DOCSLIB.ORG

Predicaments Can Be Traced Back”

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Predicaments Can Be Traced Back” “All Predicaments Can Be Traced Back” An ethnographic study of how the past is present in contemporary Gambia Philip Rynning Coker Master`s thesis Department of Social Anthropology University of Oslo May 2016 ii “All Predicaments Can Be Traced Back” An ethnographic study of how the past is present in contemporary Gambia Philip Rynning Coker iii iv © Philip Rynning Coker 2016 “All predicaments can be traced back”: An ethnographic study of how the past is present in contemporary Gambia Philip Rynning Coker http://www.duo.uio.no/ Print: Reprosentralen, University of Oslo v vi Abstract The transatlantic slave trade and the later colonial era have impacted the world in different ways. This thesis is based on 6 months ethnographical fieldwork in the Gambia, in the villages of Albreda/Juffureh, and later among urban youth in the Banjul Greater area. My focus has been on how the past is present in people`s knowledge and everyday life, by using a broad understanding of memory. Past impacts on the physical environment; ruins of old buildings and memorials, are visible remains of the past in the villages. Alex Haley`s “Roots” story is merged with the physical environment and used as a narrative when presenting the villages as historical sites in the Gambian heritage tourism, which is the focus of chapter 2. Chapter 3 shift to the urban area of Greater Banjul, where the youth seem to display an interest and longing for a future in “the West”, which also seems to convey a lack of knowledge and lack of interest regarding the past. In chapter 4, I focus on the President who is actively presenting a historical narrative that stresses European exploitation, creating a clear moral boundary between the Gambia and “the West”. Several intellectuals I interviewed agree upon the notion that the biggest impact from the past is mental colonization, a complex of interiority that is manifested today in the phenomena of “the backway syndrome” and the locally shaped concept of “Babylon”, which is laid out in chapter 5. I suggest that the past becomes present directly through sayings and thoughts that were shared with me, and indirectly through these phenomena which appear as manifestations of the mentioned inferiority complex. Throughout the theses I will shed light on the experienced situations and observations showing how they can be connected to the past, often containing paradoxical elements, through a wide understanding of memory, and hence understate how “all predicaments can be traced back”. Key words: the Gambia, the West, Babylon, Roots, Neo- colonialism, Past, Memory, Dependence. vii Acknowledgements I want to thank my family, special thanks to my Gambian family who provided me with shelter, care, and inspiration during my fieldwork. Thanks to friends and fellow students for support, and to Philippa and Magnus for help in the writing process. To my supervisor professor Paul Wenzel Geissler; I am deeply grateful for the guiding and motivation you have given me. I hope this thesis do justice to the hours you have spent reading my material. Thanks to Department of Social Anthropology at the University of Oslo, NTNU, and the National Center for Arts and Culture in the Gambia, and the University of the Gambia, for making it possible to do anthropological research for my master thesis. To my brothers and my informants; words is not enough, this thesis is a reality because of you. You have laid the foundation for my writing process and I will always remember the time we spent together. Philip Rynning Coker Oslo, May 2016 viii Content “All Predicaments Can Be Traced Back” ................................................................................. iii Abstract .................................................................................................................................... vii Acknowledgements ................................................................................................................. viii Introduction ................................................................................................................................ 2 Context ................................................................................................................................... 2 Background and previous research ........................................................................................ 3 Research question and overview of the chapters ................................................................... 4 Chapter 1- Method ..................................................................................................................... 8 Appearance as a factor ........................................................................................................... 8 Sites ........................................................................................................................................ 8 Gathering data, participant observation................................................................................ 10 Interviews ............................................................................................................................. 11 TV and newspapers .............................................................................................................. 11 Informants ............................................................................................................................ 12 A typical day ........................................................................................................................ 12 Staying with my family ........................................................................................................ 13 Ethics .................................................................................................................................... 15 Being biased ......................................................................................................................... 16 Chapter 2- Entering Albreda/Juffureh ...................................................................................... 20 Gendered knowledge ............................................................................................................ 21 The “Roots” .......................................................................................................................... 23 The guided “Roots” tour ...................................................................................................... 