DOCSLIB.ORG

The Women's Encampment for a Future of Peace and Justice: A

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Women's Encampment for a Future of Peace and Justice: A Ithaca College Digital Commons @ IC Ithaca College Theses 1995 The omeW n's Encampment for a Future of Peace and Justice: A Study of an Alternative Culture Nancy A. Gaspar Ithaca College Follow this and additional works at: https://digitalcommons.ithaca.edu/ic_theses Part of the Communication Commons Recommended Citation Gaspar, Nancy A., "The omeW n's Encampment for a Future of Peace and Justice: A Study of an Alternative Culture" (1995). Ithaca College Theses. 361. https://digitalcommons.ithaca.edu/ic_theses/361 This Thesis is brought to you for free and open access by Digital Commons @ IC. It has been accepted for inclusion in Ithaca College Theses by an authorized administrator of Digital Commons @ IC. THE WOMEN'S ENCAMPMENT FOR A FUTURE OF PEACE AND JUSTICE: A STUDY OF AN ALTERNATIVE CULTURE by Nancy A. Gaspar An Abstract of a thesis subnitted in partial fulfillment of the requirements for the degree of Master of Science in the Roy H. Park School of Communications at Ithaca College May 1995 Thesis Advisor: Dr. Sandra Herndon p 11 1 BL\ I t-} "J '-)­ \.-, o. ~ The Women's Encampment for a Future of Peace and Justice is examined from an interpretivist prespective of organizational culture. The interview method is offered as one approach that can reveal the participants' experiences and viewpoints. The data which emerged from the interview material yields detailed descriptions of anti-nuclear and anti-patriarchal protest activity, as well as descriptions of the radical lesbian,culture which took root at the camp. The analysis focuses on how the various cultural forms which included symbols, visual imagery, songs, and stories functioned as social controls in the camp. THE WOMEN'S ENCAMPMENT FOR A FUTURE OF PEACE AND JUSTICE: A STUDY OF AN ALTERNATIVE CULTURE A Thesis Presented to the Faculty of the Roy H. Park School of Communications Ithaca College In Partial Fulfillment of the Requirements for the Degree Master of Science by Nancy A. Gaspar May 1995 Ithaca College The Roy H. Park School of Corrmunications Ithaca, New York CERTIFICATE OF APPROVAL MASTER OF SCIENCE THESIS This is to certify that the Thesis of Nancy A. Gaspar submitted in partial fulfillment of the requirements for the degree of Master of science in the Roy H. Park School of Communications at Ithaca College has been approved. Candidate: ___ _ _ Chair, G aduat Program 71n Corrmunications ~~~i~= Graduate Date: __~~~L~{,~1f....s,,;;..t.ff;_;;,_7f ____ _ Acknowledgements I would like to thank my advisor Dr. Sandra Herndon for her support of this project and her patience. Special thanks to Cornell scholar Bernadette Andrea who generously loaned me textbooks on contemporary feminism and who also encouraged me with this study. Special thanks to my daughter Gwendolyn Joy Niven who helped me in the preparation of the final draft, and who also took care of her little brother in a very loving way. Special thanks to all the wanen who gave their time as Interviewees for this study, and helped me to learn about feminist peace politics. TABLE OF CONTENTS Page Abstract Title Page ......................... not numbered Abstract ......................... not numbered Title Page not numbered Certificate of Approval not numbered Acknowledgements ........................ not numbered Chapter One: Introduction •.•••••.••••••••••••••••••••••• 1 Purpose of Study ................................... 2 Chapter Two: Interpretive Research and Organizational CUlture... 6 Chapter Three: Research Methodology ........................... 21 Chapter Four: Description of the Structure of the Encampment.... 27 Chapter Five: Descriptions of CUltural Expressions of the Encampment · . • . • . • • • . • • • . • . • • • . • . • • . • . • • • . 94 Chapter Six: The Anatomy of Protest 122 Chapter Seven: Internal Conflicts 135 Chapter Eight: "The Times They Are a Changing" .•••••••••••••••. 