From ajkosten@magigimmix.xs4all.nl Fri Aug 2 08:34:14 1996 From: "Arthur Kosten" To: RACE-POL@ACADCOMP.CMP.ILSTU.EDU, REVS@csf.colorado.edu, social-theory@mailbase.ac.uk Date: Fri, 2 Aug 1996 16:33:37 +0000 Subject: New ERCOMER distribution lists Reply-to: ajkosten@xs4all.nl *** apologies for cross-posting *** ERCOMER - the European Research Centre on Migration and Ethnic Relations announces three new electronic mailing- and distribution lists. ercomer-news This is a low-volume mailinglist for those interested in activities, meetings, publications and other announcements of ERCOMER. To subscribe to this list, send an e-mail message to listserv@alcazar.com saying 'subscribe ercomer-news YourFirstName YourLastName' (without the quotation marks). merger-electronic This is for subscriptions to the electronic version of MERGER - the newsletter of the Migration and Ethnic Relations Groups for European Research. Subscribers to the merger-electronic distribution lists will receive an electronic copy of the newsletter t hree times a year. To subscribe to this list, send an e-mail message to listserv@alcazar.com saying 'subscribe merger-electronic YourFirstName YourLastName' (without the quotation marks). merger-notification For those who do not want to receive the full text of MERGER by e-mail, and have access to the World Wide Web. Subscribers of this list just receive a small note when a new issue of MERGER becomes available on the World Wide Web, with the address and the contents. To subscribe to this list, send an e-mail message to listserv@alcazar.com saying 'subscribe merger-notification YourFirstName YourLastName' (without the quotation marks). Regards, Arthur. _________________________________________________________________ Arthur J. Kosten European Research Centre on Migration and Ethnic Relations P.O. Box 80.140, 3584 CS Utrecht, The Netherlands Phone: +31 30 2532968, Fax: +31 30 2534733 e-mail: ajkosten@fsw.ruu.nl ERCOMER website: http://www.ruu.nl/ercomer Virtual Library: http://www.ruu.nl/ercomer/wwwvl/wwwvlmer.html _________________________________________________________________ From coatesrd@casmail.muohio.edu Sat Aug 17 09:24:40 1996 From: "Rodney Coates" To: "Racial-Religious-EthnoNationalist Violence Studies" Date: Sat, 17 Aug 96 11:21:12 +0 Reply-To: "Rodney Coates" Subject: Conversations with a Madman: Part I Conversations with a Madman: rodney coates/96 Some called him a prophet others a madman, some knew him to be a teacher while others saw him as an idiot. To us, he was just a kind old man who always greeted us with a smile, a quarter for some sweets and some advice and answers for our never ending questions. Often, in spring and summer, we would gather outside his little house and listen for hours as he told marvelous stories or just plain talked. There he would sit, in that beat up old chair with its tattered stained cushion flattened by years of supporting his weight - and speak to our needs. In the background we could hear his phonograph playing a scratchy record over and over again. This night the song was a jazzy version of "Ain't no sunshine". As we waited for him to begin the refrains of the song continued, and as if a part of that song his voice rose in unison. "No - Ain't no sunshine, Ain't no sunshine and never will be no sunshine for those who refuse to see the sun. The blind will not see, the deaf will not hear the dumb will not speak of that sun and of that day. Be not confused, despair only leads to blindness, hate to deafness, and ignorance dulls the mind." And then he was quiet, waiting for his words to sink in, for our thoughts to catch up to the spaces he had created. As I looked up, I saw a shooting star, I heard the crickets murmur, I felt the gnats buzzing about my head and the sting of mosquitoes on my arms and legs...and I waited. His gaze seemed to sift our hearts and race through the mental mazes of our minds. As we succumbed to that gaze again he began to speak, this time the quiet of his voice lifted our minds to the mountain of his soul. Porn queens and whorish kings sitting on gilded plastic thrones of greed. Tracking your fortunes, killing them softly with products and prophets of doom and despair. Brother man, Sista woman in that there Mercedes Benz have you forgotten when we were friends. Twas a time me you understood Now seems you've forgotten the hood. Damn the whales, save the children remove the bumper stickers from cars place them on your heart. Wasted lives and fitful dreams, sordid pleasures and dreadful schemes. Listless lives in corporate jungles stolen desires from another's moment. Manufactured lies to sooth a troubled soul. Postcards from death's back door. Human machines watching the bottom line pinching pennies, distorting evil and calling it good. Polluting minds, souls, earth, air, ocean and streams. making fortunes while angst stalks the old Broadway. Feeble excuses for failure to comply to life's calls for righteousness. Paradoxical lives struggling to be