The History and Memory of 'Women Strike for Peace', 1961-1990

Total Page:16

File Type:pdf, Size:1020Kb

The History and Memory of 'Women Strike for Peace', 1961-1990 Northumbria Research Link Citation: Coburn, Jon (2015) Making a Difference: The History and Memory of ‘Women Strike for Peace’, 1961-1990. Doctoral thesis, Northumbria University. This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/id/eprint/30339/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html Making a Difference: The History and Memory of ‘Women Strike for Peace’, 1961-1990 Jon Coburn PhD 2015 Making a Difference: The History and Memory of ‘Women Strike for Peace’, 1961-1990 Jon Coburn A thesis submitted in partial fulfilment of the requirements of the University of Northumbria at Newcastle for the degree of Doctor of Philosophy Research undertaken in the Faculty of Arts, Design and Social Sciences December 2015 Abstract The women’s antinuclear protest group Women Strike for Peace (WSP) formed a visible part of the US peace movement during the Cold War, recording several successes and receiving a positive historical assessment for its maternal, respectable image. This study provides a revised history of WSP, querying the identity of the group in order to produce a more comprehensive and problematic historical narrative. It is the first study to examine WSP from its founding in 1961 through to the closure of its National Office in 1990. The thesis examines key events in the group’s history and challenges established historical understandings of the group, positing that existing perceptions offer an image of uniformity that overlooks the differing experiences of WSP activists and the complexity of their memories. This study draws on aspects of memory theory to inform its examination of WSP’s historical record. It contends that social influences and personal identity had a significant impact on the way in which former members recalled their experiences, while assessing the relationship between collective and individual identity within WSP. By placing the group into the changing cultural and societal environment of Cold War America, this thesis is the first to demonstrate the importance of contextual background to understanding the development of WSP activists’ memory and identity. Whereas existing examinations of Women Strike for Peace apply its maternal image to the entirety of its history, this study finds such interpretations of identity and historical understanding to be static and argues that the transformation in activist identities informed changing perceptions of the group’s past successes. The thesis makes extensive use of branch records and the recollections of individuals recorded through oral interviews and memoirs to query established understandings of WSP. It finds that the desire of leading figures to project a moderate, maternal image resulted in the establishment of a framework within which WSP activists understood their identity and activism. This framework resulted in an historical narrative that overlooks the diversity within the group, the tensions between members that emerged over issues such as hierarchical structure, civil disobedience, and feminist activism, and the regional disparity of the national organisation. The perspectives of leading figures have often been consulted to the detriment of grassroots voices that can offer a more complex, contentious depiction of WSP’s history. Accounting for the construction of WSP’s history, memory, and identity, this thesis challenges our view of the experience of peace activism in the 20th century United States. i ii Contents Abstract .................................................................................................................. i Acknowledgements ............................................................................................... v Introduction: History, Memory, and Women Strike for Peace ..................................... 1 The Historiography of Women Strike for Peace ................................................... 4 The Identity of Women Strike for Peace............................................................. 10 Methodology and Memory .................................................................................. 20 1. “The Women Seemed to Have Emerged From Nowhere”: Origin Myths and the Roots of Women Strike for Peace ............................................................................... 35 Women’s Antinuclear Protests Pre-1961 ............................................................ 37 The First Meeting ................................................................................................ 43 Regional Founding Stories .................................................................................. 50 Crafting an Image ................................................................................................ 54 The First Strike .................................................................................................... 60 WSP’s Founding Myth and the Memory of Activists ......................................... 66 2. “Make Way, They're Coming!”: Nonorganization and the First Successes, 1961- 1963 ............................................................................................................................. 73 “Organizing a ‘Nonorganization’” ...................................................................... 74 The First National Conference ............................................................................ 84 Anticommunism and the HUAC Hearings ......................................................... 90 The Partial Test Ban Treaty .............................................................................. 101 Claiming Success .............................................................................................. 107 3. “A Not So Funny Thing”: Alice Herz, the Jakarta Meeting, and the Anti-Vietnam War Movement, 1963-1967 ...................................................................................... 113 “Early” Concern ................................................................................................ 114 The Immolation of Alice Herz .......................................................................... 117 The Jakarta Meeting .......................................................................................... 