salutes, by saying sieg-heil, schwienhund, achtung, concentration camp, Gestapo, SS - all words I had never heard before at home. At home, we used a little German, but stuff like, Auf Wiedersehn, Was willst du haben, Mache schwindt (another way to say "Hurry up"), Gute Nacht, Hund, Blum, Sauerkraut, Brauschweiger, Dummkopf, Dummeresel, schwortz (our way of saying black), weiss, and Kindergarten. And while the kids were saying that the krauts (and me as well, since I refused to play the disidentify or self-hate game) were bad for hating the Jews, those same kids would be saying that the Jews control the banks, the press, and are money-hungry, and own most of the businesses and want to take over America financially. And three of the boys had an "SS-Club" where they would pretend that they were SS-men, Gestapo, Goebels, Goring, Himmler, and Hitler - ALWAYS when no teachers were around. I once saw them pretend to be beating up a Jew. Of course, when I asked Mom where the kids were getting all of that "the Jews control everything" stuff, she just changed the subject. And I KNEW not to raise the subject of what is heil-hitler, what is this business of "a good German must hate the Jews"? Then, in the worst sort of way I "found out" about "bake in ovens", showers, Dachau, Buchenwald, and concentration camp. I was teased by other kids, and harrassed by Miss Eilash for "darrrring to still be proud of being German after what 'you' Germans did to the Jews." (note "the Jews", not "us Jews" or "my cousins" or "all my Mom's relatives" etc. This hints that she was probably not Jewish but likely to be a self-hating German). I had another Self-Hating German teacher who would lecture explicit anti-ETHNICALLY German stuff to the class, but she thought I was all Irish. She also overly patronized the only Jewish kid in our school and called upon her and only her to "confirm" the the anti-Germanism as "right" and to "give the Jewish position" on this or that controversial issue - always to be "rewarded" by a "bow of reverence" that only made a spectacle of the kid in front of the whole class and embarrassed her. That teacher made darned certain that we "all knew" that Eva was Jewish and also that Mr. Kirschbaumer, our principal was not only Jewish, but, as she put it to us "almost got baked by those terrible Germans in one of their ovens". Even though I had never seen any anti-Germanism out of Kirschbaumer, I just assumed that he hated the Germans secretly - otherwise the Self-Hating German teacher would not DARE preach anti-ETHNICLY-German bigotry like that. Truth is, Kirschbaumer probably never knew. We had a proud Jewish teacher, Mr. Goldstein and he never did anti-Germanism and I believed that he was not prejudiced - especially since he talked to Mr. Becker, a proud German like me. But I could not even tell Mr. Becker about what the kids and two teachers were doing, for the Whole-A-Sorry-Mess was THAT taboo. You can see that by that time, I was already set up for some kind of future trouble. This kind of thing cannot go on forever in an repressed and internalized state with no way possible to deal with the Whole-A-Sorry-Mess positively. Then by seventh grade (1968), I noticed a slack-off in the anti-Germanism out there in the popular culture and it remained slacked off until a single, but very unpleasent incident in eleventh grade history class (1973). There, a teacher, not out of anti-German motives, but just out so sheer thrill-seeking one day joyously, with a big grin, and in a loud and very happily excited voice announced to our class: "O.K. class! Today I am going to show you a movie where you will get to see all those Jews baking in all those ovens!!!! And the footage was even filmed BY THE SS THEMSELVES!!!!!!" It was as if SS-men for cinematographers made the whole thing an even BIGGER "treat" from him to us kids. That day had a permanent and indelible impact upon me, but I'll not get into that today. His name was Mr. Russell and it was the Ringgold School District in Monongahela, Pennsylvania. There were no Jews in our class and almost no Jews living in that school district. And then around 1976 - 1979, I would notice bookstores filled with books with swastikas on the covers, as if putting a swastika on the cover would hook into the fascination and titillation over "the Nazis", "the SS' , and "the Holocaust" that seemed to just explode and seemed to be everywhere - certainly in every bookstore. This was down in Washington County, which is the county abuting Allegheny County (where Pittsburgh is) on the south. I wonder if the bookstores in Squirrel Hill, Pittsburgh's main Jewish neighborhood also had so many swastikas on display. I am beginning to think not, but back then, I assumed that in Squirrel Hill (where I had never been back then) there would be ten times as many swastikas in bookstores because I thought that "the Jews" were promoting all of this - remember, I had head it over and over (never from home, though) that "the Jews own all of the book publishers." I know better now. I am just reporting what I had thought back then. In 1977, some people at work took to teasing me (just for their own entertainment) about joke after joke after joke about lampshades, showers, ways-to-kill-a-Jew-with-a-Volkswagen, in-the-door-and-out-the- chimney, and worse. They did it precisely because I was wishing they would not even bring up the subject. My discomfort, however, added to their entertainment. Only two people in the workplace did it. Others just bystood. At that time, however, I noticed something new. (This was Bethel Park Borough, in Allegheny, so a few of our customers were Jewish, so the percentage of Jews in my milieu at that time, while still extremely low by Squirrel Hill standards, was still higher than it had ever been in my whole life up until then. The two co-workers would make fun of not only me, but of the Jewish customers. Oh, they would say, to me: "Hey Cecelia, too bad we don't have an oven in here. I guess when Todd comes in this morning, you will have to just settle for throwing him in the fryer." And they could be "at it" with me, the Todd or another Jewish customer would come in. Instantly those two would shut up. But later, as soon as Todd was out the door and "safely" into his car, ready to drive out of the parking lot, those two would just pick up right where they left off. And they did not shut up because they cared about how the individual Jewish customers themselves felt. They, in their (and also mine at the time) overestimation of "Jewish power" though that the ADL will see to it that the business get shut down if it ever found out that such goofing around about the Holocaust was going on there. So, if they had perceived the Jews to be powerless, then Todd would have been as much an object of Holocaust-based entertainment as I was. And this was all before NBC ran the four-part mini-series, "Holocaust", which was based on a NOVEL by Gerald Green and was just NBC's answer to ABC's "Roots" that has run several months prior. NBC's running of "Holocaust" in 1978 is when "the experts" THINK that the Holocaust first became commonly-mentioned out in the popular culture. Well, "the experts", mostly Jews, are going on recollections of their own personal experience. Well, IMHO, wherever they went before NBC ran Holocaust, if people were in the process of "mentioning" the Holocaust or "having fun with it", then the shut up the moment they say "the future expert" coming just like they would shut up for Todd and the other Bethel Park Jewish customers. It was at this time that I first began to realize that the Jews are not at all behind all of this constant shoving of the Holocaust down my throat. Years later, in e-mail, I DID learn of a "powerless Jew" being made the regular object of Holocaust-based entertainment. It was at a small college (I assume many miles from the nearest Hillel Foundation and even further away from the nearest ADL Regional Office) and it was in a frat house. There was only one Jewish kid in that frat. Guess what the other "Brothers" would have a ball doing!!! They would go into the shower room, all fall down on the floor yelling, "Auschwitz!!!!" The fact that the Jewish kid would rather that they would not do that just made it all the more fun for the other "Brothers". I do not know what year this was. Then I got another job in Washington, Pennsylvania at Washington and Jefferson College. This was still before Holocaust ran. Some co-workers, knowing that I was proud German, would tease me about ZBT as being "the Jew-house" (knowing that I did not want them doing that), but that was the worst of it. But again, as soon as they heard, "German", it was their "automatic reflex reaction" to tease me about the ZeeBees. Then I was working for my dad when Holocaust ran in 1978, so I do not know how "the public' reacted to it. A few months later, I went into the Army where it ran in 1982 without anybody in Army reacting to it where I could see. >From then on, the popular culture seemed to lay off the subjest of the Holocaust. But it was right at that time that "the Jews" come forth with trying to get it into the schools (thinking that the lack of mention of it in THEIR schools was a general phenomenon across the entire country). And here, a "new era" was beginning. But I cannot deal with it today. I have given too much space to the era that was beyond the making and beyond the control of "the Jews". > I despair of > convincing people like Cecilia of anything, Don't dispair. I already "know" much more than "anything". > let alone that the Holocaust > should make no one feel good. Jews have not "designed" a response to > the Holocaust. A complex set of things make of fall together, some advocated by the Jewish establishment, some beyond it. > There is no single response, There is all kinds of responses, I know. > there is no board of > directors or secret government of Jews. I KNNNNOW that! > Jews have confronted their > catastrophe and written about it a great, great deal because it very > obviously impacts on their senses of self, and because others, including > the perpetrators, remained silent for so long. I have covered at least part of why the Jews (not all, but many) came out of Tabooism and why the Germans (and we GAs are **** N O T ***** "perpetrators". > If Cecilia and those > like her are unhappy with Jewish responses, I am happy with some Jewish responses and unhappy with others. Some Jewish responses need augmented, however. I am very unhappy at the lack of CONSTRUCTIVE German American response. > they are invited to fashion > their own I am doing this in HOPES of eventually getting a positive GA response going, but the way things are, there in no structure within the infrastructure of the GA community to do this, so if I wantta do ANYTHING, I gotta "do it with Jews" because the Germans ain't doing as a group except via IHReview, CODOH, and GANPAC. There might be other individuals "also going with the Jews" but with no plans for getting something positive going within the GA infrastructure, so they do not speak up for German concerns as I do. > rather than whining about imaginary conspiracies to deny them > their due. I never talked about planned and purposeful Jewish conspiracies, Jews not effectively reaching the Tabooist/Escapist/Revisionist portions of the GA community due to lack of knowledge of what we have been through with the "have fun with the Holocausters" who would shut up whenever anybody Jewish came along. (This phenomenon did not go on in all areas of the country, by the way, and self-hating Germans and ones who would disidentify or else had little or no identity in the first place got left alone. It was only us Tabooists, least able to handle the "have fun with the Holocausters" who became lightning rods for their "fun-seeking". > They need not take the money of organizations they have deep > animosities toward; Nobody is OFFERING me money. There is no mainline Jewish organization that I have deep animosities towards. I do not even have deep animosities towards the U.S. Holocaust Memorial Council, even though I feel that it is totally ignorant of my and of other proud GA's needs, and fear that it would just say "take a hike" if I were to even try to approach it. Yes, the Council gets federal funding. You live in Chicago, Rick. Go ask Sidney Yates about that. He can tell you much more details of the funding than I. He is not only Chair of the House Appropriations Subcommittee, but he is a member of the Council himself. I have already written him a letter, but have not yet mailed it as my first feeble attempt to approach that Council. Call him or write him or visit him in either his Chicago or in his Evanston offices. I'll even give you the D.C. office. He represents the 9th District which includes parts of Chicago, all of Evanston, and some of the other near north suburbs. He has been in Congress for many years, so he knows what is what. Sidney R. Yates Sidney R. Yates Room 3920 Room 2700 230 South Dearborn Street 2100 Ridge Avenue, Chicago, IL 60604 Evanston, IL 60204 (312) 353-4596 (708) 382-2610 Sidney R. Yates 2109 Rayburn House Office Building, Washington, D.C. 20515-1309 (202) 225-2111 -- Voice (202) 225-3493 -- FAX they need not threaten us with going over to the > Revisionists (unless what?) Not a threat. Just a report of how we sometimes involuntarily react when the Whole-A-Sorry-Mess gets to be too much - when a last straw is laid. That is what happened to me in eleventh grade history class in Mr. Russell's class. I did not plan it. I did not threaten it. It just happened. If you want to see it happen less often, then it is important that the needs of the proud Germans be heard and met. Rev is a result, a backlash, not a threat. I want there to be less Rev, but there won't be less until something positive gets going in the GA community. And I say we cannot get it going alone. The Council is already "offering" to help, whether it realizes it or not. It says that it wants to "reach out" does it not. Only big mistake, they are reaching out without first doing proper market research first! It THINKS it is properly marketing a product to us, but due to factors beyond its knowledge, they are scaring us off into the direction of Rev instead. I am wanting to tell then how NOT to inadvertently scare us off into Rev (which for us is Shelter against the Whole-A-Sorry-Mess). But do you think that Yates will write me back? We will see. ****************************************************************** Cecelia Mu"llermeder muller+@pitt.edu (412) 441-7980 P.O. Box 71222 Pittsburgh, PA 15213 USA Veriatus virtus et quaecumque sunt vera. ****************************************************************** ========================================================================= Date: Mon, 9 Aug 1993 12:56:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Jewish Resources in Computer Networking by Lucia Ruedenberg: INTRO [From: BITNET%"JEWISHNT@BGUVM.BITNET" "JEWISHNT - Jewish Global Informatio [n Network Project" 7-AUG-1993 15:36:46.35 In the next three messages you will