162 Chapter Nine: Analysis and Conclusion 172 References Appendix Chapter 1 INTRODUCTION The Women's Encampment for a Future of Peace and Justice in Romulus, New York, was founded for the specific purpose of protesting the deployment of the Pershing II and Cruise missiles in Europe which was scheduled to begin in the fall of 1983. It was believed that the Seneca Army Depot (SEAD) in Romulus would be the transhipment point from which these missiles would be dispatched. The Seneca Depot was suspected of housing a huge nuclear weapon facility (this suspicion was later confirmed) and thus was considered an appropriate target of antimilitarist activity. The individuals involved in the planning stages of the Encampment had long-standing affiliations with various pacifist groups and were strongly coITu~itted to feminist concerns for peace. The following excerpt from notes drafted by Encampment organizers during its early stages explains their intentions: In 1983, Seneca Army Depot will be an important site for resistance because of its role in the deployment of nuclear weapons in Europe. It is our hope that the ongoing presence of women camping at the base will help to raise awareness and bring about changes in present military policies. It is also our hope to strengthen international connections with the Peace Movement in Europe, particularly with the Women's Peace Camp at the Greenham Common base in England, as well as others throughout Europe. Because men have traditionally gone off to work for war, it seems appropriate and necessary that women initiate working for peace. The visibility of women taking this initiative has, for the most part, been ignored. The encampment will enable women's concerns for peace to become more well known. (Notes, March 13, 1983) 1 After extensive planning and fundraising, founding members purchased a farmhouse and fifty-one acres of land adjacent to the army base in Romulus. This farmhouse was to serve as a communications center and a staging site from which to launch protest demonstrations. The schedule of events for the summer of 1983 included peace marches, planned civil disobedience, vigils, street theater, meetings with local townspeople, and weekend workshops. Organizational literature reflected the founding members' collective interest in eliminating sexism, racism, speciesism, and social injustice. Military violence was perceived as only one facet of patriarchal violence which is manifested in rape, wife-battering, homophobia, and the desecration of the earth in the pursuit of material wealth. Shortly after the Seneca Encampment opened on July 4, 1983, a strong feminist culture became permanently entrenched. In its most extreme form, that culture exhibited itself as a lesbian separatist faction. According to the reports of some participants, some separatists not only refused to work public information booths because of the presence of male visitors, but actually discouraged heterosexual women from taking part in Encampment activities. While it is true that some women found their experience at the peace camp to be positive and self-empowering, it is also true that others who came eager to work for the disarmament cause were made to feel unwelcome by a closed community of lesbian separatists. Organizers have stated that it was never their intention to establish the Women's Peace Camp as a separatist entity. One organizer who was interviewed for this study admitted that she herself was very uncomfortable at the camp because of the "extreme element" and could not remain there for long periods of time. The research shows that the Encampment was widely perceived as a place controlled by radical lesbians in the eyes of participants and outsiders alike. Some have claimed that the conflicts generated by lesbian and separatist issues 2 became the central focus of the camp, overshadowing the disarmament cause. These conflicts were a constant source of tension within the camp, according to some participants. After the first summer, the Encampment was widely recognized as a radical lesbian sanctuary. Although it continued to sponsor workshops and demonstrati"ons, very few women came to take part in these events. The Encampment closed in 1993 and is now a residential site. Radcliffe College has preserved many of the camp's cultural artifacts and written accounts by some of the women who were there. There is no source which provides a comprehensive account of the Women's Peace Camp at the Seneca Army Depot--the largest and most well-known peace camp in the United States. There is, in fact, little academic research on any peace encampment. Supporters of the Seneca Encampment claim significant political influence, such as impact on former New York Governor Mario Cuomo's decision to investigate the Seneca Depot for the presence of nuclear weapons, as well as inspiration for the establishment of similar peace camps throughout the United States. Furthermore, Seneca Encampment supporters claim that, as part of the larger peace movement, they were influential in the signing of the Intermediate-range Nuclear Forces Treaty. This study of the Seneca Encampment may be valuable for the following reasons: 1. It provides a historical documentary of the first land-based peace camp in the world. This may be of special interest to both peace activists and feminists because of the nature of the camp. 2. It examines the communication processes and cultural attributes of a unique organizational entity, and therefore may be of potential interest to those in the field of organizational communication. 