129 Successes, Civil Disobedience, and Varied Experiences .................................. 136 4. “A Falling Off of Interest”: The Silence of WSP’s Decline, 1965-1973. ............. 149 “The Decline of the Demonstration”................................................................. 150 Fatigue and the “Retirement” of Dagmar Wilson ............................................. 156 Fractured Unity and Regional Representation .................................................. 164 The Leadership of Key Women ........................................................................ 175 The Tenure of Trudi Young .............................................................................. 180 5. “Basically Feminist”: A Seventies Revival and Changing Historical Perceptions, 1970-1980 ................................................................................................................. 189 Ethel Taylor and WSP’s Antinuclear Revival .................................................. 190 Women Strike for Peace and Radical Feminism............................................... 199 iii The National Women’s Conference .................................................................. 208 A Feminist History? .......................................................................................... 216 6. “We Made a Difference”: The Return of the Peace Movement and WSP’s Historical Legacy, 1980-1990 ................................................................................... 231 The Election of Reagan and Evaluating the Past .............................................. 232 The Return of the Peace Movement .................................................................. 242 The Relevance of Women Strike for Peace ...................................................... 249 The End of Women Strike for Peace ................................................................ 255 “Unfinished Business” and Defining Success .................................................. 262 Conclusion: “Who Are These Women?” .................................................................. 273 Memory and Identity ......................................................................................... 274 Diversity and Representation ............................................................................ 277 Making a Difference ......................................................................................... 281 Bibliography.............................................................................................................
Recommended publications
  • The Nuclear Freeze Campaign and the Role of Organizers
    Week Three Reading Guide: The Nuclear Freeze campaign and the role of organizers The reading by Redekop has been replaced by a book review by Randall Forsberg, and the long rough- cut video interview of Forsberg has been replaced by a shorter, more focused one. We start the first day with a brief discussion of Gusterson’s second article, building on the previous long discussion of the first one. September 23, 2019 Gusterson, H. 1999, “Feminist Militarism,” PoLAR: Political and Legal Anthropology Review 22.2, 17; https://doi.org/10.1525/pol.1999.22.2.17 This article focuses on the feminist themes Gusterson touched on in his earlier one. He begins restating the essentialist position and its opposition by feminists via “social constructedness.” Second-wave feminism started with Simone de Beauvoir’s idea that gender is constructed (“One is not born, but rather becomes, a woman”) and extending to post-structuralist Judith Butler, for whom gender is a performance, potentially fluid, learned and practiced daily based on cultural norms and discourses. Gusterson is intrigued by the idea of feminist militarism as performance. “If we weren’t feminists when we went in [to the military], we were when we came out.” What was meant by this? How does the military culture described in the article reflect gender essentialism? On p. 22, Gusterson argues that the women’s movement and the peace movement “remake their mythic narratives… through the tropes of revitalization.” What does he mean by this? Do you agree or disagree? Why? Is feminist militarism feminist? Does your answer depend on whether you adopt essentialist or constructivist reasoning? Wittner, L.
    [Show full text]
  • Institute's History
    1 History of the Wisconsin Institute for Peace and Conflict Studies By Ian Harris, Dick Ringler, Kent Shifferd, and William Skelton The Wisconsin Institute for the Study of the future League of Nations that were War, Peace, and Global Cooperation, designed to outlaw war. now the Wisconsin Institute for Peace and Conflict Studies, began in the early Nongovernmental organizations (NGOs), 1980s, a period of considerable peace including those in the peace movement, activity in the United States.1 Most were early advocates for peace specifically, in response to the education. Peace societies came breakdown of arms control talks and together at world peace conventions, the saber rattling by President Ronald first of which took place in The Hague, Reagan, a worldwide peace movement Netherlands, on May 18, 1899, a day had emerged, focusing on the thereafter commemorated as peace day proliferation of nuclear weapons and and celebrated on campuses and the heightened tensions of the Cold schools throughout the United States. War. In addition, U.S. involvement in In Wisconsin, there was considerable Central America had spawned various resistance to the First World War by the “cells” of nonviolent activists across the German settlers who did not want the United States who demonstrated United States to enter into war against against military oppression in Latin their “fatherland.” Much of the America and sent peace delegations to opposition also came from socialists countries like Guatemala, El Salvador, opposed to fighting “a rich man‟s war.” and Nicaragua. In a broader historical After World War I, peace activists and context, however, the formation of the educators promoted “education for Wisconsin Institute also reflected trends international understanding,” whose in the fields of peace studies, peace purpose was to humanize different education, and peace research that had cultures around the world so that they developed during the twentieth century.