receive the article: "Jewish Resources in Computer Networking" by Lucia Ruedenberg from the Performance Studies Department, New York University. This is a comprehensive review of existing Jewish Resources and it will be published in the near future in a folklore scientific journal. I want to compliment Lucia Ruedenberg for this fine article. I really hope it will contribute to expand the ranks of Jewish individuals and organizations connected and making good use of the network for increased global Jewish integration. Koh Lehi Lucia ! ---------------------------------- The article appears also in the Global Jewish Information Server in a new section called Jewish Networking Papers. You should: Telnet: vms.huji.ac.il Login as: jewishnet and choose the above mentioned section. This server allows you to transfer the file directly to your PC (Choose Print). The article is being sent to Jewishnt subscribers in three parts: Part 1 - 208 lines Part 2 - 232 lines Part 3 - 344 lines To the attention to our commercial networks subscribers to whom the dowloading of such big files may cost too much. Dov Winer Global Jewish Networking Dov Winer Ben Gurion University Internet : viner at bguvm.bgu.ac.il ========================================================================= Date: Mon, 9 Aug 1993 12:57:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Jewish Resources in Computer Networking part 1 -==--==--==--==--==-<>-==--==--==--==--==- JEWISH RESOURCES IN COMPUTER NETWORKING 1993 Lucia Ruedenberg, New York University ruednbrg@acfcluster.nyu.edu -==--==--==-<>-==--==--==- During the summer of 1992, one enthusiastic user on the JewishNet discussion list extolled the benefits of computer networking: Why ignore the potential for networking all major Jewish library collections' catalogs? for making Bar Ilan's responsa database available to any scholar [or] Halachist writing a tshuvah? Can't find genealogical information? Telnet to Beit Hatfutsot's database server and look up your heritage! Suppose we started a forum for "Jewish" recipes, putting them into a database for anyone to access? I think that the potential is there for Jews to make use of the network in many aspects of Jewish life. Remember, during the Russian coup, some of the only information smuggled out of the country was through Amateur Radio and computer networks...when all official communications channels, especially news and phones, were cut off. If the Jews had had such a network at the time of the Holocaust, the entire world would have heard what was going on very quickly, and the war might have been over much sooner. Tremendous strides have been made recently to take advantage of and promote the potential of computer networking for the Jewish community. For the price of a local phone call, you can: * send a message to Mayor Teddy Kollek in Jerusalem * meet Jewish singles from around the world * go job hunting, advertise your apartment, discuss politics, religion, philosophy, or education * chat with your friends in Australia * read electronic diaries posted during the gulf war * get daily translations of the Hebrew news -=The Net=- If you are a university student or faculty member, you most likely have access to BITNET or the Internet, the two major non- commercial networks for communication and research between academic institutions. If not, there are today numerous networks that provide gateways to the Internet. LaQuey (1993) notes that this worldwide system of networks and gateways is commonly referred to as "the net". Quarterman (1990), who has journeyed through all the possible e-mail passageways in the world, has documented them in his book _The Matrix: Computer Networks and Conferencing Systems Worldwide_. The Internet grew out of ARPANET (Advanced Research Projects Agency), created in 1969 at NYU in cooperation with the US Department of Defense. In 1986, with the formation NSFNET (National Science Foundation Network) the Internet expanded to connect universities and researchers across the U.S. and around the world. Today the Internet is owned by approximately 18,000 organizations worldwide, from large corporations to military services and government agencies. According to Quarterman (1993), the Internet today extends to more than 40 countries, connecting over 8,000 networks worldwide, comprising of more than 1.3 million computers, and about 8 million individual users. After the U.S., the countries with the most Internet hosts are Australia, Canada and Germany. The countries with the most hosts per person are Norway, Sweden, Denmark, Finland and Iceland. The Internet, which equals the population size of a small country, constitutes the largest and most directly connected community in the world. BITNET (Because It's There NETwork) is the largest general purpose academic network, founded in 1981 by City University of New York and Yale. Today, BITNET extends worldwide to all the major academic institutions that use IBM protocol machines. Hank Nussbacher, one of the founders of BITNET at CUNY, moved to Israel in 1982 and is a senior networking consultant to MACHBA, the Israeli Interuniversity Computer Consortium. In an e-mail interview, he recalls that when he moved to Israel he had "a sort of net-withdrawal symptom and lobbied everyone in site [sic] to connect up." Once IBM Europe was convinced to fund BITNET for an initial 3 year trial run, Israel was one of the first countries to connect. By August 1984, BITNET was established in Israel and the Internet followed in August 1989. They are both run by ILAN (Israeli Academic Network). Nussbacher notes: Nowadays, it has become irrelevant where one sits in the world. The network has reduced distances as well as time. For people in Israel, the network is especially crucial. Israel is surrounded by hostile neighbors and all our commerce is done with Europe and the USA. The best way to remain in touch with colleagues is via the network. Considering how slow and unreliable land mail in Israel can be, the network is a boon to writers and authors who can now pass draft documents and comments back and forth across the globe in minutes. Quarterman (1993) notes that the use of the Internet to collaborate on producing a book, business document or any other related report saves time, eliminates express mail expense, does away with manual transcription, and reduces the need to pass floppy disks back and forth. As Steele (1991) notes in "Confessions of a Happy Hacker," the computer makes possible a new form of human communication, better than the telephone and the postal system put together. Not only does it provide high speed, low cost transmission of information, electronic networking provides the individual user with an unprecedented degree of freedom and control over the medium itself. This is often referred to as "interactivity", and is regarded as a unique cultural discovery of the electronic age. Laurel (1991) concludes that the experience of interactivity is a "thresholdy phenomenon" that is highly context-dependent: "you either feel yourself to be participating in the ongoing action of the representation or you don't." Networking centers around four basic functions: * sending electronic mail (e-mail), usually for interpersonal communication, one to one, or in a group context such as a discussion list. * sending large files of text (ascii file), software and graphics (binary files). On BITNET, public servers maintain files that can be retrieved by using interactive listserv commands. On Internet, FTP (file transfer protocol) allows a user to copy files back and forth between two computers. Public ftp sites allow any user to connect anonymously and download files listed in a directory. * the telnet protocol connects a user to a remote machine anywhere in the world as if you were logged on from a direct terminal. You can participate bulletin boards, conference group discussions, or search library catalogs. * chatting with someone who is logged on at the same time as you are, either one-on-one or in a group. As it is not possible to give detailed instructions for all the functions here, what follows will assume that the reader has some basic networking skills or will be inspired to acquire them. If you are a novice, consult the academic computing facility at your university regarding getting an account, tutorials, and workshops. If you are not affiliated with an academic or research institution, you will need to sign on with one of the numerous commercial and non-commercial networks such as: Freenet, Nyserlink, Delphi, PSILink, CompuServe, AT&T Mail, MCI Mail, AppleLink, SprintLink or a local, private bulletin board. Most of these are listed in the telephone directories. They all provide e-mail gateways to the Internet and some of them offer the full range of services described above. Some good user's guides to networking are Ed Krol's _The Whole Internet_, Tracy LaQuey's _The Internet Companion_, and Brendan Kehoe's _Zen and the Art of the Internet_. Additional documents are listed below. -=Index and Search Services=- So many resources are available on the Internet that electronic index and search services are constantly being developed to help users find where information is located. Some basic ones are: * Archie indexes more than 1,000 anonymous ftp servers worldwide and searches for software by name. Try a public server at The Hebrew University in Jerusalem. Telnet to: archie.ac.il and login as "archie." No password is required. You can forward questions to archie-admin@archie.ac.il. * WAIS (Wide-Area Information Servers) is a directory of servers that searches for documents indexed by keywords. To try a public WAIS terminal, telnet to: quake.think.com and logon with the username "wais." * Gopher is an automated information server that tunnels through the Internet, browsing through other servers and information sources such as Archie, certain libraries, and many WAIS servers. If you don't have a local server, you can use a public server at the University of Indiana. Telnet to: gopher.uiuc.edu and logon with the username "gopher". There are six gopher sites in Israel. * Veronica is a database server that will search all Gopher servers for key words and extract information for you. You can locate it through a Gopher site under Internet Resources. * WWW (World Wide Web) is based on the idea that the entire Internet can be made into one vast hypertext that can be searched for key words. If you don't have a local server, try the public server at The Hebrew University in Jerusalem. Telnet to: vms.huji.ac.il and logon with the username "www". If you do not have Hebrew support don't be bothered by the strange letters that may appear on your screen. * Hytelnet is a program that helps users find the appropriate hosts and login names for library databases and catalogs. It is a program that runs on your computer. You can download it via anonymous ftp from: ftp.unt.edu; cd library. You can try out a demo if you telnet to: access.usask.ca. Login as "hytelnet". ************************************************************************* * * * * * * * ************************************************************************* Dov Winer Ben Gurion University Internet : viner at bguvm.bgu.ac.il ========================================================================= Date: Mon, 9 Aug 1993 13:07:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Jewish Resources in Computer Networking part 2 JEWISH RESOURCES IN COMPUTER NETWORKING 1993 Lucia Ruedenberg, New York University ruednbrg@acfcluster.nyu.edu -=Libraries and Databases=- With a home computer and modem, you can browse computerized library catalogs around the world from your desk via the Internet. Each library's menu and commands differ slightly, so be sure to read the instructions at each site when you log on, especially how to exit. You can search catalogs by author, title, or subject heading in order to identify references and citations, to build a bibliography, or request interlibrary loan. You can telnet to an individual library if you know its address, or you can use a search service. * RLIN (Research Libraries and Information Network) contains cataloging records from the Library of Congress as well as the Research Library Group (RLG) - 30 major university and research libraries and many smaller affiliates. A search request will indicate which libraries have a particular item. This saves you the trouble of searching individual sites separately. Bibliographi files are subdivided into books, serials, manuscripts, recordings, scores, maps, visual materials, and machine readable data files. There are also specialized databases. You can log onto RLIN from a terminal in most libraries. If you want to work from home you will need an account. Private accounts can be costly so ask your university or research institution to get one for you. Libraries on RLIN relevant to Jewish studies include Harvard, Brandeis, Columbia, and Hebrew Union College. Libraries for folklorists include Indiana University at Bloomington, Penn State, UCLA, and Berkeley. Not all libraries of interest to Jewish studies are on RLIN. Moreover, not all library catalogs on the Internet are fully inclusive of their holdings. Many libraries have yet to complete retrospective conversion of their holdings or to computerize new holdings. For example: * Hebrew Union College has holdings listed on RLIN from 1988 on only. * Some of YIVO's special collections are listed on RLIN, but not its books or serials. YIVO is not on the Internet. * The Jewish Theological Seminary of America uses the ALEPH cataloging system: Telnet to: jtsa.edu and login as "aleph." * For the Oxford University Bodleian Library, telnet to: library.ox.ac.uk. Enter VT100 as terminal type. If you can't find what you need in RLIN, check Gopher's "library facilities and catalogs" for a geographical listing. You can browse through an information file on any given library or you can connect by choosing the library name with the option. * ALEPH is the Israeli Interuniversity Computerized Catalogue System. Through a menu, you can access libraries and databases in Israel, both in Hebrew and other languages. Seven universities in Israel constitute the ALEPH network. Their catalogs are interconnected and users can switch from one to another once they are inside any ALEPH catalog. You can access ALEPH by telneting to any of the following. Login as "aleph": Bar-Ilan University aleph.biu.ac.il Ben-Gurion University bgulib.bgu.ac.il Haifa University haifa.ac.il Hebrew University aleph.huji.ac.il Technion lib.technion.ac.il Tel Aviv University tauvax.tau.ac.il Weizmann Institute of Science wislib.weizmann.ac.il For further details refer to the document "Internet Accessible Library Catalogs & Databases" available via anonymous FTP from vm.tau.ac.il; cd hank.400, get internet.library. The holdings of some major library databases relevant to Jewish studies can be found through ALEPH: * The index to Hebrew Periodicals in Eretz Israel Database from the University of Haifa Library * RAMBI (Index to Articles on Jewish Studies since 1986), at the Jewish National Library