3 Resources for this study include: 1. Extended confidential interviews with (a) founding members of this Encampment, (b) individuals who participated in Encampment activities during major political actions and/or during periods in which no actions were scheduled, and (c) individuals who were interested in but discouraged from becoming involved in life at the Encampment. 2. Documents including: a. Organizational literature which consists of the Women's Encampment for a Future of Peace and Justice Resource Handbook, meeting minutes from 1983, informal meeting notes from 1983 to 1993, vision statements, com.~ittee lists, orientation materials, fact sheets, flyers, postcards, posters, and song sheets. b. Personal correspondence of Encampment founders. c. Newspaper accounts from the mainstream press. d.
Load more

Recommended publications
  • Activity E: Peace Symbols
    Activity E: Peace symbols Teacher’s Briefing Activity E: Peace symbols Further notes Plenary activity Curriculum links Materials for Students Peace symbol Download this resource www.cnduk.org/activity-e 37 Activity E: Peace symbols: Activity overview Concepts to examine Overview Peace and conflict in daily life, how – After identifying symbols and logos from everyday life, students go on to logos represent ideas and products, examine how body language can be construed as violent. They then examine how peace is portrayed through existing peace symbols and resistance art and go on to design their own symbol. images and artwork. The following activities can also be used as stand alone parts of a lesson. Materials and space needed Instructions Projector/interactive whiteboard for Activity One showing images, space for role play, Aim: Exploration symbols/logos and their meanings paper and art materials for logo – Show students symbols/logos that may be familiar to them design. (brands/charities/political). Ask them to identify them in teams, awarding points for correct answers. Learning outcomes – Discuss the power of logos in small groups and feedback. How do they By the end of the lesson: represent their meanings? What does the school logo represent? What would All students should have been able they wear? Why do they prefer some logos to others? to produce their own peace symbol (including using the CND symbol Activity Two template). Aim: Identify contrasts between body language – Show students pictures of people greeting each other in non-violent ways, such Most students will be able to explain as handshakes and embraces.
    [Show full text]
  • Instead Draws Upon a Much More Generic Sort of Free-Jazz Tenor
    1 Funding for the Smithsonian Jazz Oral History Program NEA Jazz Master interview was provided by the National Endowment for the Arts. JON HENDRICKS NEA Jazz Master (1993) Interviewee: Jon Hendricks (September 16, 1921 - ) and, on August 18, his wife Judith Interviewer: James Zimmerman with recording engineer Ken Kimery Date: August 17-18, 1995 Repository: Archives Center, National Museum of American History, Smithsonian Institution Description: Transcript, 95 pp. Zimmerman: Today is August 17th. We’re in Washington, D.C., at the National Portrait Galley. Today we’re interviewing Mr. Jon Hendricks, composer, lyricist, playwright, singer: the poet laureate of jazz. Jon. Hendricks: Yes. Zimmerman: Would you give us your full name, the birth place, and share with us your familial history. Hendricks: My name is John – J-o-h-n – Carl Hendricks. I was born September 16th, 1921, in Newark, Ohio, the ninth child and the seventh son of Reverend and Mrs. Willie Hendricks. My father was a minister in the African Methodist Episcopal Church, the AME Church. Zimmerman: Who were your brothers and sisters? Hendricks: My brothers and sisters chronologically: Norman Stanley was the oldest. We call him Stanley. William Brooks, WB, was next. My sister, the oldest girl, Florence Hendricks – Florence Missouri Hendricks – whom we called Zuttie, for reasons I never For additional information contact the Archives Center at 202.633.3270 or [email protected] 2 really found out – was next. Then Charles Lancel Hendricks, who is surviving, came next. Stuart Devon Hendricks was next. Then my second sister, Vivian Christina Hendricks, was next. Then Edward Alan Hendricks came next.