    [Show full text]
  • Contemporary Threats to International Peace and Security
    CONTEMPORARY THREATS TO INTERNATIONAL PEACE AND SECURITY Project Ploughshares’ 30th Anniversary Symposium, 9-10 November 2006 Contemporary Threats to International Peace and Security Project Ploughshares’ 30th Anniversary Symposium 9-10 November 2006 About this Publication On 9-10 November 2006, Project Ploughshares celebrated its 30th anniversary with a public lecture and a full- day symposium. The lecture on 9 November was co-sponsored by Project Ploughshares, the Centre for International Governance Innovation, and the Waterloo Region Branch of the Canadian Institute for International Affairs. The symposium on 10 November consisted of two consecutive morning sessions, followed by lunch and an address, and then two consecutive afternoon sessions. Edited versions of the various presentations are included in this volume. Acknowledgements Project Ploughshares gratefully acknowledges contributions from the following in support of our 30th anniversary events: The International Development Research Centre The Department of Foreign Affairs and International Trade Canada The Simons Foundation The Anglican Church of Canada The Evangelical Lutheran Church in Canada The Presbyterian Church in Canada The United Church of Canada The Jim and Lorna Blair Charitable Foundation Lloyd Martin The Institute of Peace and Conflict Studies, Conrad Grebel University College We also acknowledge with profound gratitude the support of national churches and church agencies, local congregations, religious orders, organizations, and thousands of individuals, as well the Government of Canada and national and international partner organizations, who have made our achievements over the past 30 years possible, and who ensure that the work of Project Ploughshares continues. We are particularly grateful to The Simons Foundation in Vancouver for its annual support.
    [Show full text]
  • 'Art of a Second Order': the First World War from the British Home Front Perspective
    ‘ART OF A SECOND ORDER’ The First World War From The British Home Front Perspective by RICHENDA M. ROBERTS A Thesis Submitted to The University of Birmingham For The Degree of DOCTOR OF PHILOSOPHY Department of Art History, Film and Visual Studies School of Languages, Art History and Music College of Arts and Law The University of Birmingham September 2012 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract Little art-historical scholarship has been dedicated to fine art responding to the British home front during the First World War. Within pre-war British society concepts of sexual difference functioned to promote masculine authority. Nevertheless in Britain during wartime enlarged female employment alongside the presence of injured servicemen suggested feminine authority and masculine weakness, thereby temporarily destabilizing pre-war values. Adopting a socio-historical perspective, this thesis argues that artworks engaging with the home front have been largely excluded from art history because of partiality shown towards masculine authority within the matrices of British society. Furthermore, this situation has been supported by the writing of art history, which has, arguably, followed similar premise.
    [Show full text]
  • Maternal Activism
    1 Biography as Philosophy The Power of Personal Example for Transformative Theory As I have written this book, my kids have always been present in some way. Sometimes, they are literally present because they are beside me playing, asking questions, wanting my attention. Other times, they are present in the background of my consciousness because I’m thinking about the world they live in and the kind of world I want them to live in. Our life together is probably familiar to many U.S. middle-class women: I work full-time, the kids go to school full time, and our evenings and weekends are filled with a range of activities with which we are each involved. We stay busy with our individual activities, but we also come together for dinner most nights, we go on family outings, and we enjoy our time together. As much time as I do spend with my kids, I constantly feel guilty for not doing enough with them since I also spend significant time preparing for classes, grading, researching, and writing while I’m with them. Along with many other women, I feel the pressure of trying and failing to balance mothering and a career. Although I feel as though I could be a better mother and a bet- ter academic, I also have to concede that I lead a privileged life as a woman and mother. Mothers around the world would love to have the luxury of providing for their children’s physical and mental well-being. In the Ivory Coast and Ghana, children are used as slave labor to harvest cocoa beans for chocolate (Bitter Truth; “FLA Highlights”; Hawksley; The Food Empowerment Project).