of The Hebrew University in Jerusalem, Givat Ram, is compiled from thousands of periodicals with full bibliographic data. * An index to the Israeli legal journal (Mishpateach) and the decisions of the Supreme Court of Israel, at Tel Aviv University. * The Institute of Microfilms' Hebrew Manuscripts at the National Library of The Hebrew University. * The Microfilm Masters of Jewish and Israeli Periodicals indexes originals and negatives of periodicals in selected libraries in England, the United States, and Israel. The Responsa Project: Bar-Ilan University has transfered its Global Jewish Database to CD-ROM and developed an advanced retrieval search program which runs on a PC. Although not yet on line, it is the largest computerized Jewish database in the world. It contains the Tanach, Midrash, Babylonian Talmud with Rashi's Commentary, Jerusalemite Talmud and Rambam and 253 books of Responsa covering a period of over a 1000 years. Information can be obtained from: Ofrer Inc, 1 Executive Drive, Fort Lee, NJ 07024; e-mail: 0005332241@mcimail.com. Or: The Responsa Project, Bar-Ilan University, Ramat-Gan 52900, Israel; e-mail: r70018@barilan.bitnet. -=Virtual Libraries and Exhibits=- At present, a library search over the Internet retrieves only bibliographic data on physical holdings. There are a few virtual libraries where the text is accessible online. For example, the text of the Bible and the Koran, in English, can be found in WAIS (Wide Area Information System) and in Project Gutenberg through searching the Rutger's University reference section, among other sites. Encyclopedias can be found in CARL (Colorado Alliance for Research Libraries). Information on different countries can be found in the CIA World Fact Book, at different sites through Gopher. You can read these texts online or download them. "Scrolls from the Dead Sea: The Ancient Library of Qumran and Modern Scholarship" is an online exhibit from the U.S. Library of Congress as of July 1993. Reproductions of a portion of the physical exhibit, including images of 12 scroll fragments and 29 other objects loaned by the Israel Antiquities Authority, can be retrieved by anonymous ftp. Download graphic files in binary mode. Ftp to: seq1.loc.gov; cd pub/deadsea.scrolls.exhibit. The person in charge is K.D. Ellis of the Special Projects Office: kell@seq1.loc.gov. -=E-mail Lists=- A discussion list is a form of electronic community, consisting of a group of people who receive postings from each other, usually around a topic. When an individual posts to a list, all subscribers receive a copy as mail. Lists are handled by a server (a piece of software) at a particular node (a computer at an institution), monitored by an individual (usually volunteer). There are over 2500 Internet and Bitnet lists worldwide. Of these, about 90 are relevant to Jews or Jewish topics. As many discussion lists are archived at various sites, you can retrieve past discussions. You can find lists of Jewish lists, with descriptions and instructions on how to subscribe to them, from the following sites: * A file that describes about 50 lists devoted to topics of Jewish interest is available on the Global Jewish Network. They include discussions of political activism, Holocaust research, women, religious studies, the UJA and Hillel, Yiddish scholars, music lovers, Ladino and German speaking Jews. Telnet to: vms.huji.ac.il. Login as "jewishnet" (choose English) and choose "description of Jewish Interest Listserv Conferences." You can download the file through the "print" option. * About 40 lists originate in Israel pertaining to scientific research, computer networking, absorbing olim, discussing music, and Japanese board games, to name a few. You can download this file of ILAN based lists from Tel Aviv University via anonymous ftp from: vm.tau.ac.il; cd hank.400, get israel.lists. Or, from a Gopher site go to /Middle East/Bar Ilan University/Ilan Network Info. * If you are looking for a mate, you can subscribe to the Jewish Singles Mailing List (JSML). Write to the moderator, Hillel Steinberg: zeus@zonker.cs.umd.edu. He will send you a template to fill out, after which you receive a list of hundreds of postings from other singles, with you on it. Or you can send your information in hardcopy to: JSML, 1705 East-West Hwy, Apt 202, Silver Spring, MD 20910. At the 1993 American Jewish Libraries (AJL) conference, Yael Penkower described some creative uses of discussion lists. For example, a member of a synagogue in England prints out all the issues of the mail-jewish discussion list for halacha, and adds them to a folder in the shul each week, much to the delight of the congregation. Many lists periodically arrange for gatherings where list members can meet face to face. Another example was announced in April 1993 on the Jewish Electronic Meeting list (JEM). With the help of the Duke University Computer Center, the Durham Orthodox Kehillah at Beth El Synagogue in North Carolina started its own e-mail list for members, most of whom already had electronic addresses. They can now use a centralized address to send out announcements such as recruiting a minyan for observing a yortsayt. - =Newsgroups=- Newsgroups are another form of group discussion that work like a bulletin board. Individuals post to a public site and log on to read them at their leisure. Whereas discussion list etiquette is often (but not necessarily) respectful, newsgroups pride themselves on frank provocative exchanges. Of the over 4000 newsgroups worldwide, there are about 7 related to Jewish topics. If you do not have a local server, you can telnet to a public site: hela.ins.cwru.edu. Log in as a visitor and type "go usenet" at the prompt. The site is extremely busy so try it early morning or late at night. One of the most active newsgroups is soc.culture.jewish, a discussion of Jewish culture and religion. Other active groups include talk.politics.mideast, and alt.revisionism regarding Holocaust revisionism. The following e-mail lists are also available as newsgroups: il.ads, il.board, il.talk, il.israel.mideast, and il.israel.israeline (the last two are translations of the press, not discussion groups). Scholars of vernacular culture, folklore, and communications will find discussion lists and newsgroups a rich source for research. In March 1993, a hilarious thread appeared on soc.culture.jewish under the subject heading "Talmud Fortran" - a cross fertilization between computer science and Purim humor on the problems of kashering buggy software programs. It included one discussion arranged like a page of Talmud. Past discussions of soc.culture.jewish are archived at the NY-Israel Project and the JewishNet described below. End of part 2 of 3 - 232 lines ************************************************************************* * * * * * * * ************************************************************************* Dov Winer Ben Gurion University Internet : viner at bguvm.bgu.ac.il ========================================================================= Date: Mon, 9 Aug 1993 13:08:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Jewish Resources in Computer Networking part 3 Part 3 of 3 - 344 lines ======================= JEWISH RESOURCES IN COMPUTER NETWORKING 1993 Lucia Ruedenberg, New York University ruednbrg@acfcluster.nyu.edu -=Jewish Networking=- Recent efforts have been made to promote "Jewish networking" - to facilitate communication and coordination between Jewish communities via electronic "landing" sites that maintain electronic databases of information files and pointers to help you find things Jewish on the net. Electronic networking decentralizes by encouraging the reproduction of information and communication between otherwise isolated communities. Duplication of efforts reflects a diversity of interests and emphases within the Jewish community. * In May 1993, the office of the Mayor of Jerusalem Teddy Kollek got online: kollek@jerusalem1.datasrv.co.il. * The Global Jewish Information Network, or JewishNet, is a project of the government of Israel, initiated by Dov Winer in 1988 when he presented the idea to the Ministry of Communications. In 1991 he won the contract to implement the project and headed a team of Makash/SIBAM to develop it. By April 1993 a committee for the project was established in the Jewish Agency and by May 1993 the Policy Planning Commitee for Telematics in Israel included the project into its policy for a national infrastructure. Originally established at Ben Gurion University, as of June 1993 JewishNet has a server at The Hebrew University with full Hebrew support. Telnet to: vms.huji.ac.il. Login as "jewishnet". If you do not have Hebrew support, choose English and don't be bothered by the strange letters that may appear on your screen. You can download files through the "print" option. Winer, originally from Brazil, came to Israel in 1966. A psychologist, he taught at Ben Gurion University, established the Evaluation and Applied Research Unit of the Negev College, has been active in intervention projects in development towns, the kibbutz movement, and the establishment of networking projects through the Makash association, a non-profit organization for furthering social and educational goals through computer communications. In an e-mail interview, he notes: When I got acquainted with the possibilities implied by worldwide networking....it was clear that we may reach unprecedented global integration of the Jewish community. Jewish education, community life, Jewish political action, the countering of processes of decay and disintegration - all these may benefit of such integration. All this may suggest a better prospect for the Jewish People than that foreseen by Jewish demography for the beginning of the next century. He envisions a network that caters specifically to the information and communication needs of Jewish communities all over the world, accessible from every Jewish congregation, institute, school and home, providing services such as e-mail, directories, easy access to databases, electronic newspapers, bulletin boards and conferences, software, educational services and a Jewish electronic university. JewishNet maintains a database of electronic files on discussion lists, usenet groups, reading lists and FAQ files. It also is a server that provides access to many of the resources and services mentioned in this article - libraries, Holocaust archives, and other databases. Winer notes that the "Jewish Libraries and Catalogs" option points to formerly buried and unknown holdings in the Aleph system, and he recommends the filmography and films archives. Browse through "Jewish networking" to learn more about the diversity of Jewish community networks world-wide, including pen-pal programs between students of secondary schools from kibbutzim, moshavim, cities in Israel, and abroad. For updates and questions regarding Jewish networking subscribe to the discussion list: jewishnt at listserv@bguvm.bitnet. * A database of files about ILAN (Israel Academic Network) is maintained by Hank Nussbacher at Tel Aviv University. You can download them via anonymous ftp from: vm.tau.ac.il; cd hank.400. There is an index of files in the directory. The file "israel.faq" is a collection of Frequently Asked Questions about the Israeli Academic Network. Some other useful files include a list of "Israel.lists", files on Hebrew networking, and a 56 page guide to all relevant information on the Internet that pertains to religious studies. If you want to join the computer networking community in Israel, subscribe to the discussion list run by Hank Nussbacher: il-board at listserv@taunvim or listserv@vm.tau.ac.il. * A collection of Israel-related files has been compiled by Jonathan Kamens at MIT (jik@mit.edu). He welcomes contributions and suggestions. The files can be retrieved via anonymous ftp from: pit-manager.mit.edu; cd pub/israel. They include Israel's Declaration of Independence, translated into English, reprints of articles published by CAMERA (The Committee for Accuracy in Middle East Reporting in America), articles published in the newsletter Near East Report affiliated with AIPAC, and journal entries by Robert Werman, an Israeli, written during Operation Desert Storm. To receive an index of files by mail, send e-mail to: mail-server@pit-manager.mit.edu with "help" and "send israel/index" on separate lines in the body of the message. * The New York - Israel Project was founded in 1992 by Avrum Goodblatt (originally from New York), at the invitation of Richard Mandelbaum, head of NYSERNET (New York State Research and Educational Network) which serves as the physical link between Israel and U.S. research networks. The actual node for the NY- Israel Project is located in Liverpool, NY. You can access it via Gopher under /other gophers/north america/USA/new york/new york- israel project of nysernet. You can download their files via anonymous ftp from: israel.nysernet.org; cd israel. Use your electronic address as the password. You can also access the Project via the JewishNet server. Whereas the ftp site is public and can be accessed by individuals, accounts on israel.nysernet.org are currently given only to Jewish community organizations. In a recent e-mail interview, Goodblatt explains that the project's goal was to help Jewish organizations provide better services to their communities. The National Foundation for Jewish Culture is spearheading electronic services such as a National Jewish Performing Arts Network and a Jewish theater databank. The NY-Israel Project provides public conferencing and an online Jewish Information Service of files on how to get around the Internet, Holocaust bibliographies, answers to Holocaust revisionists, documents on hasidim, American-Israel business exchange, Jewish graphics, kashrut, aliya information, Hebrew programs and software. An almost complete copy of the Tanach in Hebrew is available at the NY-Israel Project, via anonymous ftp in the directory /israel/tanach/text/masoretic.chumash/regular(or mac)/, or via gopher in the directory /new york-israel project of nysernet/ jews and judaism/devrei torah/. Download it in binary mode. The README files tell an interesting story of how Dan Rice found and prepared the Tanach files and why some of the books are missing. On a philosophical note, he reflects: I have thrown out all the specifically messy-dos stuff and written some extremely simple programs to play around with the so-called 'codes,' so that Unix users can also investigate them. No disrespect to the Tanach is intended. I hope that no one will mistake this sort of thing for actual Torah study. * You can also find the Hebrew bible at a site in Finland, along with a Hebrew quiz and a Biblical Hebrew language tutorial. Ftp to: nic.funet.fi; login anonymous; cd pub/doc/bible/hebrew. * An electronic archive of files on the Holocaust and fascism has been established in Canada on the Victoria Freenet. Telnet to: freenet.victoria.bc.ca; login as "guest"; select Government Building from the main menu, and then choose either the "Holocaust" or "fascism" archive. It