ontological phenomenas searching the dumps. Tired of standing at the gate, lady Liberty lay's in state. Strangers turned away without hope didn't know the right folks. Angry cries from the basement tears washing away the dirt. Blues sung on Sunday morning gospel sold on every corner. And then he paused, sat back down and the silence pursued our minds. His gaze seemed to rest upon me, I could see the veil lift from his eyes, suddenly I realized that they were jet black, clear with no sign of age. A bright spark seemed to reside in the pupil, a pool of hope and wisdom welled up inside his soul. Unable to keep his stare long I blinked and when I reopened my eyes he was gone and in his place -mist. With his words tearing at the strings of our souls, in quiet we left. umoja Only when lions have historians will hunters cease being heroes. African Proverb Without struggle there is no progress. Frederick Douglass The most potent weapon of the oppressor is the mind of the oppressed. Steven Biko yours in the struggle Rodney D. Coates Director of Black World Studies Associate Professor of Sociology Miami University Oxford, Ohio 45056 513 529-1235 email: coatesrd@casmail.muohio.edu From coatesrd@casmail.muohio.edu Tue Aug 27 07:02:19 1996 Date: Tue, 27 Aug 1996 09:02:02 -0700 From: "Rodney C. Coates" Organization: Miami University To: revs@csf.Colorado.edu Subject: Conversations with a Madman: Part II Conversations with a Madman: Part II rodney c//96 The madman had lived with us for some time having been expelled from his home for lack of money. When he first arrived his bones showed through his flesh, his hair was matted, and his eyes spoke of the pain of homelessness. He offered us work and wisdom for a piece of bread, a slice of meat and a cool drink from our well. For the first few days he would work then eat - saying it was not moral to eat before he had earned the food to replenish his body. And so he slowly became a part of our little family. I noticed that, although old - maybe as old as 60, his stature was proud and straight, his skin without blemish radiated like gold, and his hair filled with silver lines of gray and rich African braids, rested on his shoulders. As I watched him one day, painstakingly by hand remove the weeds from our garden, I wondered where he had come from, who he had been and how he had come to this state of poverty. Watching and pondering his plight, I suddenly became aware that he had stopped working and was looking intently into my eyes. And then he began to speak in a voice deep from the rivers of time yet calm like the pools of life. “I was born in a distant land, my father was the ruler of a great people. When I was but a teen I fell in love with a woman from a rival clan. It was a love that was forbidden, a love that could not be and because I would not listen I was expelled from our family, my love and our land. Since, I have roamed the world, lived with paupers and poets, Kings and fools, rich and poor. I have fought in wars, worked in factories and on farms, I have preached scriptures from great cathedrals and I have lived with whores. I have drank the wine of new pressed grapes and smelled the stench of death. I have continually searched for serenity, happiness, and peace but always my path lead to places filled with hatred, confusion and despair. And so my road is ever before me to a place where dreams are born. You, my young friend, are of the future and I a discarded vessel of the past. Walk with me for a while and look through my eyes.” I did not know how to respond, his words so filled my mind. I saw visions of far away places and people dressed in wondrous clothes. I heard music playing and felt the sound of quiet. My soul was strangely at peace and then his words caught up with my soul. Let your heart dwell among the stars, your soul dance in the valleys, and walk the plane between the two. Let your dreams be filled with hope, your thought as fresh as this moments flowers, and work for a better day and a better way. Let your realities be the constant struggle to make your dreams come true. And let your dreams include the other that’s not as blessed as you. Let your years constantly seek out wisdom and truth. And your mind contemplate what is pure. Be ever humble and listen to the song of Angels. Let your tongue speak words of love and peace and let your actions so conform. Hearken to the voice of elders and the laughter of those still young. Heed the call of justice and righteousness submit to their will. Search the heart of strangers and friends build bridges of understanding. Silence the urges of distrust and hate that blinds the eye of the soul. Comfort those injured in the storms of greed, contempt and envy. Be true to your quest, your heart and your soul. Find love, honor life, and seek ever to grow. If in all these things you are faithful then your dwelling will always be among the stars. As our path led into our grove, we parted for the day. I looked forward to the next walk and voyage