24 “Roots” heritage trail ............................................................................................................ 26 Present day situations as continuation of the past ................................................................ 28 “Leave the white people alone” ........................................................................................... 31 Would Kunta Kinte like the image of Juffureh today? ........................................................ 33 ix Chapter 3- “We are not mentally independent yet…” ............................................................. 38 My urban fieldwork .............................................................................................................. 38 The fruit outlet ...................................................................................................................... 40 Rapture for the future ........................................................................................................... 41 European means, European goals ......................................................................................... 43 “You come steal us!” ............................................................................................................ 45 Interviews at the university .................................................................................................. 47 Historical sites as symbols of forgetting .............................................................................. 49 Fort Bullen ............................................................................................................................ 51 Chapter 4- Past, president, and politics .................................................................................... 56 His Excellency Sheikh Professor Alhaji Dr. Yahya A.J.J. Jammeh .................................... 56 Jammeh and the UN ............................................................................................................. 57 Jammeh through the TV ....................................................................................................... 60 “Grow what you eat and eat what you grow” ...................................................................... 61 AIDS and herbs .................................................................................................................... 66 “We need an academic revolution!” ..................................................................................... 68 History is repeating itself ..................................................................................................... 71 Chapter 5- From progress to egress .......................................................................................... 76 “This fucking country man, I want to go to Babylon!” ........................................................ 77 The emergence of the concept of Babylon ........................................................................... 78 Ras Tafari ............................................................................................................................
Load more

Recommended publications
  • “Dangerous Vagabonds”: Resistance to Slave
    “DANGEROUS VAGABONDS”: RESISTANCE TO SLAVE EMANCIPATION AND THE COLONY OF SENEGAL by Robin Aspasia Hardy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History MONTANA STATE UNIVERSITY Bozeman, Montana April 2016 ©COPYRIGHT by Robin Aspasia Hardy 2016 All Rights Reserved ii DEDICATION PAGE For my dear parents. iii TABLE OF CONTENTS 1. INTRODUCTION .................................................................................................... 1 Historiography and Methodology .............................................................................. 4 Sources ..................................................................................................................... 18 Chapter Overview .................................................................................................... 20 2. SENEGAL ON THE FRINGE OF EMPIRE.......................................................... 23 Senegal, Early French Presence, and Slavery ......................................................... 24 The Role of Slavery in the French Conquest of Senegal’s Interior ......................... 39 Conclusion ............................................................................................................... 51 3. RACE, RESISTANCE, AND PUISSANCE ........................................................... 54 Sex, Trade and Race in Senegal ............................................................................... 55 Slave Emancipation and the Perpetuation of a Mixed-Race
    [Show full text]
  • Roots of Human Resistance to Animal Rights: Psychological and Conceptual Blocks
    Roots of Human Resistance to Animal Rights: Psychological and Conceptual Blocks © Steven J. Bartlett 8 Animal L. 143 (2002) Publish Date: 2002 Place of Publication: http://www.animallaw.info/articles/arussbartlett2002.htm Roots of Human Resistance to Animal Rights: Psychological and Conceptual Blocks Animal law has focused attention on such interconnected issues as the property status of nonhuman animals, juristic personhood, and standing. These subjects are undeniably central concerns that dominate discussions of animal rights, but they do not relate to the most fundamental factors that are responsible both for human resistance to animal rights and for our species' well-entrenched, cruel, and self-righteous exploitation and destruction of nonhuman animals. In this comment, the author reviews recent advocacy of animal rights and offers the first study of human psychological and conceptual blocks that stand in the way of efforts on behalf of animal law and legislation. Paying long overdue attention to these obstacles provides a realistic framework for evaluating the effectiveness of attempts to initiate meaningful change. I am in favour of animal rights as well as human rights. That is the way of a whole human being. -- Abraham Lincoln I. INTRODUCTION: ANIMALS AS PROPERTY--IS THIS THE PROBLEM? Animals are property. These three words--and their legal implications and practical ramifications--define the most significant doctrines and cases . and the realities for current practitioners of animal law. [FN1] For many people in our society, the concept of legal rights for other animals is quite "unthinkable." That is because our relationship with the majority of animals is one in which we exploit them: we eat them, hunt them and use them in a variety of ways that are harmful to the animals.