can also be accessed through JewishNet. * Keshernet is a private, religious network of about 150 Jewish bulletin boards (BBS) around the world. The New York City affiliate, run by the Lubavitch community in Brooklyn, allows anyone to dial in, read and write messages world wide free of charge for up to 30 minutes each day. Expanded privileges require a fee. Dial in with your modem to: (1-718) 756-7201. While a private BBS cannot access the larger resources, it can provide e-mail to the Internet. It allows a community without major institutional affiliations to be connected. For a list of Keshernet nodes, look at "Jewish Networking Projects" on JewishNet. For information on Jewish bulletin boards, download the "jewish-nets" file via anonymous ftp from israel.nysernet.org, or browse through it on Gopher. -=Use of Hebrew on the Net=- In order to browse through the Hebrew listings in ALEPH, download Hebrew files, or send Hebrew e-mail, you need communications software that runs Hebrew. For an ongoing discussion on the latest developments in this area, subscribe to il-board or ilan-h at listserv@vm.tau.ac.il. Technical files are available via anonymous ftp from: vm.tau.ac.il; cd hank.400, get hebemail.rfc or hebrew.doc. You can download Hebrew Kermit via anonymous ftp from: noa.huji.ac.il; cd pub/hebrew_kermit/heb_kerm.zip. If you need egahe.com to run the Hebrew Kermit, you can get this program at the same site. You need to download software in binary mode. At the 1993 AJL meeting in New York, Reflection4 by Walker Rich Quinn in Seattle was also recommended as software for Hebrew networking. -=Chat Modes=- Everything described thus far is asynchronous communication; information is stored in the memory of a computer for you to access at your convenience. Synchronous communication is not stored in memory and requires two parties to log on at the same time in order to read each other's messages, although it is possible to log a chat session. During the Gulf Crisis computer networks provided communication with the world when conventional phone lines were overwhelmed. Many users used RELAY (Bitnet) or IRC (Internet Relay Chat), network programs that allow hundreds of users the world over to log on and chat simultaneously. On IRC, for example, there was a channel call #war, where people met 24 hours a day to discuss the ongoing crisis. David in Cleveland relates how he logged on and "fingered" a number of sites till he found someone at The Hebrew University and used interactive "talk" to contact him. He recalls: He was connected from his "sealed room" at home via modem. After he updated me on the latest radio reports, I asked him to make a few phone calls and gave him a list of names/numbers. As each call was complete he typed the name and status of the family. After that, he asked me to contact some close friends of his in the Cleveland area to let them know he was all right. I continued to contact him throughout the war for status reports during the missile attacks. He was always logged in during attacks. Many Israelis used discussion lists to communicate with the world during this time. Shahar from the Technion in Haifa remembers that his 15 year old brother was subscribed to the KIDS-91 list and communicated daily with other kids on the list. Three Israelis posted "diaries" during the Gulf War. Werman's and Shimshoni's postings are archived at the numerous sites detailed above. Judy Koren from Haifa University wrote diaries that are archived with the HUMANIST list at: listserv@brownvm. -=Across Borders=- For political reasons, some people wonder how computer networks may influence communication between Israelis and Arabs. Quarterman (1993) notes that because the Internet had its roots in the open and information sharing world of academia, security has typically taken a backseat. A recent discussion of this topic appeared during June 1993 on the il-board discussion group, upon learning that two universities on the Westbank had connected to the Internet. One user commented: "Now that El Najah University (najah.edu) and Bir Zeit University (birzeit.edu) are on the Internet, I just wonder if they, too, will be able to subscribe to il.board :-)." Someone replied, "Is there a reason why not?" Others commented, "and we should be able to subscribe to the PA-BOARD :-)" or "No, they'll have their own palestine.board (autonomous, of course!)" and a third asked, " Wouldn't the Army or ministry of defence restrict or cencor [sic] communication via e-mail between Israel and Arab countries?" Finally, someone asked "Does anyone know how they are connected?" which prompted a curious fellow user to do some investigation and report back: "Apparently both sites get their mail via a machine in the math and cs department of Kent State University in Ohio, USA, called rabbit.mcs.kent.edu." To subscribe to Palestine Net, e-mail to Palestine-Net@alquds.org with the subject line empty and one-line in the body of the letter: subscribe to Palestine-Net "your name". To subscribe to their news broadcasts (Israeli, Palestinian, Arab), do the same to the address: P-Net-news@alquds.org. To locate whether a country has an Internet connection, use the netfind service. Telnet to: bruno.cs.colorado.edu and logon as "netfind". Choose the seed database lookup and type the name of the country you are looking for. Also, a PostScript map of e-mail connectivity is available via anonymous ftp from: ftp.huji.ac.il; cd pub/doc/miscfile; get internet.ps.gz. In response to the above discussion, a user from the Weizmann Institute, shared a letter he received from a professor in Iran looking for a text editor for Farsi: Dear Mr. [deleted], I am in the process of developing FarsiTeX, based on tex--xet. I am in need of good text editor for that. I downloaded hed, it is fine for hebrew. But needs to have a completely different mapping for the keyboard. How can I do this? Is it possible to have the source? thanks a lot Dr. [deleted] Sharif Univ of Tech Tehran, Iran Direct e-mail between Rehovot and Tehran. Some people like to think about peace, academic cooperation across militant borders, and the power of computers to do good. What is this world coming to! -=Bibliography=- Kehoe, Brendan P. 1992. _Zen and the Art of the Internet: A Beginner's Guide to the Internet_. Englewood Cliffs, NJ: Prentice Hall. Electronic version (in PostScript only) available via anonymous ftp from: ashley.cs.widener.edu; cd pub/zen. Krol, Ed. 1989. _The Hitchhikers Guide to the Internet_. Electronic document available via anonymous ftp from: nis.nsf.net; cd internet/documents/rfc; get rfc1118.txt. Krol, Ed. 1992. _The Whole Internet: User's Guide & Catalog_. Sebastopol, CA: O'Reilly & Associates, Inc. LaQuey, Tracy with Jeanne C. Ryer. 1993. _The Internet Companion: A Beginner's Guide to Global Networking_. Reading, MA: Addison-Wesley Publishing Company. Laurel, Brenda. 1991. _Computers as Theatre_. Reading, MA: Addison-Wesley Publishing Company. Penkower, Yael. 1993. "Internet and Judaica: The Reference Librarian's Perspective." Unpublished paper presented at the 28th Annual Convention of the Association of Jewish Libraries. June 20-23, 1993, New York City. You can reach the author at: yapenkower@jtsa.edu. Quarterman, John S. 1990. _The Matrix: Computer Networks and Conferencing Systems Worldwide_. Bedford, MA: Digital Press. ------- 1993. Internet article in _Computerworld_, February 22. Steele, Guy L. Jr.. 1991. "Confessions of a Happy Hacker" in Eric Raymond, ed., _The Hacker's Dictionary_. Cambridge: The MIT Press. -==--==--==--==--==-<>-==--==--==--==--==- This paper is archived at the Global Jewish Information Network Telnet to: vms.huji.ac.il, login as "jewishnet" in the section Jewish Networking Papers -==--==--==-<>-==--==--==- End of part 3 of 3 - 344 lines Dov Winer Ben Gurion University Internet : viner at bguvm.bgu.ac.il ========================================================================= Date: Tue, 10 Aug 1993 15:48:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: films [Date: Tue, 10 Aug 93 09:25:48 CDT [From: Jerry Rosenberg [Subject: films [To: Holocaust Discussion List <> GMK, Many of the videos I have were from Public Television, The Discovery Channel, The Learning Channel and the Arts & Entertainment Channel. Some were obtained from Zenger Video, which is a division of Social Studies School Services, Culver City California. Another resource has been Tamarelles International Films of Chico California. I would add three videos to the list that are excellent and may be obtained from the Braun Center for Holocaust Studies in NY--The Warsaw Ghetto, Lodz Ghetto and Teresianstadt. the Model Ghetto. The book you did with Leon Rappoport has been very useful. Jerry ========================================================================= Date: Tue, 10 Aug 1993 15:49:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: films [From: ddiephou%Calvin.EDU@uicvm.uic.edu (David J. Diephouse) [Subject: re: films [To: HOLOCAUS%UICVM.BITNET@uga.cc.uga.edu [Date: Tue, 10 Aug 93 9:58:31 EDT Jerry Rosenberg's list of films can be expanded almost indefinitely; the filmography in Annette Insdorf's INDELIBLE SHADOWS: FILM AND THE HOLOCAUST is already somewhat dated (1983), but still useful (see also Ilan Avisar's SCREENING THE HOLOCAUST, 1988). Having taught a course on film and the Holocaust several times, I'd suggest the following to supplement Rosenberg's list (which is a good one). Among documentaries, THE 81ST BLOW (Israel, 1975) is interesting especially for the ways it contextualizes victims' experience using perpetrators' sources (80% of the footage is, necessarily, Nazi). I also like WHO SHALL LIVE AND WHO SHALL DIE? (US,1981) as an example of historical investigative reporting--though the lack of production values lessens its impact on the average student. THE WANNSEE CONFERENCE (Germany, 1987) is interesting for its attempt to reconstruct an event on the basis of a set of minutes (so that,for example, the elapsed time of the film is exactly the same as that of the conference itself), but I'm not sure it wholly succeeds. KITTY: RETURN TO AUSCHWITZ (Britain, 1980) is a very effective complement to MEMORANDUM, mentioned by Rosenberg. Pierre Sauvage's recent film on the rescue center of Le Chambon, WEAPONS OF THE SPIRIT, is good; it might be paired with AS IF IT WERE YESTERDAY (Belgium, 1980), which is darker, more complex, and I think ultimately richer. Then there are a number of films that make effective use of Jewish sources, notably IMAGE BEFORE MY EYES (US,1980), a rich recreation of interwar Jewish culture in Poland, and PARTISANS OF VILNA (US, 1986). Among the mega-documentaries, I think the best--better than SHOAH, which is quite a bit less than the sum of its parts--is Marcel Ophul's THE MEMORY OF JUSTICE (1976), though finding a copy may be a challenge. There's also Ophuls' more recent film on the Klaus Barbie case (HOTEL TERMINUS). Among the host of feature films, my students have found the following especially thought-provoking: THE REVOLT OF JOB (Hungary, 1983), THE BOAT IS FULL (Switzerland, 1981), THE SHOP ON MAIN STREET (Czech, 1965), and MR. KLEIN (France, 1976). I also think highly of DAVID (Germany, 1979), though students don't seem to get it, and DIAMONDS OF THE NIGHT (Czech, 1964)--probably too much an "auteur" film to be of any classroom use. ========================================================================= Date: Tue, 10 Aug 1993 16:25:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Our Lament [Date: Tue, 10 Aug 1993 11:01:51 -0700 (PDT) [From: "Sam Edelman, Ph.D." [Subject: Re: Out Lament [To: HOLOCAUS%UICVM.BITNET@uga.cc.uga.edu I read with some feelings of both pain and sorrow Cecelia's long post. There is no question that the Holocaust has dealt poorly with Jews and other victims as well as with a generation of German children of Nazis and children of German and German American bystanders. Prejudice is never anice thing whether it comes from the victim or the perpetrator. My wife and I have written a paper for a conference which argues that ethnocentrism while negative in most aspects sometimes is a necessary method of protecting a social group under threat. It was used by Jewish victims of the Nazis to help form a community against the Nazi oppression and the oppression of other European antisemities including some Poles. Those mechanism used by survivors to survive, ie. prejudicial remarks and allness statements about others are important signposts for scholars like my wife and myself. In Cecelias earlier posting about transcribing a survivor tape which includes these statements I see no problem here--in fact I see important ethnographic information that when couple with an analysis of other survivor statements gives a clear picture of victim response mechanisms..... Now as to Cecelia's other problem of prejudice focused on German Americans--I certainly feel your pain and anguish. You have felt in a small way what Jews have felt for centuries. It is written in the Tanach that the sins of the fathers are visited on the generations that follow. Guilt is an interesting response. In many ways the Germans unlike the Austrians have until recently begun the process of expiating their guilt through good works and reparations to Israel and the survivor community. The Neo-Nazis of todays Germany come for the most part from the old East germany who refuse like Austria to acknowledge their complicity and their guilt and now they are reaping the whirlwind. Cecelia, there will never be a happy ending to the pain both you and I suffer from different experiences. The guilt that you take with you may never be expiated in your life time just as the memory of the pain inflicted on my people must never be forgotten...In a way were are forever tied together and we must all learn to live with that tie so that we can fight any future attempts to do again what was done in the middle of this century. I know that what I write is no comfort to you or to me. But what is is. Sam Edelman (sedelman@oavax.csuchico.edu) ========================================================================= Date: Wed, 11 Aug 1993 10:57:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: re: Films [Date: Tue, 10 Aug 93 17:54 CDT [From: [Subject: Re: films Thanks for the information on the sources for videos and also the note on the book. We will have a new edition out probably dec or Jan/February in paperback. It will have three additional chapters. gmk ========================================================================= Date: Wed, 11 Aug 1993 11:02:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Films on 'euthanasia' programme [Date: Wed, 11 Aug 93 09:05:38 +0100 [From: pl2@ukc.ac.uk To: jimmott@spss.com Subject: Films on 'euthanasia' programme I am putting together a resource list on the 'euthanasia' programme and would be very grateful to receive items for inclusion on it. I'm especially interested in receiving details of films and video tapes. Peter Lindley Centre for the Study of Propoganda University of Kent Canterbury CT2 7LZ UK ========================================================================= Date: Wed, 11 Aug 1993 15:06:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Euthanasia [Date: Wed, 11 Aug 93 15:10:01 EDT [From: Bob Herzstein [Subject: Euthanasia [To: Peter Lindley The most important Nazi propaganda effort in this area is the very duplicitous and clever "Ich Klage An," 1941. A complete print is available in the Library o Congress Motion Picture Section (contact Patrick Sheehan). I treat the subject at some length in my book THE WAR THAT HITLER WON. Good luck. By the way, the expert on the euthanasia program itself is Dr. Henry Friedlander, at the Judaic Studies department at Brooklyn College, NYC... ========================================================================= Date: Thu, 12 Aug 1993 11:50:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: H-Net List Offerings H-Net Announces 20 Scholarly Lists for Historians August 11, 1993 please circulate Dramatic changes are underway in the electronic communications infrastructure worldwide, especially the Internet and Bitnet systems that link academic computers together. H-Net is an initiative of the History department at the University of Illinois, Chicago, to assist historians to go on-line, using their personal computers. . H-Net sponsors 20 electronic discussion groups or "lists." Subscribers automatically receive messages in their computer mailboxes. These messages can be replied to, saved, discarded, downloaded to a PC, copied, printed out, or relayed to someone else. The lists are free newsletters that are published daily. Currently our lists have 3,000+ subscribers (2,500+ separate people) in 35 countries. They receive an average of 3 messages a day. Membership is open to any scholar or graduate student, and is free. (We especially welcome librarians and archivists.) Each list is moderated by a historian and has a board of editors. The moderators control the flow of messages and reject those unsuitable for a scholarly discussion group. The primary purpose of each list is to enable scholars to easily communicate current research and teaching interests; to discuss new approaches, methods and tools of analysis; to share information on electronic databases; and to test new ideas and share comments on current historiography. Each list is especially interested in methods of teaching history in diverse settings. The lists feature dialogues in the discipline. They publish book reviews, job announcements, syllabi, course outlines, class handouts, bibliographies, listings of new sources, guides to online library catalogs and archives, and reports on new software, datasets and cd-roms. Subscribers write in with questions, comments, and reports, and sometimes with mini-essays of a page or two. Most of the lists have no chronological or geographical limits. We need editors for new lists; if you are interested, send a vita to Richard Jensen at H-NET@uicvm. The H-Net lists in operation [or starting soon] are: 1. H-Albion British and Irish history 2. H-AmStdy American Studies 3. H-CivWar US Civil War 4. H-Diplo diplomatic history, foreign affairs 5. H-Durkhm Durkheim Society Newsletter; social thought 6. H-Ethnic ethnic & immigration history 7. H-Film scholarly studies & uses of media [Sept 1] 8. H-Judaic Judaica and Jewish Studies [Aug 15] 9. H-Labor labor history 10. H-LatAm Latin American History 11. H-Law legal and Constitutional history 12. H-News general history news & announcements [Sept 1] 13. H-Pol US Politics [Sept 1] 14. H-Rhetor history of rhetoric & communications 15. H-Rural rural and agricultural history 16. H-South US South 17. H-Teach teaching college history 18. H-Urban urban history 19. H-Women women's history 20. HOLOCAUS Holocaust studies; anti-semitism ------------------------------------------------------ To subscribe: send this message to LISTSERV@UICVM SUB xxxxxx Firstname Surname, Yourschool where xxxxxx = list name; for example, sub H-Albion Leslie Smith, Southern Kansas U [do not use quotes around "name"; abbreviate University to U; you have only 45 spaces for Firstname-Lastname-School] if you use internet send the message to LISTSERV@uicvm.uic.edu ====================================================== ========================================================================= Date: Thu, 12 Aug 1993 11:52:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: History Lists "H-Net Guide to History Lists on Bitnet/Internet" from H-Net@uicvm.bitnet August 11, 1993 -- list address theme of list [ listname@node (where node = name of computer host) ] ** = H-Net sponsored list 1. AfAm-L@UMCVMB African-American Research 2. AfAS-L@KENTVM African American Studies and Librarianship 3. AfroAm-L@harvarda African-American Studies 4. Ancient and Medieval History a) Agor@une.edu.au AGORA = e-journal in classics b) Ancien-L@ULKYVM History of the Ancient Mediterranean c) AnSax-L@WVNVM Anglo Saxon [very active, technical] d) BMCR-L@cc.brynmawr.edu Bryn Mawr Classics Review (ejournal) e) BMMR-L@cc.brynmawr.edu Bryn Mawr Medieval Review (ejournal) f) Classics@UWAVM Classical Greek and Latin [very active] g) IBYCUS-L@uscvm Ibycus (Ancient Greek) h) Interscripta@morgan.ucs.mun.ca Medieval seminar topics i) IOUDAIOS@yorkvm1 First Century Judaism j) MedFem-L@UWAVM Medievalist feminists k) MEDIEV-L@ukanvm Medieval l) MedSci-L@brownvm Medieval and Renaissance science m) MEDTEXTL@uiucvmd Medieval Texts, Philology, Codicology 5. AHC-L@DGOGWDG1 (European) Association for History & Computing 6. AmerCath@UKCC History of American Catholicism 7. Amerstdy@miamiu American Studies 8. AmWest-H@uscvm American West 9. Archives@arizvm1.ccit.arizona.edu Archives [very active] 10. ASEH-L@TTUVM1 Am. Soc. of Environmental Historians 11. Balzac-L@cc.umontreal.ca French culture [send e-note to Balzac-l-request@cc.umontreal.ca ] 12. British lists at mailbase@mailbase.ac.uk American-studies Essex-history Historical data archives at ESRC history-methods history-vasco 15-16c Portugal history-teaching history-econ Economic history; excellent newsletter history-ihr Intitute of Historical Reseach humgrad Graduate students in Humanities a) for all British lists, send e-note (no subject) to mailbase@mailbase.ac.uk containing the single line: JOIN list Firstname Surname (i.e. JOIN History-econ Richard Jensen to exit: LEAVE History-methods b) if you are in Britain, mail to JANET%"MAILBASE@UK.AC.MAILBASE" 13. C18-L@psuvm 18th century history & culture [active] 14. Caduceus medical history; email to ibowman@utmbeach 15. CANALC@YORKVM1 Latin America and the Caribbean 16. China@PUCC Chinese Studies 17. CLIONET Australian monthly e-newsletter reach it through HNSOURCE (see #59 below) under RESOURCES/ Europe and Asia 18. CTICH Computers in teaching history ewrite: CTICH@glasgow.ac.uk 19. deutsche-liste@ccu.umanitoba.ca German lit & culture [send e-note to owner at: colappe@ccu.umanitoba.ca ] 20. EarAm-L@KENTVM Society of Early Americanists [low activity] 21. EMedCh-L@uscvm early medieval China 22. EMHist-L@uscvm early modern Europe 23. EPP-L@BUACCA Albert Einstein Papers and Discussion 24. Erasmus Renaissance & Reformation Studies send enote to bowen@vm.epas.utoronto.ca [internet address] 25. ESPORA-L@ukanvm Spain/Portugal 26. EthnoHis@HEARN Ethnohistory 27. Ficino@UTORONTO FICINO Renaissance/Reformation 28. FranceHs@UWAVM French history [low activity] 29. GrmnHist@uscvm German history 30. H-Albion@uicvm ** British History 31. H-AmStdy@uicvm ** American Studies 32. H-CivWar@uicvm ** US Civil War 33. H-Diplo@uicvm ** US diplomatic; foreign affairs 34. H-Durkhm@uicvm ** European social thought 35. H-Ethnic@uicvm ** Ethnicity, immigration 36. H-Film@uicvm ** scholarly studies & uses of media [Sept 1] 37. H-Judaic@uicvm ** Judaica and Jewish Studies [Aug 15] 38. H-Labor@uicvm ** Labor History 39. H-Law@uicvm ** US legal & constitutional 40. H-LatAm@uicvm ** Latin American 41. H-News@uicvm ** general history news & announcements [Sept 1] 42. H-Pol@uicvm ** US Political History [Sept 1993] 43. H-Rhetor@uicvm ** History of Rhetoric 44. H-Rural@uicvm ** Rural, agricultural history 45. H-South@uicvm ** US South 46. H-Teach@uicvm ** Teaching History 47. H-Urban@uicvm ** Urban History 48. H-Women@uicvm ** Women's History 49. HOLOCAUS@uicvm ** Holocaust studies, anti-Semitism 50. HABSBURG@purccvm Austrian History since 1500 51. HISLAW-L@ulkyvm History of Law (Feudal, Common, Canon) 52. HISTEC-L@ukanvm History of Evangelical Christianity 53. history@psuvm Generic history [active; semi-pop] 54. HNSOURCE history gopher service at U Kansas (="MALIN") telnet hnsource.cc.ukans.edu a) the menu option RESOURCES: DATA BASES includes direct access to databases, including CARL (periodical literature) and LOCIS (Library of Congress catalog) b) Byrd Historical Data Archives (e-texts) use gopher through HNSOURCE under RESOURCES/America c) GHETA History ftp service at U of Groningen reach it from HNSOURCE under RESOURCES/ Europe and Asia d) Mississippi State History Data Archive via HNSOURCE under RESOURCES/America 55. HOPOS-L@UKCC History of Philosophy of Science [active] 56. HOST History of Science & Tech (ejournal) contact editor at jsmith@epas.utoronto.ca 57. HTech-L@SIVM History of Technology [active] 58. HUMANIST@brownvm Humanists [active, famous] 59. IEAHCnet@uicvm ** Early American History & Culture (fall 93) 60. Islam-L@ulkyvm History of Islam 61. L-CHA@uqam Canadian Historical Association 62. LASNET@EMX.UTEXAS.EDU Latin American Studies Network 63. MCLR-L@MSU Latino Research 64. MilHst-L@ukanvm Military History [active; semi-popular] 65. MUSEUM-L@UNMVMA Museums 66. OMHR Online Modern History Review send e-note to editor at ua832@freenet.victoria.bc.ca 67. ORTRAD-L@MIZZOU1 Oral traditons 68. Poli-Sci@RUTVM1 Political Science Digest 69. PrezHist@kasey.umkc.edu [Internet] US Presidential History, PrezHist%kasey.umkc.edu@umkcvax1 [Bitnet] 1789-1992 70. PSRT-L@MIZZOU1 Pol Science/ constl law book reviews [good] 71. PUBLHIST Public history list To subscribe, send to MAILSERV@HUSC3.HARVARD.EDU SUBSCRIBE PUBLHIST Firstname Surname 72. RENAIS-L@ULKYVM Renaissance 73. Roots-L@NDSUVM1 Genealogy [very active] 74. SEAsia-L@MSU Southeast Asian Studies 75. SEdit-L@UMDD Editors of scholarly editions 76. Shaker@ukcc Shakers 77. SHARP-L@IUBVM History of Authorship, Reading 78. SHOTHC-L@SIVM History of Computing 79. T-Assist@UNMVMA Teaching assistants (all departments) 80. Victoria@IUBVM Victorian studies 81. VWar-L@UBVM Vietnam War [history, pop culture very active] 82. WHIRL@PSUVM Women's History in Rhetoric & Language 83. World-L@UBVM World History [active, non-eurocentric] 84. WWII-L@UBVM World War II [active] A. How to subscribe to a LIST via Bitnet (use H-TEACH as example). Do NOT send a message directly to the list. Instead send it to the "listserv" that handles the list. (LISTSERV with one "E"). The Listserv program on the mainframe computer at the other end will figure out your e-address from the message header it gets from your computer. The Internet addresses above are the longer more complicated ones; most computer centers treat them the same as Bitnet addresses; if you get an error message check with your local guru. 1. Thus to subscribe to H-TEACH (that is, H-TEACH@uicvm) send a message to its listserv, which will be LISTSERV@uicvm for H-TEACH@uicvm. (see part B below for how to address it) --no "subject" line --the text of your message should be: SUBSCRIBE H-TEACH Your Name School for example: SUBSCRIBE H-TEACH Leslie Jones, U of Southern Nebraska 2. To unsubscribe: send this message to Listserv@node UNSUBSCRIBE listname Your Name 3. To put messages on hold for a while, send this message to listserv@node: SET listname NOMAIL that is, SET H-TEACH NOMAIL a) To resume messages: SET listname MAIL B. How to post a message for everyone on list (be sure to sign it, & give your own e-address; and keep a copy--most lists do not automatically send you a copy of your own message.) send it to listname@node that is, H-TEACH@uicvm --depending on your mainframe, you may have to use one of several variants: check with your computer center on how to send an email message to a bitnet address one variant: (IBM CMS mainframes) NOTE H-TEACH@uicvm three more variants (VAX VMS systems) in%"H-TEACH@uicvm" jnet%"H-TEACH@uicvm" po%"H-TEACH@uicvm.BITNET" ========================================================================= Date: Fri, 13 Aug 1993 09:36:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: H-NET JOB GUIDE 8/12/93 ************************************************************************** H-Net Job postings August 12, 1993 *************************************************************************** #1 Smithsonian Institution Libraries #2 Polish History-U of Toronto #3 American History--SUNY at Stony Brook #4 European Studies--Queensland University of Technology, Australia #5 Architecture Librarian--Rensselaer Polytechnic Institute #6 African-American Studies--North Carolina State University #7 Librarian--Minnesota State U System-Akita Campus, Japan #8 Mellon Postdoctoral Fellowships--U of Pennsylvania #9 Ethnic Studies--U of Utah ***************************************************************** #1 SMITHSONIAN INSTITUTION LIBRARIES The Smithsonian Institution Libraries (SIL) is seeking an experienced *Librarian*, GS-1410-9 - $27,789 per year to provide reference, research, and bibliographic services within the branch libraries of the Anacostia Museum and National Museum of American History (NMAH). Participates in developing and improving the library collection (i.e. African-American research) to meet the research requirements of the Anacostia and NMAH staff. Screens and reviews publishers' literature, reference bibliographies, and applies professional bibliographic knowledge to assess the value of publications. Maintains a current knowledge of developments in the field and the subjects covered by the branch through individual study, research, and attendance at professional seminars and conferences. Performs literature searches in specialized disciplines which may require online or manual searches of the literature, evaluation of sources, and analysis and synthesis of data. *QUALIFICATIONS*: Knowledge of the theories, principles, practices, and techniques of librarianship. Knowledge of African-American history or specialized fields such as Anthropology, Sociology, political science, urban studies, American studies. Skill using computerized bibliographic databases such as Dialog or CD-ROM. Knowledge of printed or electronic bibliographic tools sufficient to provide reference and research services and collection development such as America, History and Life, Aqricola or Dissertation Abstracts. Applicant must be U.S. citizen. For complete application package call (202) 287-3102 (our 24-Hour Touchtone Activated/Automated Request Center), press 9, and request Vacancy Announcement #93-3100Z. All applications must be post marked by September 8, 1993. The Smithsonian Institution is an Equal Opportunity Employer.: Smithsonian Institution Libraries LIBEM071 @ SIVM.SI.EDU LIBEM071 @ SIVM (BITNET) from: Phil Mueller hi23ahg@mailhost.tcs.tulane.edu Tulane Graduate School