    [Show full text]
  • Tyranny Could Not Quell Them
    ONE SHILLING , By Gene Sharp WITH 28 ILLUSTRATIONS , INCLUDING PRISON CAM ORIGINAL p DRAWINGS This pamphlet is issued by FOREWORD The Publications Committee of by Sigrid Lund ENE SHARP'S Peace News articles about the teachers' resistance in Norway are correct and G well-balanced, not exaggerating the heroism of the people involved, but showing them as quite human, and sometimes very uncertain in their reactions. They also give a right picture of the fact that the Norwegians were not pacifists and did not act out of a sure con­ viction about the way they had to go. Things hap­ pened in the way that they did because no other wa_v was open. On the other hand, when people acted, they The International Pacifist Weekly were steadfast and certain. Editorial and Publishing office: The fact that Quisling himself publicly stated that 3 Blackstock Road, London, N.4. the teachers' action had destroyed his plans is true, Tel: STAmford Hill 2262 and meant very much for further moves in the same Distribution office for U.S.A.: direction afterwards. 20 S. Twelfth Street, Philadelphia 7, Pa. The action of the parents, only briefly mentioned in this pamphlet, had a very important influence. It IF YOU BELIEVE IN reached almost every home in the country and every­ FREEDOM, JUSTICE one reacted spontaneously to it. AND PEACE INTRODUCTION you should regularly HE Norwegian teachers' resistance is one of the read this stimulating most widely known incidents of the Nazi occu­ paper T pation of Norway. There is much tender feeling concerning it, not because it shows outstanding heroism Special postal ofler or particularly dramatic event§, but because it shows to new reuders what happens where a section of ordinary citizens, very few of whom aspire to be heroes or pioneers of 8 ~e~~ 2s .
    [Show full text]
  • FOR a FUTURE of Peketjiktice
    WDMENS ENCAMPMENT FOR A FUTURE OF PEKEtJIKTICE SUMMER 1983'SENECA ARM/ DEPOTS 1590 WOMEN OF THE H0TINONSIONNE IROaiMS CONFEDERACY GATHER AT SENECA TO DEMAND AN END TO MMR AMONG THE NATIONS X 1800s A&0LITI0NIST5 M4KE SENECA COUNTY A MAJOR STOP ON THE UNDERGROUND RAILROAD HITO HARRIET TUBMAW HOUSE NEAR THE PRESENT DAI ARMV DEPOTS EARL/ FEMINISTS HOLD FIRST WDMENS RIQHTS CONVENTION AT SENEGA FALLS ID CALL FOR SUFFRAGE & EQUAL MPTICJMTION IN ALL OTHEP AREAS OF LIFE ' TOD/W URBAN & RURA. WOMEN JOIN TOGETHER IN SENECA G0UNI7 TO CHALLENGE "ME NUCLEAR THREAT TO UFE ITSELF^ WE FOCUS ON THE WEAPONS AT 1UE SENECA ARMY DEPOT TO PREVENT DEPU)yMENT OF NATO MISSILES IN SOUDARITY WITH THE EUPOPE/W PEACE MO^MENT^ RESOURCE HANDBOOK Introduction The idea of a Women's Peace Camp in this country in solidarity with the Peace Camp movement in Europe and the Greenham Common Women's Peace Camp, in particular, was born at a Conference on Global Feminism and Disarmament on June 11, 1982. The organizing process began with discussions between Women's International League for Peace and Freedom and women in the Upstate Feminist Peace Alliance (NY), to consider siting the camp at the Seneca Army Depot in Romulus, NY. The planning meetings for the Encampment have since grown to include women from Toronto, Ottawa, Rochester, Oswego, Syracuse, Geneva, Ithaca, Albany, New York City, Boston, Philadelphia, and some of the smaller towns in between. Some of the tasks have been organized regionally and others have been done locally. Our planning meetings are open, and we are committed to consensus as our decision making process.