    [Show full text]
  • Selected Chronology of Political Protests and Events in Lawrence
    SELECTED CHRONOLOGY OF POLITICAL PROTESTS AND EVENTS IN LAWRENCE 1960-1973 By Clark H. Coan January 1, 2001 LAV1tRE ~\JCE~ ~')lJ~3lj(~ ~~JGR§~~Frlt 707 Vf~ f·1~J1()NT .STFie~:T LA1JVi~f:NCE! i(At.. lSAG GG044 INTRODUCTION Civil Rights & Black Power Movements. Lawrence, the Free State or anti-slavery capital of Kansas during Bleeding Kansas, was dubbed the "Cradle of Liberty" by Abraham Lincoln. Partly due to this reputation, a vibrant Black community developed in the town in the years following the Civil War. White Lawrencians were fairly tolerant of Black people during this period, though three Black men were lynched from the Kaw River Bridge in 1882 during an economic depression in Lawrence. When the U.S. Supreme Court ruled in 1894 that "separate but equal" was constitutional, racial attitudes hardened. Gradually Jim Crow segregation was instituted in the former bastion of freedom with many facilities becoming segregated around the time Black Poet Laureate Langston Hughes lived in the dty-asa child. Then in the 1920s a Ku Klux Klan rally with a burning cross was attended by 2,000 hooded participants near Centennial Park. Racial discrimination subsequently became rampant and segregation solidified. Change was in the air after World "vV ar II. The Lawrence League for the Practice of Democracy (LLPD) formed in 1945 and was in the vanguard of Post-war efforts to end racial segregation and discrimination. This was a bi-racial group composed of many KU faculty and Lawrence residents. A chapter of Congress on Racial Equality (CORE) formed in Lawrence in 1947 and on April 15 of the following year, 25 members held a sit-in at Brick's Cafe to force it to serve everyone equally.
    [Show full text]
  • This University Life for The
    Leeds Student Frid ne 9 2000 1111:141111114 `1111 `1475-11/111J Itila i 'l*d"kill Volume 30: Issue No. 25 c, FOR THE STREETS THIS UNIVERSITY ti Judge Jules talks to Adam Blenford about LIFE From Freshers week to the UK's biggest ever open air dance graduation: the student experience as seen by party - The Leeds Love Parade Murray Wallace Preview - juice pages 10-11 Pages 10-11 CIA TO MONITOR BRITISH STUDENTS American agency Arts patrons targets foreigners honoured in terrorism fight By NUB RAJA By MAN AMMAN MELVYN Bragg, Jude Kelly and David Hockney received their honourary A SHOCKING report has proposed a tagging system degrees from Leeds University in a of all foreign students entering the United States. traditional ceremony on campus including British students taking a year abroad as yesterday. The three were honoured due to their part of their degree scheme. contributions to various aspects of the To tackle the threat of international terrorism, the US arts world. Melvyn Bragg was also government has compiled a congressional report urging CIA officially installed as Chancellor of agents to spy on students within its borders, a move which the University, a move announced earlier has outraged civil liberties campaigners. this year. He is best known as being the The scheme will affect hundreds of students at both Leeds editor and presenter of The South Bank universities taking a year abroad in America. The proposal,. Show and a prize winning screenwriter published this week, have come after the US National and novelist. Commission on Terrorism announced that American anti- Jude Kelly's degree comes in terrorism policies were "seriously deficient" and that extreme recognition of her leading role in the measures needed to be taken to ensure the prevention of emergence and continued excellence of terrorist attacks.