through his soul. umoja: I have no permanent friends, I have no permanent enemies, all I have is a permanent agenda. Malcolm X Rodney D. Coates Director of Black World Studies Associate Professor of Sociology Miami University Oxford, Ohio 45056 E- Mail coatesrd@casmail.muohio.edu From coatesrd@casmail.muohio.edu Tue Aug 27 10:50:21 1996 From: "Rodney Coates" To: "revs@csf.colorado.edu" , "PSN-CAFE" Date: Tue, 27 Aug 96 12:45:27 +0 Reply-To: "Rodney Coates" Subject: Interactive Internet Course on Race and Ethnic Conflict Resolution We have reached the point of decision. Several have indicated that this course is needed. We are currently asking those who are serious about offering this course in the spring of this academic institution to let us know. The readings are intended to be suggestive, where specific readings will be dictated by availability at host institutions, interests in specific regional conflicts, and our collaborative effort. Here is the gneral syllubus and information regarding this course. I look forward to hearing from you. I would like to thank all the many who took part in developing this course from England, Germany, Switzerland, and throughout the United States. The course looks to be an exciting one. Now the task before us is to begin the process of coordinating. For those who have been contemplating offering this course at your institution there is more than enough time..at least 10 months or so to get on board. Look for future updates to come as they develop. Again, thanks all who participated in this developmental stage, and for those who will come on board..there is plenty of room at the table. Below you will find the course as it currently exist, I expect that the syllabus will be further modified for local partner issues (i.e., if a particular set of readings will be more appropriate for your location please advise and we will make adjustments). Gotta go, but stay in touch as I will also.... BWS 380.H - Race and Ethnic Relations: Conflict Resolution and the Internet Course Objectives: Xenophobia has reemerged throughout Europe, while Racism and ethnic hostilities are on the rise in America. Scapegoats and groups are being singled out for hostile reactions, discrimination, and hate. Uncertainty, fear, economic recessions, political instabilities are the most identifiable causes of these problems. In the light of the latest wave of xenophobia and racism it is increasingly essential that students become involved in race relations and conflict resolution 1. To enhance student awareness of the impact of perceived realities upon intergroup relations, misunderstandings, and hostilities. 2. To widen the student's frame of reference in studying race relations and conflict resolution through interaction with students in other institutions, both in the United States and abroad. 3. To develop student awareness of the many forums and perspectives available on the Internet from either enhance or undermine race relations. 4. To stimulate individual research into identifying, analyzing, and cross-culturally comparing race relations problems and proposing possible action plans for conflict resolution. Teaching Strategies: 1. Lecture 2. Discussion 3. Role Playing 4. ListServ readings and discussions 5. Internet discussions with peers taking similar course 6. Assigned readings Evaluation Methods: 1. At designated intervals (usually every two weeks), students submit a two-page paper that summarizes discussions they have had with ListServ participants. 2. Class participation in seminar discussions. 3. Final paper on a pre-approved topic on a race relations topic and the proposed conflict resolution. Class Structure to Meet Learning Objectives: 1. Each student "hooks up" with peers in courses elsewhere to form electronic discussion groups for weekly "chats" on the assigned topic. 2. Within the seminar class, students participate in open discussion based the readings and electronic input. 3. Instructor serves as a facilitator in generating discussions both in class and on the Internet, guiding students into a greater understanding of the subject while also developing further their critical thinking skills in the issues, hidden agendas, and social constructions of reality that impact upon both race relations and the ongoing electronic discussions. The nature of the Class: (I) Syllabi and bibliographic resources could be shared via E-mail. (II) Electronic "bulletin boards" would announce topics or themes for dialogue or debate. (III) Faculty and student discussion groups could "talk" back and forth - respond to questions, "solve" problems. (IV) Lectures would be sent via E-mail and made available for reading at any time. (Electronic TEAM-TEACHING) Some products of this process: "Conflict Resolution" course that results in or produces: (a) an innovative mode of teaching and learning, (b) instructional networking among social scientists, (3) an electronically generated set of resources (e.g., films, bibliographies), (4) a