    [Show full text]
  • ES-Hist 335 Nuclear America S17 Syll
    Environmental Studies/History 335 Nuclear America Spring 2017 _________________________________________________ TTH, 9:40-11:10, Clow 103 Professor: Jim Feldman Email: [email protected] Office: Sage 3453 Telephone: 920-424-3235 Office Hours: TTH, 1:15-2:45, or by appt. Course Description: After the first successful nuclear test in 1945, Robert J. Oppenheimer—the father of the atomic bomb—reportedly quoted Indian scripture: “Now I am become Death, the destroyer of worlds.” Thus began America’s long and strange interaction with nuclear energy. In this research and reading seminar, we will explore this interaction by examining topics such as foreign policy and the arms race, civil defense planning, nuclear energy, the peace movement, the environmental movement, climate change, and many more. But in confronting nuclear energy, Americans thought and reflected on much more than just the power of the atom. They have wrestled with elemental questions such as the human relationship to nature, the nature of progress, the obligations of citizenship, and the balance between national security and democracy. Exploring nuclear energy will allow us to investigate these larger themes in American history. The course will be run as a reading seminar. There will be very little lecture. Class time will be spent discussing and analyzing the readings. A majority of the readings will be primary sources—that is, the documents written or created as Americans encountered nuclear energy. These include, for example, press releases from the White House, letters and speeches written by government officials and nuclear industry representatives, promotional materials for anti-nuclear rallies, and much more. A central goal of the course is to learn how to critically analyze these documents, and then to use them in creating your own original arguments about American encounters with nuclear energy.
    [Show full text]
  • The War Divides America
    hsus_te_ch16_s03_s.fm Page 656 Friday, January 16, 2009 8:33 PM ᮤ A Vietnam veteran protests the war in 1970. WITNESS HISTORY AUDIO Step-by-Step The “Living-Room War” SECTION Instruction Walter Cronkite, the anchor of the CBS Evening News, 3 was the most respected television journalist of the 1960s. His many reports on the Vietnam War were SECTION 3 models of balanced journalism and inspired the Objectives confidence of viewers across the United States. But during the Tet Offensive, Cronkite was shocked by the As you teach this section, keep students disconnect between Johnson’s optimistic statements focused on the following objectives to help and the gritty reality of the fighting. After visiting them answer the Section Focus Question and Vietnam in February of 1968, he told his viewers: master core content. “We have been too often disappointed by the • Describe the divisions within American optimism of the American leaders, both in Vietnam society over the Vietnam War. and Washington, to have faith any longer in the silverlinings they find in the darkest clouds.... [I]t • Analyze the Tet Offensive and the seems now more certain than ever that the bloody American reaction to it. experience of Vietnam is to end in stalemate.” • Summarize the factors that influenced the —Walter Cronkite, 1968 outcome of the 1968 presidential election. ᮡ Walter Cronkite The War Divides America Prepare to Read Objectives Why It Matters President Johnson sent more American troops • Describe the divisions within American society to Vietnam in order to win the war. But with each passing year, over the Vietnam War.
    [Show full text]
  • The Commune Movement During the 1960S and the 1970S in Britain, Denmark and The
    The Commune Movement during the 1960s and the 1970s in Britain, Denmark and the United States Sangdon Lee Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of History September 2016 i The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement ⓒ 2016 The University of Leeds and Sangdon Lee The right of Sangdon Lee to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988 ii Abstract The communal revival that began in the mid-1960s developed into a new mode of activism, ‘communal activism’ or the ‘commune movement’, forming its own politics, lifestyle and ideology. Communal activism spread and flourished until the mid-1970s in many parts of the world. To analyse this global phenomenon, this thesis explores the similarities and differences between the commune movements of Denmark, UK and the US. By examining the motivations for the communal revival, links with 1960s radicalism, communes’ praxis and outward-facing activities, and the crisis within the commune movement and responses to it, this thesis places communal activism within the context of wider social movements for social change. Challenging existing interpretations which have understood the communal revival as an alternative living experiment to the nuclear family, or as a smaller part of the counter-culture, this thesis argues that the commune participants created varied and new experiments for a total revolution against the prevailing social order and its dominant values and institutions, including the patriarchal family and capitalism.