    [Show full text]
  • Pt. Proposals Planners Soon
    iCOTCH PLAINS FAETOGx) . VOLUME 28 NUMBER 18 SCOTCH PLAINS • FANWOOD, N.J. THURSDAY, MAY 4, 1978 20 CENTS pt. proposals planners soon. Builder Sam Halpern, a principal of Builder's Equity, Inc., of Avenel, outlined his proposal for the second complex. His complex would be on a site off Old Lake Avenue, bounded by the Lehigh Valley Railroad and by Robinson's Branch, The land is currently owned by Blanche Tussel. These apartments would rent in the area of $400 per month for one-bedroom and $500 per month for two-story, two-bedroom units. The complex would include a total 164 apar- VARIANC1 GRANTED tments - 124 one-bedroom and 30 two- 304 TOWNSHIP UNITS bedroom. Each unit would have its own front CLARK TOWNSHIP and rear entrance, and site plans call for parking for 308 vehicles on-site. Halpern has already built in Scotch Plains, His undertakings include private homes on Bayberry Lane and apartments and single- LAKE AVINUISOUTHIAST ARIA family homes in the nearby area. PROPOSED "Riveriidt Village" The two proposals represent development 154 GARDEN APTS, of 47.4 acres on the last two remaining sites in Scotch Plains suitable for apartment and townhouse .use.. This »rf°J" *o«hwav River Location of proposed apartment complexes Hanson's Bra^oyh^ ^mplex Two developers have made proposals_to_ g iwo developers nave maae proposals to__, jugH^SHttwW'^wv^-"-?- -i-%i'Srcmm • AIHIUUBH _*.-•-..-.- .- • j t „ ,,,„ ,i;n,nt told local planners. ,i,,ni» ineresS-Ciress ruau Sde'r? commercial to be aired P f on weekend calendar A A third place winners in Bike ....
    [Show full text]
  • View Was Provided by the National Endowment for the Arts
    1 Funding for the Smithsonian Jazz Oral History Program NEA Jazz Master interview was provided by the National Endowment for the Arts. JON HENDRICKS NEA Jazz Master (1993) Interviewee: Jon Hendricks (September 16, 1921 – November 22, 2017) and, on August 18, his wife Judith Interviewer: James Zimmerman with recording engineer Ken Kimery Date: August 17-18, 1995 Repository: Archives Center, National Museum of American History, Smithsonian Institution Description: Transcript, 95 pp. Zimmerman: Today is August 17th. We’re in Washington, D.C., at the National Portrait Galley. Today we’re interviewing Mr. Jon Hendricks, composer, lyricist, playwright, singer: the poet laureate of jazz. Jon. Hendricks: Yes. Zimmerman: Would you give us your full name, the birth place, and share with us your familial history. Hendricks: My name is John – J-o-h-n – Carl Hendricks. I was born September 16th, 1921, in Newark, Ohio, the ninth child and the seventh son of Reverend and Mrs. Willie Hendricks. My father was a minister in the African Methodist Episcopal Church, the AME Church. Zimmerman: Who were your brothers and sisters? Hendricks: My brothers and sisters chronologically: Norman Stanley was the oldest. We call him Stanley. William Brooks, WB, was next. My sister, the oldest girl, Florence Hendricks – Florence Missouri Hendricks – whom we called Zuttie, for reasons I never For additional information contact the Archives Center at 202.633.3270 or [email protected] 2 really found out – was next. Then Charles Lancel Hendricks, who is surviving, came next. Stuart Devon Hendricks was next. Then my second sister, Vivian Christina Hendricks, was next.