    [Show full text]
  • Slavery, Sharecropping, and Sexual Inequality
    University of New Orleans ScholarWorks@UNO Sociology Faculty Publications Department of Anthropology and Sociology Summer 1989 Slavery, Sharecropping, and Sexual Inequality Susan A. Mann University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/soc_facpubs Part of the Gender and Sexuality Commons, Inequality and Stratification Commons, and the Race and Ethnicity Commons Recommended Citation Mann, Susan A. 1989. "Slavery, Sharecropping, and Sexual Inequality." Signs: Journal of Women in Culture & Society 14, no. 4: 774-798. This Article is brought to you for free and open access by the Department of Anthropology and Sociology at ScholarWorks@UNO. It has been accepted for inclusion in Sociology Faculty Publications by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. Slavery, Sharecropping, and Sexual Inequality Author(s): Susan A. Mann Source: Signs, Vol. 14, No. 4, Common Grounds and Crossroads: Race, Ethnicity, and Class in Women's Lives (Summer, 1989), pp. 774-798 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/3174684 . Accessed: 12/04/2011 15:32 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work.
    [Show full text]
  • 'Handcuff King' Houdini's Secrets Unlocked in Hungary
    Lifestyle FRIDAY, DECEMBER 9, 2016 A New York-based singer-songwriter Tara O’Grady shows the famed Hungarian-born escape artist Harry Houdini’s bible in the ‘House of Houdini’ museum. The museum’s founder, Italian-Hungarian escape-artist David Merlini (left) and New York-based singer-songwriter Tara O’Ingredients Grady (right) show the famed Hungarian-born escape artist Harry Houdini’s bible in the ‘House of Houdini’ museum in Budapest, Hungary. — AFP photos Tara O'Grady shows the famed Hungarian-born escape artist 'Handcuff king' Houdini's Harry Houdini's bible. secrets unlocked in Hungary inety years after his death, the secrets of the world's water for a world record of around 21 minutes and coached greatest escape artist, Harry Houdini, have been Oscar-winning actor Adrien Brody on the 2014 "Houdini" tele- Nunlocked in a recently opened Hungarian museum vision miniseries that was filmed in Budapest. Merlini says he devoted to the Budapest-born illusionist. Set high in the capi- shares Houdini's "fetish of locks, safes, and the art of escape". tal's lofty Castle district, the House of Houdini lifts the veil on Instead of playing with Lego, he collected padlocks as a child. the box of tricks used by the famous magician, who lived most "Escapism is not just about unlocking padlocks. It's the of his life in the United States. Amid gleaming chandeliers and desire to get rid of things that are binding our freedom in a old Chesterfield seats, the red-painted rooms showcase hand- world with so many rules and regulations," observed Merlini, cuffs and padlocks used by Houdini in performances.
    [Show full text]
  • Roots Kit.Pdf
    Dear Educator, This Memorial Day, a new vision of America’s identity comes to life when HISTORY® presents a 21st century reimagining of Roots. Beginning with the story of Kunta Kinte, a young Mandinka warrior from The Gambia in West Africa who is sold into slavery, Roots traces the lives of his descendants through American history, from the 18th century through the Civil War. Featuring a stellar cast that includes Laurence Fishburne, Jonathan Rhys TARGET AUDIENCE increased in the mid-18th century as a result of freedom. Kizzy finds freedom in an unexpected Meyers, Anna Paquin, High school and college students in American colonial expansion and an ever-growing market way — by learning to read. Have students Anika Noni Rose, Forest history, film and media, and African American for crops such as tobacco. A great deal of new explore how identity and connections to their Whitaker, and Malachi studies courses. research about this period and the brutal realities past or family heritage have shaped the ways Kirby as Kunta Kinte, of the slave trade inform this reimagining of people have resisted oppression throughout Roots airs over four nights PROGRAM OBJECTIVES Roots. Tell students that they will see the result history (e.g., slavery, the Holocaust, the Civil on HISTORY at 9pm ET, • Communicate the historical and cultural of new research into The Middle Passage — for Rights Movement, etc.). How do people draw from Monday, May 30, significance of the events chronicled in example, a slave ship that was built based on strength from their family identity? through Thursday, June 2.