    [Show full text]
  • Issues of the Sixties Inside Pages of the Detroit Fifth Estate, 1965-1970
    TITLE Capturing Detroit Through An Underground Lens: Issues of the Sixties Inside Pages of the Detroit Fifth Estate, 1965-1970. By Harold Bressmer Edsall, III Presented to the American Culture Faculty at the University of Michigan-Flint in partial fulfillment of the requirements for the Master of Liberal Studies in American Culture Date March 8, 2010 First Reader Second Reader t Capturing Detroit Through An Underground Lens: Issues of the Sixties Inside Pages of the Detroit Fifth Estate Newspaper, 1965-1970 CONTENTS Introduction 2/5ths In Every Garage 2 Chapter 1 Life in the Fourth Estate: Someone Had to Testify 12 Chapter 2 Origins of The Fifth Estate : Hard to Miss The 55 Black and White Coalition Chapter 3 Antiwar News: The Fifth Estate “A Peddler of 89 Smut” Chapter 4 The Fifth Estate , The Underground Press Syndicate, 126 And Countercultural Revenues Chapter 5 Time, Life, Luce, LBJ, LSD, and theFifth Estate 163 APPENDIX Distortion of an UM-Flint Graduate 200 BIBLIOGRAPHY 207 2 Introduction: 2/5ths In Every Garage 3 In December 1968 editors of the Detroit Fifth Estate (FE ), what was referred to as an “underground newspaper,” shared with its readers that “A girl wrote us from Britton, Mich, and told us that she had been caught selling papers to Adrian College students and got busted by her high school principal.”1 The authorities threatened the young lady with criminal charges for selling “pornographic literature, contributing to the delinquency of minors, and selling without a permit.”2 FE stated, “This goes on all the time, but it won’t turn us around.
    [Show full text]
  • Mf-$0.65 Bc$3.29
    DOCUMENT RESUME ED 063 194 SO 002 791 AUTHOR Abrams, Grace C.; Schmidt, Fran TITLE Social Studies: Peace In the TwentiethCentury. INSTITUTION DadeCounty Public Schools, Miami,Fla. PUB DATE 71 NOTE 62p. BDPS PRICE MF-$0.65 BC$3.29 DESCRIPTORS Activity Units; Behavioral Objectives;*Conflict Resolution; Curriculum Guides; *ForeignRelations; Grade 7; Grade 8; Grade 9; HumanRelations; *International Education; Junior HighSchools; Modern History; Nationalism; Organizations(Groups); *Peace; Resource Guides; *Social StudiesUnits; Violence; War; World Affairs; World Problems IDENTIFIERS Florida; *Quinmester Programs ABSTRACT This study of the effort and failuresto maintain world peace in this century is intended as anelective, quinmester course for grades 7 through9. It encompasses the concept of nationalism and the role it plays inthe decisions that lead to war, and organizations that havetried and are trying topreserveor bring about peace. Among other goals for the course areforthestudent to: 1) assess his own attitudes andbeliefs concerning peace and generalize about the nature of war; 2)examine the social, political, and economic reasons for war; 3)analyze breakdowns in world peacein this century and the resultant humanproblems; 4) investigate and suggest alternatives toWar as a means of settling conflict; and, 5) describe ways and means an individual canwork for peace. The guide itself is divided into a broad goalssection, a content outline, objectives and learning activities,and teacher/student materials. Learning activities are highlyvaried and are closely tied with course objectives.Materials include basic texts,pamphlets,records, and filmstrips. Relateddocuments are: SO 002 708 through SO 002718, SO 002 76.8 through SO002 792, and SO 002 947 through SO002 970.
    [Show full text]