teaching product that could be submitted to the ASA Teaching Resources Division, and/or (5) "solutions" to troubling problems of the time. Focused in class discussions featuring role playing. This exercise carried out in a series of critical negotiations and debates could lead students into deeper discussions of how perceived history feeds into racial/ethnic hatreds which combine with current security concerns. How these factors place obstacles while negotiating lasting solutions to ethnic violence. By devoting time in class over an extended period to role playing, students may gain some understanding of how deeply felt some hatreds are and what measures would be needed to move beyond them. Rational: There are literally thousands of listservs devoted to providing a forum for specific ethnic and/or racial groups. One can find every variant of perspective, from racist to racialist, antagonists to protagonists, those whose aim is racial conciliation to perpetuating racial and ethnic discord. Students, from multiple universities will be encouraged to tap into these listservs. This will provide what might be called some superficial and typically a more detailed first hand introduction to various sources of conflict. After an initial period introduction, surfing of the net and scanning published material, students will be encouraged to select a particular regional conflict and pair up with colleagues at other institutions. Teams will be constructed which will be devoted to a particular side of the conflict ( for example: If Ireland were taken as a regional location, one set of students will take the side of Protestants while another will take the Catholics. In America, one set could represent Native Americans living on reservations while another federal or local townspeople. In Canada it might be between French and English. In the middle east one set obviously could take Palestinian while others will take the position of Jewish settlers. ). Through research and dialogue the student teams would explore the historical, psychological, economic, political, sociological and contemporary sources of conflict from the unique vantage point of the particular group. By looking at the multiple facets of the problem through interdesciplinarian lenses slanted from the unique perspective of the particular groups greater clarity will be provided regarding the exact nature of various conflicts. Through continuous and regular dialogue with fellow students over the Internet a more dynamic intellectual process will follow. Syllabus: BWS: 495 "Race/Ethnic Relations: Conflict Resolution and the Internet - Process and Solutions" - A Seniors Honors Course Pedagogical Rational All too often racial/ethnic groups (in America and throughout the world) and issues relating to their existence are objectified. Such objectification reduces racial/ethnic group existence to that of problems that are then researched, examined, and discussed but rarely solved. The consequences of this approach are that racial/ethnic groups and problems become inseparable in the minds of the student and lay public. Thus rather then the problems faced by racial/ethnic groups, the subject of inquiry becomes racial/ethnic group problems, the problem of racial/ethnic groups, etc. Historically, to the extent that solutions are rendered, they are done so with the aim of rehabilitating racial/ethnic groups. While the problem(s) remain(s) unresolved. Alternatively, a problem focused research concentrates on symptomatic discussions rarely identifying underlying causes, symbiotic relationships (between problems), and structural processes that inhibit identification of specific solutions and/or successful policy formulation. What this means is that we periodically rediscover the same problem set(s), offer typically the same cosmetic solutions which results in frustration and apathy when our efforts prove ineffectual. It is envisioned that this capstone course would be process and solutions oriented. The course would have three primary foci: (1) Problem identification (i.e., analysis of the historical, social, political and ethical context by which a problem set has emerged), (2) process identification (i.e., cross-cultural analysis of programs and policies implemented to resolve similar types of problem sets), and (3) solution generation (i.e., the synthesis of 1 and 2 above into an action plan aimed at resolving, solving, eliminating the problem set). This capstone course is designed to be labor intensive (both for students and faculty). A seminar format, with its implicit informal/intimate character, would best accommodate this course. Class size would therefore be limited to no more then 20 upperclass students. While this capstone would not specifically require that students either complete a BWS thematic sequence or be BWS majors, it does assume as prerequisites one or more of the following: Research and Data Analysis, Policy Design, Understanding the history, politics, theories, sociology of the racial/ethnic groups. Obviously, the more of these prerequisites the student has mastered the greater potential benefits of such an educational experience. Optimally (and with the understanding that no one student will have mastered these areas), the student makeup of the class would maximize each of these areas thereby increasing the group learning experience for all. `Students will accomplish the following and consequently learn the following because of this course. 