    [Show full text]
  • YOUNG SOCIALIST, Is Cur- Rently on a Nationwide Barnstorming Tour in the Course of Which Lie Will Speak at Some 45 Different Campuses
    SOCIALISM ON TOUR: Students Active in Socialist Campaigns - Page Berkeley Students YOUNG SOCIALIST ght Speech Ban; Ten Cents Voice of America's Future Hits New Areas VOL 2, NO. 2 November, 1958 bv Tim Wohlforth (Tim Wohlforth, editor of the YOUNG SOCIALIST, is cur- rently on a nationwide barnstorming tour in the course of which lie will speak at some 45 different campuses. The following report is based on the first leg of the tour during which Wohlforth spoke to students from San Diego State College, University of Southern California, Los Angeles City College, UCLA, University of Cali- fornia (Berkeley), University of Santa Clara, Reed College and Portland State College.) SEATTLE—This tour is in many Santa Clara. ways a pioneering venture. This is Close to 10 per cent of the stu- not simply 'because I am bringing dent toody turned out to hear a a new publication, the YOUNG discussion on Marxist philosophy SOCIALIST, the product of the and ideas. The reaction of the freSh regroupment of socialist audience was not too different youth forces, to a larger audience. from the average American secu- It is because I am bringing so- lar college except for a little cialism itself to thousands of greater pre-ocoupation with ethi- cal questions and an occasional DENITCH-WOHLFORTH DE- freshman who would ask you with BATE on socialist morality, re- a straight face: "Do you believe groupment, and approach to« in Adam and Eve?" ward foreign policy—page 3. A couple of the Fathers, who seemed to be Christian socialists, young people who have never explained that a small revolution heard a socialist speaker in their had taiken place at the College be- IN THE YOUTH MARCH FOR INTEGATION Oct 25, thousands of Negro and white student* lives.
    [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]
  • An Examination of Female Genital Cutting And
    THE POLITICS OF THE MARKED BODY: AN EXAMINATION OF FEMALE GENITAL CUTTING AND BREAST IMPLANTATION by COURTNEY PAIGE SMITH A DISSERTATION Presented to the Department ofPolitical Science and the Graduate School ofthe University of Oregon in partial fulfillment ofthe requirements for the degree of Doctor ofPhilosophy June 2009 ---------------- --_._----- ------ - 11 University of Oregon Graduate School Confirmation of Approval and Acceptance of Dissertation prepared by: Courtney Smith Title: "The Politics ofthe Marked Body: An Examination ofFemale Genital Cutting and Breast Implantation" This dissertation has been accepted and approved in partial fulfillment ofthe requirements for the Doctor ofPhilosophy degree in the Department ofPolitical Science by: Dennis Galvan, Chairperson, Political Science Julie Novkov, Member, Political Science Leonard Feldman, Member, Political Science Stephen Wooten, Outside Member, Anthropology and Richard Linton, Vice President for Research and Graduate Studies/Dean ofthe Graduate School for the University of Oregon. June 13,2009 Original approval signatures are on file with the Graduate School and the University ofOregon Libraries. 111 An Abstract ofthe Dissertation of Courtney Paige Smith for the degree of Doctor ofPhilosophy in the Department ofPolitical Science to be taken June 2009 Title: THE POLITICS OF THE MARKED BODY: AN EXAMINATION OF FEMALE GENITAL CUTTING AND BREAST IMPLANTATION Approved: -,------ _ Dr. Dennis Galvan This project is a critical and comparative investigation ofWestern and non­ Western practices ofbody modification. Situated in the realm offeminist political theory, the project engages the literature and debates concerning embodiment, or the symbolic and concrete meanings ofwomen's bodies. I specifically explore two examples ofthe physical construction ofwomen's bodies: breast implantation in the United States and female genital cutting (FGC) in Senegal.