Xavier Univ. of LA History Dept. ************************************************************ #2 Position: History Institution: U of Toronto Location: Canada History: Polish History. The Department of History at the University of Toronto invites applications for a tenure-track position at the rank of Associate Professor in Polish History, effective 1 July, 1994. Applicants must have a completed Ph.D. and an excellent record in teaching and scholarly research. The successful candidate will be expected to teach a junior level and a senior level/graduate level course in Polish History and a third course in East European History. Salary will be commensurate with experience. Send applications, a curriculum vitae and ask three referees to write letters to Professor R.C. Brown, Chair, Department of History, University of Toronto, Toronto, Canada, M5S 1A1. Applications will close on 15 October, 1993. The University of Toronto encourages applications from qualified women or men, members of visible minorities, aboriginal peoples and persons with disabilities. ************************************************************ #3 Position: History: American History Institution: SUNY at Stony Brook Location: New York History: American History. Two tenure track positions: one in 18th through 19th century; one in late 19th through 20th century. One appointment will be an Assistant Professor, the other an Associate Professor. Candidates are encouraged to apply for either position at the level for which they qualify. We are particularly interested in African-American history in either period. Additional areas of interest include politics and society and legal/Constitutional history. Ph.D. required. Teaching at graduate and undergraduate levels; strong commitment to research, a publication record, as well as evidence of teaching ability are required. The positions are contingent on budgetary constraints and administrative approval. Letters of application, dossiers, and references to Professor William R. Taylor, Chair U.S. History Search, SUNY Stony Brook, Stony Brook, New York 11794-4348. Candidates may be interviewed at the AHA meeting in January, 1994. Application deadline: December 1, 1993. SUNY Stony Brook is an equal opportunity, affirmative action employer. ************************************************************ #4 Position: Assistant Professor of European Studies Institution: Queensland University of Technology Location: Australia ASSOCIATE PROFESSOR IN EUROPEAN STUDIES (Modern or Contemporary History) Queensland University of Technology (QUT) seeks an outstanding modern or contemporary European historian to take a leading role in the development of programs in humanities. The School of Humanities is part of the Faculty of Arts formed when the University was restructured at the end of 1990. The Faculty also includes the Academy of Arts and the School of Social Science and currently offers a variety of courses at the undergraduate level and is expanding its postgraduate offerings. In 1993, the School of Humanities introduced a Bachelor of Arts degree and the appointee, as a senior member of the school, will play a major facilitative role in the development of that degree. The School also offers minor and major studies in Bachelor degree programs in Education, Nursing and Justice Studies. There are 25 academic and four administrative staff within the School. Academic staff have interests and expertise in Asia-Pacific, Australian and European studies and applied philosophy. Over the next few years, the School will develop new undergraduate and postgraduate courses. Women are under-represented at QUT at senior level; therefore suitably qualified women are encouraged to apply. QUALIFICATIONS/SKILLS: Disciplines represented in the European Studies program include history, politics, literature, geography, and French and German languages. The School now seeks a historian with a strong research and teaching record to take a lead in the field of modern European studies. A specialist in western Europe in any period since the sixteenth century would best suit the present teaching program. But School expansion over the next three years will permit some flexibility in future offerings. Outstanding candidates with expertise in eastern Europe will therefore receive full consideration. CONDITIONS: Tenurable appointment is available at the level of Associate Professor ($US40,778 to $US44,925; $AUD60,475 to $AUD66,625) per annum). Conditions include subsidised superannuation, relocation assistance and professional experience leave. FURTHER INFORMATION: Duty statement and selection criteria for the position and information on the University is available from QUT Personnel Department, telephone 61 7 856 4002 or facsimile 61 7 856 0273. For further information on the position contact Professor Cameron Hazlehurst on 61 7 864 4769 or facsimile 61 7 864 4766. APPLICATIONS: Applications and envelopes should quote 327/93. Applications should systematically address the selection criteria and include evidence of academic qualifications, experience and teaching evaluations plus the names, addresses, telephone and facsimile numbers of five academic and professional referees. Applications should reach the Personnel Director QUT Locked Bag No 2 Red Hill Queensland 4059 Australia by 24 September 1993. Smoking is not permitted in QUT buildings or vehicles. An Equal Opportunity Employer. ************************************************************ #5 Position: Library: Architecture Librarian Institution: Rensselaer Polytechnic Institute Location: New York Library: Architecture Librarian. Rensselaer Polytechnic Institute Libraries is seeking a creative, innovative librarian who is comfortable working in a computer-intensive environment and capable of applying new information technologies to the libraries' architecture services. Reporting to the Head of Collection Development/Reference Services, responsibilities include development of the libraries' collections and services (especially electronic) for the School of Architecture, reference service, database searching, bibliographic instruction, continued professional development, and service of library and university committees and task forces. Qualifications: an MLS from an ALA accredited program, interest and ability to work with architecture and technical materials, ability to work effectively with the public, excellent oral and written communications skills, familiarity with library automation applications, ability to work in a rapidly changing environment, and commitment to professional development. Preferred qualifications are architecture reference experience in an academic library; bachelor's or advanced degree in architecture, art history, or related discipline; experience in collection development and bibliographic instruction; and experience with on-line searching, CD/ROM's, and the use of Internet Resources. Salary is $25,000 minimum, dependent upon qualifications and experience. Application review will begin August 15. Send letter of application, resume, and the names of three references to: Barbara Lockett, Director of Libraries, Folsom Library, Rensselaer Polytechnic Institute, Troy, New York 12180. Rensselaer is an AA/EEO employer. Applications of minorities and women are particularly encouraged. ************************************************************ #6 Position: Assistant -- Associate Professor, African- American Studies Institution: North Carolina State University Location: North Carolina NORTH CAROLINA STATE UNIVERSITY Assistant or Associate Professor of African-American Studies The African-American Studies Program at North Carolina State University invites applications and nominations for a tenure track Assistant or Associate Professorship in African-American Studies. African-American Studies at North Carolina State is offered through the Division of Multidisciplinary Studies in the College of Humanities and Social Sciences. Candidates must have demonstrated abilities, skills, and knowledge to teach courses which include: Introduction to African-American Studies and Critical Issues in the African-American Community. Applicants must hold the Ph.D. degree by the time of appointment. A nine unit teaching load in each of the Fall and Spring semesters is typical. Selected individuals are expected to (1) teach undergraduate and graduate courses in African-American Studies and in one's chosen area of expertise; (2) advise students in the African-American Studies Program; (3) perform service to the program, university and community; (4) engage in academic research. The effective date of appointment will be at the beginning of the Spring semester, 1994. Persons interested in this position should send a letter of interest, summary of teaching and research experience, along with current curriculum vitae. Applicants should request that letters of reference from at least three individuals be sent directly to NCSU. Review of applications will begin October 1, 1993 and will continue until the position is filled. Applications should be sent to: Thomas N. Hammond, Director African-American Studies Program Box 7107 North Carolina State University Raleigh, North Carolina 27695-7107 NORTH CAROLINA STATE UNIVERSITY IS AN AFFIRMATIVE ACTION, EQUAL OPPORTUNITY EMPLOYER. WOMEN AND MINORITIES ARE ESPECIALLY ENCOURAGED TO APPLY. ********************************************************** #7 Position: Librarian Institution: Minnesota State U System-Akita Campus Location: Japan MINNESOTA STATE UNIVERSITY AKITA LIBRARIAN The Minnesota State Universities invite applications for the position of Librarian at the MSU-Akita Campus, Yuwamachi, Akita Prefecture, in beautiful northern Japan. MSU-Akita enrolls 375 Japanese students and 70 American students. MSU-Akita is in its third year of offering English As A Second Language and general education coursework to the Japanese students who are preparing to transfer to MSUS institutions. American students study the Japanese language and culture in addition to general education courses. Position Responsibilities: Administer overall library operation, including acquisition, catalog processing and data maintenance and reference; oversee the computer lab and other learning-assistance facilities housed in the library; manage annual library budget; develop, teach/coordinate an introduction to the library course (one credit course); and other library functions as needed. Required Qualifications: Master's degree in Library Science; Fluency in English; Minimum five years' experience in various aspects of small academic library management. Desirable Qualifications: The ideal candidate will have experience in working with CD ROM and other current electronically-based library resources as well as current audio-visual and computer-interactive learning resources; the ability to live and work successfully in both Japanese and American cultural milieus; and will possess inter-cultural sensitivity and be fluent in spoken and written Japanese. This is a faculty position with salary range set by faculty collective bargaining agreement. An overseas supplement, housing, and other benefits are provided. Salary will be commensurate with education and experience. Position reports to Academic Dean; position supervises library support staff members. Position is a twelve-month position, anticipated to start December 1993. Contracts are extended one year at a time. Application deadline is September 15, 1993. Letter of application, resume, and three letters of recommendation addressing strengths relevant to position should be submitted to: Dr. Ruth Forsythe Executive Director for Minnesota State University-Akita The Minnesota State Universities 555 Park Street--Suite 230 St. Paul, MN 55103 An Equal Opportunity Educator and Employer. Women and minorities encouraged to apply. ************************************************************ #8 Position: Mellon Postdoctoral Fellowships Institution: U of Pennsylvania Location: Pennsylvania UNIVERSITY OF PENNSYLVANIA Mellon Postdoctoral Fellowships in the Humanities For younger scholars who, by September 30, 1994, will have held the Ph.D. for not fewer than three and not more than eight years. Research proposals are invited in all areas of humanistic studies except educational curriculum-building and performing arts. Preference is given to proposals that are interdisciplinary and to candidates who have not previously utilized the resources of this university and whose work would allow them to take advantage of the research strengths of the institution and to make contributions to its intellectual life. The award carries an annual stipend of $30,000, as well as a travel/research allowance. Completed applications must be received by October 15, 1993. For further information and applications, write to: Chair, Humanities Coordinating Committee c/o Dr. Debra M. Israel, Program Coordinator 16 College Hall University Of Pennsylvania Philadelphia, PA 19104-6378 An Equal Opportunity, Affirmative Action Employer ************************************************************ #9 Position: Sociology -- Ethnic Studies Institution: U of Utah Location: Utah Sociology/Ethnic Studies: The University of Utah invites applications for a tenure-track assistant professor, joint appointment in the Department of Sociology and the Ethnic Studies program, contingent on available funding. Tenure will accrue in the Department of Sociology. The Ph.D. should be completed by Fall 1994. Teaching responsibilities will be divided between the Ethnic Studies program and the Department of Sociology. The individual will offer classes in race and ethnicity at the undergraduate and graduate level. Preferences will be given to the individual whose research and teaching interest emphasis is comparative/historical sociology of Chicanos/Latinos. The University of Utah is a research and teaching oriented institution, and candidates for the position should have a well-defined research focus. Faculty in the Department of Sociology are expected to teach one section of a required undergraduate course per year. The appointment would be effective July 1, 1994 and the individual would be expected to participate in the academic program which normally begins in the last week of September. The position is contingent on available funding. Applicants should send a letter of application, curriculum vitae, and the names of three references to: Dr. Lee L. Bean, Chairperson, Department of Sociology, 336 Social and Behavioral Science Building, The University of Utah, Salt Lake City, Utah 84112. The closing date is December 1, 1993, or when this position is filled. The University is an AA/EEO employer and encourages applications from women and minorities, and provides reasonable accommodation to the known disabilities of applicants and employees. ================================================================== End of Job Posting 8/12/93 Respectfully submitted by Paul Steele H-Net Staff =================================================================== ========================================================================= Date: Fri, 13 Aug 1993 11:38:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Our Lament [Date: Fri, 13 Aug 1993 00:30:13 -0500 (EST) [From: RUEDNBRG%NYUACF.BITNET@uic.edu [Subject: Re: Our Lament [To: HOLOCAUS%UICVM.BITNET@uchimvs1.uchicago.edu I, like Sam, was very moved by your post Cecilia. Thankyou for sharing your feelings and experiences with all of us. Sam wrote: >both you and I suffer from different experiences. The guilt that you take with >you may never be expiated in your life time just as the memory of the pain >inflicted on my people must never be forgotten...In a way were are forever tied >together and we must all learn to live with that tie so that we can fight any >future attempts to do again what was done in the middle of this century. I >know that what I write is no comfort to you or to me. But what is is. There is an excellent study on "the capacity to acknowledge experience in Holocaust survivors and their children." It's a study of 80 adult women and their mothers that correlated the mothers' acknowledgement of experience with the daughters'. The author states that the ability to symbolize and communicate one's experiences and feelings...acknowledging and 'naming' experiences are critical means by which one communicates with others and makes sense of one's social world. The study is based on the idea of 'referential activity' as a process of making symbolic links between verbal and nonverbal representations: i.e. between words and sensory, motoric, temporal, and emotional experience which we store nonverbally - the ability to link an experience to a word or symbol. Cecelia shares the experience of many children of survivors, who grow up feeling things they have no words for, and the confusion and pain this can cause, as we search for the pieces of the puzzle that is ourselves. =-=-=-=-=-=-=-=-= Lucia Ruedenberg New York University Dept. of Performance Studies Email: ruednbrg@ACFcluster.NYU.EDU =-=-=-=-=-=-=-=-= ========================================================================= Date: Fri, 20 Aug 1993 16:29:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Holocaust and rise of the State of Israel Date: Fri, 20 Aug 1993 07:45:12 -0400 From: yapenkower%theo.jtsa.edu@uic.edu To: holocaust%uicvm.bitnet@uga.cc.uga.edu Subject: Holocaust and rise of the State of Israel > >To all members of the Holocaust list: > Perhaps some of you have read my volume The Jews Were Expendable ( >1983), the first overview of how the free world responded during the >Holocaust. Next year, the same publisher (the Univ. of Illinois Press), >will publish a collection of my essays and articles, written over the past >decade or so, which seek to examine the nexus that exists between the >Holocaust and the rise of the State of Israel. > That bond, I am convinced, is real, although many deny it or ignore >it. I would appreciate hearing from anyone on the Holocaust list about this >theme. Since my focus is historical, I am particularly interested in >sources (primary, especially, as well as secondary) which touch upon this >topic. I would appreciate all responses addressed to my home: 915 E. 17th >St., Brooklyn, New York 11230. Thank you. Monty N. Penkower, Touro College. ========================================================================= Date: Fri, 20 Aug 1993 16:35:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Hnet Job Guide 8/20/93 H-Net Job Guide 8/20/93 ************************************************************ #1 Roman History--University of Washington #2 American History--De Montfort University--England #3 Library of Congress--Washington, D.C. #4 American Social History--James Madison College at Michigan State University #5 Humanities Consultant--Princeton University #6 Grant and Fellowship Announcement--Yale University ************************************************************ #1 **Roman History. Visiting faculty position during the 1993- 94 academic year with the possibility of renewal for the following academic year. Starting September 1993 or January 1994. Teaching experience and Ph.D. preferred. To teach advanced undergraduate courses in Roman history and surveys of the ancient world. Send letter of application and vita to Professor Carol Thomas, Department of History, DP-20, University of Washington, Seattle, WA 98195 (FAX 206-543- 9451). Priority will be given to applications received before September 10, 1993. The University of Washington is building a culturally diverse faculty and strongly encourages applications from female and minority candidates. AA/EOE. ************************************************************ #2 A Lectureship in American History at De Montfort University, Leicester, England, will be advertised in the UK press next week. The post will be in the Department of Historical and International Studies, which is part of the School of Arts and Humanities. Courses within the School are organised in such a fashion that students can take a variety of pathways to their degree, combining relevant courses towards concentrations in Visual Arts, Art History, Media Studies, English, History, Politics, Drama, Education, Contemporary Asian Studies, Performing Arts, Arts management. It is expected that American Studies will shortly be confirmed as an area of concentration within the Degree scheme. The post requires particular expertise in domestic American history of the 19th & 20th centuries. Applicants should have completed/be near to completion of their PhD. Research and publication have a high priority in the Department. The post should appear in the _Guardian_ of 10th August, with a closing date for applications of 24 August. Please alert anyone who may have an interest to check the _Guardian_. ************************************************************ #3 LIBRARY OF CONGRESS Washington, DC 20540-2295 *** VACANCY ANNOUNCEMENT*** ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ ^ Vacancy Announcement Number: 31094 ^ ^ Opening Date: August 8, 1993 ^ ^ Closing Date: September 9, 1993 ^ ^ ^ ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ UNDER THE LIBRARY OF CONGRESS AFFIRMATIVE ACTION PROGRAM, MINORITIES, WOMEN, AND PERSONS WITH DISABILITIES HAVE BEEN FOUND TO BE UNDERREPRESENTED IN THIS OCCUPATIONAL SERIES. INDIVIDUALS WHO ARE MEMBERS OF THESE GROUPS AND MEET ELIGIBILITY REQUIREMENTS ARE STRONGLY ENCOURAGED TO APPLY. RELOCATION EXPENSES MAY BE PAID FOR A CANDIDATE SELECTED FROM OUTSIDE OF THE COMMUTING AREA. ----------------------------------------------------------------- GENERAL POSITION INFORMATION: Title/Grade/Series: Administrative Librarian Assistant Chief, Collections Management Division GS-1410-14 (5721S) $56,627 - $73,619 GS-1410-13 (10007S) $47,920 - $62,293 Position Location: Collections Management Division, Constituent Services, Thomas Jefferson Building Type of Appointment: Permanent Number of Vacancies: One BRIEF DESCRIPTION OF DUTIES: The Assistant Chief plans the long range program for the Division, developing and recommending policies, preparing budget requests, determining staffing requirements and developing the annual management plan. Administers and manages the day-to-day operation of the Division, including the delivery of collections to readers; collections arrangement, storage, security, access and preservation; and collections control and tracking. Plans for the relocation of all collections throughout the Library's buildings. Directs and manages a diverse staff, carrying out the full range of supervisory responsibilities, with special emphasis on recruitment and placement, training and development, performance evaluation and recognition. Monitors and analyzes trends in information technology related to the management of Library collections and implements local applications. Represents the Division as an authority in the field of collections management. MINIMUM QUALIFICATIONS: One year of specialized experience at the next lower grade in the Federal Service or at a comparable level of difficulty outside the Federal Service which demonstrates a MINIMUM LEVEL of proficiency in each of the knowledge, skills and abilities (KSAs) listed below. For the GS-14 position, at least one year of the required experience must have been equivalent to the GS-13 level. For the GS-13 position, at least one year of the required experience must have been equivalent to the GS-12 level. QUALITY RANKING FACTORS (KSAs): Quality ranking factors are presented in ALL CAPS. The statements beneath each factor relate each factor to specific duties of the position. 1. ABILITY TO PLAN, ORGANIZE AND SET PRIORITIES -- to develop strategic and operational plans as a basis for identifying and allocating resources. 2. ABILITY TO LEAD, MANAGE AND DEVELOP A CULTURALLY DIVERSE STAFF -- to direct the workforce in accomplishing the work of the division. 3. KNOWLEDGE OF PRINCIPLES, PRACTICES AND TRENDS OF COLLECTIONS MANAGEMENT -- to administer and manage the programs and operations of the division. 4. ABILITY TO COMPILE AND ANALYZE DATA AND COMMUNICATE RESULTS IN WRITING -- to monitor and evaluate the effectiveness of division programs and services. 5. ABILITY TO ESTABLISH AND MAINTAIN RELATIONSHIPS WITH OTHERS -- to represent the division and its programs and services. HOW TO DEMONSTRATE COMPETENCE ON THE KSAs: APPLICANTS MUST ADDRESS EACH KSA ON A SEPARATE SHEET OF PLAIN PAPER IN ORDER TO BE CONSIDERED FOR THIS VACANCY. Applicants should not simply repeat entries from the SF-171 in addressing each KSA, but should elaborate on any specific experience (as an employee or volunteer), training, educational courses, and awards that demonstrate possession of the identified KSAs. EVALUATION PROCESS: Applicants are first assessed against the minimum qualification requirements for the position. To be minimally qualified, applicants must demonstrate a MINIMUM level of competence in the knowledge, skills, and abilities (KSAs) required to perform the duties of the position, and must have the length of time and level of education and/or experience as specified in the announcement. Applicants who are minimally qualified will be further evaluated to determine the degree to which they possess the KSAs identified as quality ranking factors. These KSAs are assigned values for the purposes of rating. This rating process will determine who will be referred to the selecting official for further consideration. REMARKS: Sensitive position requiring appropriate security clearance. ***************************************************************** * HOW TO APPLY: Submit a Standard Form 171, Application for * * Federal Employment, and all required attachments as described * * in this Announcement to: * * LIBRARY OF CONGRESS * * HUMAN RESOURCES OPERATIONS OFFICE * * 101 INDEPENDENCE AVE., SE, LM 107 * * WASHINGTON, DC 20540-2295 * * * * For more information on this Vacancy, please contact: * * Annie Gartmon, Team 2 at 202-707-9147 * ***************************************************************** ************************************************************ #4 AMERICAN SOCIAL HISTORY "Immigrants, Minorities, & American Pluralism" Temporary, one semester (Spring, 1994), full time position at instructor or assistant professor level, beginning January 1994. Research leave replacement. James Madison College at Michigan State University seeks a broadly trained social historian in American ethnic and racial group history to teach a comparative social history course, "Immigrants, Minorities, and American Pluralism" (two sections). Applicants should be Ph.D. or advanced Ph.D. candidates and excellent teachers committed to the comparative examination of ethnic and racial experience in the United States. This is full time appointment for Spring 1994 only. Interested candidates should send cover letter, curriculum vitae, at least 2 confidential reference letters, scholarship sample, and graduate transcript by SEPTEMBER 30, 1993. Send to: Dean William Allen, James Madison College, Michigan State University, East Lansing, MI 48825-1205. (517) 353-6753. MSU is an equal opportunity/ affirmative action employer. For additional information, E-mail: Kenneth.Waltzer@MSU.EDU (or): 21409MGR@MSU.EDU James Madison College Michigan State U. (517) 353-3372 ************************************************************ #5 PRINCETON UNIVERSITY PRINCETON, NEW JERSEY Humanities Consultant Information Services within Computing and Information Technology at Princeton University seeks a consultant to support faculty members and students in humanities disciplines who use information technologies in teaching and research. The consultant will join the Instructional and Media Services group. Responsibilities include: proactive consulting with humanities departments and faculty about instructional and research needs; identifying, installing, testing, and documenting software tools and applications; supporting faculty and students in software use. In addition, the consultant will work closely with the language laboratory coordinator on acquisition, installation, and use of software and multimedia applications for language instruction. The consultant will provide expertise in text data bases and text analysis for faculty in all disciplines and expertise in word processing and printing with non-Roman characters and fonts. Qualifications: minimally, a Master's degree in a humanities discipline. Excellent knowledge of one or more foreign languages required; knowledge of Chinese, Japanese, Arabic and/or Hebrew preferred. Strong background (at least two years) supporting computer users in one or more of the humanities disciplines taught at Princeton. Knowledge of both instructional and research applications is required, as is the ability to work on multiple projects simultaneously and to move easily among a variety of hardware platforms, including Intel-based and Macintosh systems. Must enjoy outreach to faculty in humanities disciplines and must possess superior oral and written communications skills. Rank and salary commensurate with background and experience. Send resume and letter of application to: Bruce Finnie, Computing and Information Technology, 87 Prospect Avenue, Princeton, NJ 08544 (finnie@princeton.edu). Applicants should include a resume and the names, telephone numbers, and addresses of at least three people who can comment on the applicant's professional qualifications. Princeton University is an Equal Opportunity Employer and encourages applications from women and minority candidates. ************************************************************ #6 Grant and Fellowship Announcement Pew Program in Religion and American History 1994-1995 National Fellowships and Grants for Ph.D. Dissertations and First Books sponsored by Yale University funded by The Pew Charitable Trusts Purpose Through a generous $1.5 million grant from The Pew Charitable Trusts, Yale University has established a nationally competitive fellowship and grant program to stimulate and sustain scholarship in religion and American history between 1600 and 1980. Awards will be available to scholars in the early stages of their careers who are completing Ph.D. dissertations or first books. The first awards will be available for the 1994-95 academic year. The Pew Program in Religion and American History emphasizes direct aid to scholars through fellowships, research grants, and conferences. The awards are intended to foster a sense of community and purpose among beginning scholars and to stimulate a new body of historical literature on crucial interrelationships between religion and America's historical evolution between 1600 and 1980. The program represents a major partnership between The Pew Charitable Trusts and Yale University to provide national leadership in better understanding the dynamics of American history, particularly the role religion may have played in its unfolding. Scope The program is thoroughly non-sectarian and non- denominational. Attention may be directed to the many varieties of religion practiced in the United States throughout its history, including native American religion, Christianity, Judaism, Islam, Buddhism, and occultism, among others, and to their interrelationships with any and all aspects of American life before 1980. The program especially welcomes proposals that address causal relationships between religion and American history. These might include relationships between religion and politics, economics, foreign policy, popular culture, intellectual life, family life, public policy, education, and public and private morality, just to name a few. Graduate Student Fellowships 1994 Summer Fellowships The program will award six $5000 fellowships for summer 1994. These fellowships are intended for students who have completed preliminary stages of dissertation research. They are intended to allow students to use the summer in dissertation research and writing and to provide funds for research whose costs would be otherwise prohibitive. The application deadline is October 15, 1993. 