1) Create and maintain a listsrv linking students on the Internet concerned with Conflict Resolution 2) Understand the nature of different types of ethnic/racial conflict to include history, theory, and practice 3) Understand the nature and complexity of conflict resolution 4) acquire knowledge and formulate ideas regarding conflict resolution overall and particularly as it applies to a specific conflict situation. Optimally, seminar students will interact with their peers at other universities on a ListServ devoted to conflict resolution. At the very least, students will identify news groups and other listsrvs devoted to ethnicity, race, and/or conflict resolution. This will provide a practical medium to discuss and expand students understanding and knowledge of various types of racial/ethnic conflict and its resolution. Readings for this course will come from: Week 1 and 2: Read and discuss: Wilkenson, Doris, "Transforming the Social Order: The Role of the University in Social Change." Sociological Forum 9 (1994): 325-341. Martin Luther King's Where do we go from here: Community or Chaos activity: set up listsrv: Race/ethnic conflict resolution identify other news groups and listsrv on INTERNET which deal with various ethnic and racial groups. Select area conflict interested (groups of 2-3 students will select a particular regional conflict they are interested in knowing more about). Begin research and interaction over net (with net partners at other institutions) regarding the history of this conflict, theories and solution sets. Establish contact with these groups and listsrv's. Establish partnerships with other student colleagues at other participating universities. Week 3 and 4 read and discuss: Volpe, Maria R. "An Urban University-Based Conflict Resolution Program" 1994 Education and Urban Society, 1994, 27, 1, Nov, 22-34. Harris, Albert W."Negotiation Context: An Introductory Essay " 1994 Humboldt Journal of Social Relations, 1994, 20, 2, I-xxv. activity: take these issues apply to regional conflict of choice. Interact with INTERNET colleagues over listsrv, arrive at a consensus re: how it applies. Week 5 and 6: read and discuss: Zoubir, Yahia H., "Protracted Conflict and Failure to Achieve Prenegotiation in the Western Sahara Conflict," 1994, Humboldt Journal of Social Relations, 1994, 20, 2, 1-44. Norman, Alex J., "Black-Korean Relations: From Desperation to Dialogue, or from Shouting and Shooting to Sitting and Talking" 1994, Journal of Multicultural Social Work, 1994, 3, 2, 87-99. Prepare an initial response paper re: policy implications of regional conflict, infuse readings, listsrv discussions into group paper. Submit paper to listsrv for debate and discussion. Week 7 and 8: Discuss and refine group paper based upon INTERNET responses. Resubmit paper to listsrv for review, debate and discussion. Read and discuss: Haj-Yahia, Muhammad M.; Edleson, Jeffrey L. " Predicting the Use of Conflict Resolution Tactics among Engaged Arab-Palestinian Men in Israel" 1994 Journal of Family Violence, 1994, 9, 1, Mar, 47-62. Week 9 and 10 read and discuss: Antonovsky, Aaron , Mburu, F. M.; Waitzkin, Howard; Siegrist, Johannes Complexity, "Conflict, Chaos, Coherence, Coercion and Civility " 1993 Social Science and Medicine, 1993, 37, 8, Oct, 969-981. Engage with listsrv participants re: the relevancy of these observations and determine how this new information and discussions impact upon position/policy paper. Week 11 and 12 read and discuss: "Anti-Semitism and African Americans." Society (September/October, 1994): 45-48. Stone, John "Power, Ethnicity and Conflict Resolution" 1992 Studies in Law, Politics, and Society, 1992, 12(Part A), 89-105. engage with listsrv participants re: the relevancy of these observations and determine how this new information and discussions impact upon position/policy paper. Week 13 and 14 2nd draft of position/policy paper due. Class, INTERNET discussion to follow. Read and discuss Borg, Marian J. "Conflict Management in the Modern World-System"1992 Sociological Forum, 1992, 7, 2, June, 261-282. Week 15: final paper due: Presented on net and in class for discussion, review and revision. End of course rap-up. "Only when lions have Historians will hunters cease being heroes." African Proverb UMOJA, Rodney D. Coates Director of Black World Studies Associate Professor of Sociology Miami University Oxford, Ohio - 45056 PH: 513-5291235 umoja Only when lions have historians will hunters cease being heroes. African Proverb Without struggle