    [Show full text]
  • LOVE in the TIME of CHOLERA
    Grabriel García Márquez LOVE in the TIME of CHOLERA TRANSLATED FROM THE SPANISH BY EDITH GROSSMAN Alfred A. Knopf New York 1988 THIS IS A BORZOI BOOK PUBLISHED BY ALFRED A. KNOPF, INC. Copyright © 1988 by Gabriel García Márquez All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Alfred A. Knopf, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. Distributed by Random House, Inc., New York. Originally published in Colombia as El amor en los tiempos del cólera by Editorial Oveja Negra Ltda., Bogotá. Copyright © 1985 by Gabriel García Márquez. Library of Congress Cataloging-in -Publication Data García Márquez, Gabriel, [date] Love in the time of cholera. Translation of: El amor en los tiempos del colera. I. Title. PQ8180.17.A73A813 1988 863 87-40484 ISBN 0-394-56161-9 ISBN 0-394-57108-8 (lim. ed.) Manufactured in the United States of America BOMC offers recordings and compact discs, cassettes and records. For information and catalog write to BOMR, Camp Hill, PA 17012. Contents CHAPTER ONE................................................................................................................. 9 CHAPTER TWO .............................................................................................................. 25 CHAPTER THREE .......................................................................................................... 42 CHAPTER FOUR............................................................................................................
    [Show full text]
  • Congressional Record—House H4726
    H4726 CONGRESSIONAL RECORD Ð HOUSE June 22, 1999 south, and we hope to hold their feet to about the events in the Balkans and, of NATO who stood united and through the fire because the drugs coming up more specifically, our involvement in their perseverance finally prevailed in from Colombia and South America Kosovo. The events have been pro- getting Milosevic to capitulate and to transit through the south of Mexico. gressing quite rapidly over the last end the atrocities in Kosovo. Finally, we want to seek the coopera- week and a half or so after Milosevic I think it was a real show of deter- tion of Mexico in enforcing laws that had finally agreed to capitulate. mination and the very credibility of they have passed dealing with illegal Now I think now is a good oppor- NATO and the U.S. leadership on the narcotics trafficking which they have tunity for us to kind of stand back and European continent, and as the leader really thumbed their nose at, including take a look at the past, present condi- of NATO was very much on the line. Operation Casa Blanca, a U.S. Customs tions in the Balkans area and also the But this policy has been difficult to operation where last year our Customs vision of the future in that area, as explain to the folks back home in Wis- investigators uncovered a plot to laun- tenuous as it may be. consin. I think by and large the people der hundreds of millions of dollars There is no question that, thus far, who I have had the opportunity to talk through banks and arrested individ- things seem to be progressing accord- to about this and to elicit their opin- uals, indicted individuals, and Mexican ing to plan, knock on wood, but it is ions have felt very conflicted about our officials knew about it and even so going to be a very difficult task of im- role in the Balkans and with the NATO Mexico when these indictments and ar- plementing the peace, of securing it.
    [Show full text]
  • Riverside County SEIU 721 Terms and Conditions
    TERMS AND CONDITIONS OF EMPLOYMENT Effective November 22, 2011 FOR THE COUNTY OF RIVERSIDE SERVICE EMPLOYEES INTERNATIONAL UNION, LOCAL 721 TABLE OF CONTENTS DEFINITIONS................................................................................................................................ 1 ARTICLE 1 TERM......................................................................................................................... 4 ARTICLE 2 RECOGNITION.......................................................................................................... 4 ARTICLE 3 FULL UNDERSTANDING, MODIFICATION AND WAIVER .................................... 5 ARTICLE 4 WORKWEEK, OVERTIME AND PREMIUM PAY..................................................... 6 SECTION 1. WORKWEEK .................................................................................................................6 SECTION 2. OVERTIME..................................................................................................................10 SECTION 3. PREMIUM PAY ............................................................................................................14 ARTICLE 5 PAY PRACTICES.................................................................................................... 28 SECTION 1. STEP ADVANCE ..........................................................................................................28 SECTION 2. NEW EMPLOYEES.......................................................................................................30 SECTION
    [Show full text]