1994-1995 Dissertation Fellowships The program will award eight one-year dissertation fellowships of $12,000 each for the 1994-1995 academic year. These are intended as "final year" fellowships, and applicants should explain why and how they expect to complete their dissertations during the term of the fellowship. The application deadline is October 15, 1993. Faculty Fellowships and Grants 1994-1995 Faculty Fellowships The program will award six fellowships of $25,000 for the 1994-1995 academic year to faculty members completing first books. Faculty members are expected to devote full time to final research and writing and to be free from all teaching and administrative responsibilities during the term of the fellowship. Their college or university is expected to support the scholarly project by furnishing any supplement necessary to provide a full year's salary. The application deadline is October 15, 1993. 1994-1995 Faculty Research Grants The program will award between five and ten research grants for the 1994-1995 academic year. The grants will range from $2,500 to $10,000 and are intended to pay expenses for research tasks such as unusual travel, the coding and analysis of statistical materials, or unusual kinds of research assistance. The application deadline is October 15, 1993. Conferences 1993 Northeast Regional Faculty Conference The Pew Program in Religion and American History will sponsor a brief conference for faculty members interested in the relationship between religion and American history. The conference will be held at Yale on a Friday evening and Saturday morning during the fall semester. The program will assume the costs of overnight lodging and meals for all participants; participants arrange their own transportation to Yale. 1995 Fellows Conference All recipients of fellowships and grants awarded by the Pew Program in Religion and American History will attend a conference at Yale University in the spring of 1995. Both graduate student and faculty fellows will make major presentations based on the work undertaken during their fellowship and also will discuss work by other fellows. In addition, at least one session will be devoted to problems and opportunities in teaching. Travel, room, and meal expenses for the Fellows Conference will be assumed by the program. Applications Applications for the fellowships and grants offered by the Pew Program in Religion and American History are available at the Yale address below. The application deadline for all nationally competitive fellowships and grants is October 15, 1993. Faculty members living in the northeast area of the United States should receive announcements of the Northeast Regional Faculty Seminar during the early fall. Anyone who wishes to attend the faculty seminar should contact the office of the Pew Program in Religion and American History at Yale for information. The conference is open to all interested faculty members teaching American history. Fellowship stipends will be paid directly to recipients following certification of their status and other requirements. Research grants will be paid to the recipients' home institutions, which will oversee accounting procedures. Eligibility Fellowships and research grants are awarded on a nationally competitive basis to graduate students and faculty throughout the United States. Recipients of fellowships and grants may do their work wherever it is most feasible, and there is no requirement for residence at Yale. However, Yale University is eager to make its libraries and other facilities available to Pew fellowship recipients, as it does for all scholars. Current Yale graduate students do not participate in this national award competition and apply instead for special fellowships available for them at Yale. For applications and information write: Pew Program in Religion and American History Yale University P. O. Box 2160 Yale Station New Haven CT 06520-2160 e-mail: pew_yale@quickmail.yale.edu The Pew Program in Religion and American History is directed by Professors Jon Butler and Harry S. Stout. The program's project assistant is Scott Cormode. =========================================================== End of Job Guide Respectfully submitted by Paul Steele H-Net Staff 8/20/93 =========================================================== = ========================================================================= Date: Tue, 24 Aug 1993 11:58:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: New H-Net list H-NET History On-Line announces the debut of H-FILM Beginning September 1 H-FILM is a free international forum to promote the scholarly study of film, television, and popular culture and the use of media in teaching The primary purpose of H-FILM is to enable scholars to communicate their current resarch and teaching interests and test new ideas. H-FILM will feature: --reviews of books, films, and documentaries; --announcements of grants, conferences, and jobs; --course outlines, class handouts, syllabi, and bibliographies; --discussion of film history, mass communication, and popular culture TO SUBSCRIBE: Send this message to LISTSERV@uicvm.uic.edu or to LISTSERV@uicvm.BITNET: SUB H-FILM Firstname Surname, Your School There are no dues or fees of any kind. Subscribers only need an address on Bitnet or Internet. TO CONTRIBUTE TO H-FILM: Send posts directly to: H-FILM@uicvm.BITNET or H-FILM@uicvm.uic.edu To respond to an H-FILM post, use the REPLY command. You can use your word processor to create a post. Simply save your document as a plain ASCII file (a "text" or "DOS" file) before uploading it and sending it. H-FILM will be moderated to filter out extraneous messages (like requests for subscription) and items that do not aid the scholarly dialogue. All contributions will be part of the public domain and can be freely used, printed, copied or retransmitted if credit is given the original author. Send all questions to: Steven Mintz ========================================================================= Date: Thu, 26 Aug 1993 14:36:00 CST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Announcing H-Grad list H-NET (HISTORY ON LINE) ANNOUNCES THE DEBUT THE H-GRAD, A NEW ELECTRONIC DISCUSSION GROUP SET UP TO PROVIDE A FORUM FOR COLLEGE AND UNIVERSITY GRADUATE STUDENT HISTORIANS TO DISCUSS ISSUES RELATED TO THE GRADUATE SCHOOL EXPERIENCE. The primary purpose of H-Grad is to enable graduate students in history-related fields to easily communicate about graduate school -- taking courses, teaching, TAing, passing exams, writing papers, and basic survival. H-grad will facilitate discussion on a wide range of issues involved in the graduate school experience at the college and university level. H-Grad will be especially interested in all facets of graduate school, including life both in and out of the department. Special attention will be paid to use of new technologies in history related fields. H-Grad is co-edited by Kelly Ritcher (University of Illinois, Chicago) and Robert A. Harris (Binghamton University, New York State). H-Grad has an editorial board entirely comprised of graduate students. In order that subscribers to this list may converse (and carp) openly, this discussion group will be limited to people currently enrollled in a graduate program. H-Grad will publish tips basic to survival in graduate school, such as: how to choose and get along with your mentor, how to navigate department politics, how to prepare for papers and exams, dealing with living and working arrangements, managing a loving relationship while in school, etc. Additionally, special attention will be given to coursework and teaching, such as bibliographies, syllabi, historiography, etc. H-Grad will also post announcements of conferences, fellowships, grants, and jobs. Subscribers will write in with questions, comments, and reports. H-Grad will carry publisher's announcements of new books and will commission book reviews. TO SUBSCRIBE TO H-GRAD Subscription is free. Subscribers will automatically receive messages in their computer mailboxes. Messages can be saved, discarded, copied, printed out, or relayed to someone else. To subscribe on BITNET, send this message to LISTSERV@uicvm: sub H-Grad firstname surname, school (example: sub H-Grad Jane Doe, Central Delaware State) To subscribe on INTERNET, send the same message to LISTSERV@uicvm.uic.edu There are no dues or fees of any kind. Subscribers only need an address on Bitnet or Internet, which is provided by campus computer centers. Computer center consultants or the department guru can explain the mysteries of communication via e-mail. CONTRIBUTIONS TO H-GRAD Contributions can be short questions or long documents. Please sign your name and email address to each contribution. All posts must be signed, and we will add the address if it is not included. Anonymous contributions may be accepted ONLY in special cases. All posts should be sent directly to H-GRAD@uicvm. To answer an H-GRAD post, use the REPLY command. Long documents should be sent via Bitnet Posts can be created outside the email environment using a word processor. If you have a word processor such as Word Perfect or Microsoft Word, save the document as a plain ascii ("text" or "dos") file before uploading and sending it. The details of this process are best described by your local guru. Please do not send binary or unencoded Macintosh files, as we have trouble decoding them. H-Grad will be moderated to filter out extraneous messages (like requests for subscription) and items that do not belong on H- Grad. They may belong somewhere else, or in the comoderator's judgement do not aid the dialogue. The comoderators will not alter the substance of anyone's missive. All contributions to H-Grad will be part of the public domain and can be freely used, printed, copied or retransmitted if credit is given the original author. Send all questions to Robert Harris or Kelly Ritcher ========================================================================= Date: Sun, 29 Aug 1993 16:25:00 EST Reply-To: Holocaust List Sender: Holocaust List From: JIMMOTT@spss.com Subject: Teaching the Holocaust Date: Fri, 27 Aug 1993 21:00:43 -0700 (PDT) From: Steve Snow I've accidentally erased the message sent out regarding texts useful for making the Holocaust meaningful in the classroom to non-whites, so I hope this gets to the person who wrote that request. It seems to me that the types of readings which are most useful in helping people of different racial or cultural backgrounds understand and relate to past events are those texts which are most personal: letters, diaries, memoirs. As a white woman, I have found letters and speeches written by black abolitionists, and Linda Brent's autobiography, for example, to have been the most helpful to me in trying to understand the 19th century black experience. As for the Holocaust, I would suggest the following: Denise Dufournier, "Ravensbrueck: The Women's Camp of Death"; Helen Epstein, "Children of the Holocaust", NY: Putnam, 1979; Olga Lengyel, Five Chimneys: The True Story of Auschwitz"; Dorothy Rabinovitch, ed, "New Lives: Survivors of the Holocaust Living in America"; Lili Meier, "The Auscwitz Album: A Book Based Upon an Album Discovered by a Concentration Camp Survivor"; Sarah Moskovitz, Love Despite Hate: Child Survivors of the Holocaust and their Adult Lives"; Isaiah Trunk, "Jewish Responses to Nazi Persecution: Collective and Individual Behavior in Extremis". These citations are from a class I took a number of years ago from Pat Hurshell, who occasionally teaches at the University of Washington, usually in the Women Studies Dept. I don't know if any of these are still in print--maybe you could contact her if you have problems finding them. Cheryl Wheeler Western Wa. Univ. =========================================================================== 2. From: Chris Amirault Gordon, Back when we could choose our own third text for the second semester comp class here, I taught Art Spiegelman's _Maus_ and it was a great book to teach. We spent a lot of time talking about representing the Holocaust, and were able to have fairly sophisticated discussions about such questions through the book. I am leading off my intro to lit class this semester with Martin Amis's _Time's Arrow_, a novel that begins with the main character's death and works backwards to his birth. What is early on a brilliant, if clever, literary device becomes astonishing as the backwards narrative logic makes sense to the narrator (who's along for the ride) only as WW II approaches, and the character (who has several names) is revealed to be a doctor in Auschwitz/Birkenau. I have no idea how the book will work in this class, but I found it to be a revelation. I have found that my students (middle class, mostly white, top 33% or so of their HS classes) know nothing at the Holocaust and yet are compelled to learn about it. As a result, issues of representation and history become part of the substance of the class. I am hoping, at least, that this will be true this semester. Chris Amirault English Department -- Modern Studies amirault@csd4.csd.uwm.edu University of Wisconsin-Milwaukee 414/372-5153 Milwaukee WI 53201
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