there is no progress. Frederick Douglass The most potent weapon of the oppressor is the mind of the oppressed. Steven Biko yours in the struggle Rodney D. Coates Director of Black World Studies Associate Professor of Sociology Miami University Oxford, Ohio 45056 513 529-1235 email: coatesrd@casmail.muohio.edu From J.S.Carlarne@durham.ac.uk Wed Aug 28 04:47:39 1996 Date: Wed, 28 Aug 1996 11:47:01 +0100 (BST) From: J S Carlarne To: Rodney Coates Subject: Re: Interactive Internet Course on Race and Ethnic Conflict Resolution I would be delighted to help in this. I am a PhD student. I think that I have found a key point--trigger mechanism--for 'ethnic' conflict. If my idea pans out it will mean that one should be able to predict future 'ethnic' conflict many years before it erupts into violence. Rather like looking for tell tale cells that might indicate a high risk of cancer. I have had a great deal of encouragement in this, but no money. Would anyone be able to suggest organisations that I might be able to approach? I have paid for this work myself and will be running out of money in the next couple of months. Thanks in advance, John From dharlem@nyc.pipeline.com Wed Aug 28 15:56:10 1996 id VAA07077; Wed, 28 Aug 1996 21:55:51 GMT Date: Wed, 28 Aug 1996 21:55:51 GMT To: J.S.Carlarne@durham.ac.uk Subject: Re: Interactive Internet Course on Race and Ethnic Conflict Resolution From: dharlem@nyc.pipeline.com (Meg Henson Scales) Hello- I suggest you try this webpage: http://fdncenter.org/grantmaker/priv.html It offers a wealth of private foundations with links to them. Good luck. On Aug 28, 1996 11:47:01, 'J S Carlarne ' wrote: > >I would be delighted to help in this. I am a PhD student. I think that I >have found a key point--trigger mechanism--for 'ethnic' conflict. If my >idea pans out it will mean that one should be able to predict future >'ethnic' conflict many years before it erupts into violence. Rather like >looking for tell tale cells that might indicate a high risk of cancer. I >have had a great deal of encouragement in this, but no money. Would >anyone be able to suggest organisations that I might be able to >approach? I have paid for this work myself and will be running out of >money in the next couple of months. > >Thanks in advance, > >John -- Meg Henson Scales From hogan@intac.com Sun Aug 4 14:39:07 1996 Date: Sun, 4 Aug 1996 16:38:26 -0400 (EDT) From: Martin Hogan PSRT-L@MIZZOU1.MISSOURI.EDU, revs@csf.colorado.edu, bisa-un@mailbase.ac.uk, peacekeeping@gmu.edu, UNReform@chatsubo.com Subject: Greek Helsinki Monitor In-Reply-To: The Greek Helsinki Monitor has now been added to http://www.intac.com/human_rights/groups/ Additional press releases etc will be added as they are made available. Regards Martin Hogan keeper http://www.intac.com/PubService/human_rights/ email: hogan@intac.com From spector@calumet.purdue.edu Thu Aug 29 15:19:11 1996 X-NUPop-Charset: English Date: Thu, 29 Aug 1996 16:16:37 -0600 (CST) From: "Alan Spector" Sender: spector@calumet.purdue.edu Reply-To: spector@calumet.purdue.edu To: revs@csf.colorado.edu Subject: Fw: Hate Violence Resource Racism On the Rise! "Hate crimes against Asians increased sharply in Southern California last year, more than in any other region in the country, according to a new study scheduled for release Tuesday. Reported cases of anti-Asian violence in 1995 in Southern California increased nearly 80%, to 113 from 63 the previous year, according to the Washington-based civil rights group National Asian Pacific American Legal Consortium." (LATIMES 8/2/96) English Only Legislation. Anti-Immigrant Hysteria, Welfare Reform to punish the poor which in the minds of many, are people of color, are all symptoms of the pervasiveness of racism in the nation. Rather than continuing reactive attempts to "put down the fires" let's address it proactively by educating, training and organizing. The following new resource provides and analysis and initial insights into systemic racism. New! Anti-Racism training Video Resource Crossroads, a non-profit, national racial justice organization with offices in Chicago, Milwaukee and New York recently produced a 35 minutes training video. The video, "Ending Racism: Working for a Racism Free 21st Century" was produced and directed by Charles and Sue Ruehle, both anti-racist activists and award winning video producers. The video, which includes a study guide provides an overview of racism today and a section on "What can we do?" Its strength lies in providing a analysis of racism today that includes a systemic perspective and provides some initial insights into the process of dismantling racism which is the central focus of Crossroads' training, educating and organizing activities around the nation. In order to develop a widespread distribution this video and the study guide is sold for $35.00 including postage and handling. For more information, write to: Crossroads, 2218 N. 6th Street, Milwaukee, WI 53208 (414) 871-4045 or e-mail: rodrigvm@soca.com.