    [Show full text]
  • Cloth, Commerce and History in Western Africa 1700-1850
    The Texture of Change: Cloth, Commerce and History in Western Africa 1700-1850 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Benjamin, Jody A. 2016. The Texture of Change: Cloth, Commerce and History in Western Africa 1700-1850. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493374 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Texture of Change: Cloth Commerce and History in West Africa, 1700-1850 A dissertation presented by Jody A. Benjamin to The Department of African and African American Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of African and African American Studies Harvard University Cambridge, Massachusetts May 2016 © 2016 Jody A. Benjamin All rights reserved. Dissertation Adviser: Professor Emmanuel Akyeampong Jody A. Benjamin The Texture of Change: Cloth Commerce and History in West Africa, 1700-1850 Abstract This study re-examines historical change in western Africa during the eighteenth and nineteenth centuries through the lens of cotton textiles; that is by focusing on the production, exchange and consumption of cotton cloth, including the evolution of clothing practices, through which the region interacted with other parts of the world. It advances a recent scholarly emphasis to re-assert the centrality of African societies to the history of the early modern trade diasporas that shaped developments around the Atlantic Ocean.
    [Show full text]
  • Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
    T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising
    [Show full text]
  • Raising Children with Roots, Rights & Responsibilities
    Raising Children With Roots, Rights & Responsibilities: Celebrating the United Nations Convention on the Rights of the Child Written by Lori DuPont, Joanne Foley, and Annette Gagliardi Founders of the Circle for the Child Project Edited and designed by Julie Penshorn, Co-Director, Growing Communities for Peace Published by University of Minnesota Human Rights Resource Center and the Stanley Foundation Copyright © 1999 Human Rights Resource Center, University of Minnesota The Human Rights Education Series is published by the Human Rights Resource Center at the University of Minnesota and the Stanley Foundation. The series provides resources for the ever-growing body of educators and activists working to build a culture of human rights in the United States and throughout the world. Raising Children with Roots, Rights, & Responsibilities: Celebrating the Convention on the Rights of the Child may be reproduced without permission for educational use only. No reproductions may be sold for profit. Excerpted or adapted material from this publication must include full citation of the source. To reproduce for any other purposes, a written request must be submitted to the Human Rights Resource Center. The Human Rights Education Series is edited by Nancy Flowers. Edited and designed by Julie Penshorn, Co-Director of Growing Communities for Peace. Illustrations by eleven-year-old Margaret Anne Gagliardi. Cover design donated by Nancy Hope. ISBN 0-9675334-1-3 To order further copies of Raising Children With Roots, Rights, & Responsibilities: Celebrating the Conven- tion on the Rights of the Child, contact: Human Rights Resource Center University of Minnesota 229 - 19th Avenue South, Room 439 Minneapolis, MN 55455 Tel: 1-888-HREDUC8 Fax: 612-625-2011 email: [email protected] http://www.hrusa.org and http://www.umn.edu/humanrts A contribution to the United Nations Decade for Human Rights Education, 1995-2004 Dedication This book is lovingly dedicated to our children: Jesse, Jacob, Rachel, Erica, Marian, Maggie, and Maria and to the children of the world.
    [Show full text]
  • The Racist Roots of Work Requirements Elisa Minoff Acknowledgements
    February 2020 The Racist Roots of Work Requirements Elisa Minoff Acknowledgements This report benefited tremendously from the advice and careful attention of colleagues at CSSP. Thank you to Megan Martin, for shepherding this report from its inception, and to Megan, Kristen Weber, Juanita Gallion, Ann Thúy Nguyễn, and Jessica Pika for reading drafts and providing helpful suggestions and edits. Thoughtful and thought-provoking feedback from external reviewers significantly improved this report. Thank you to Mark Greenberg, Migration Policy Institute; William Jones, University of Minnesota; Felicia Kornbluh, University of Vermont; Khalil Gibran Muhammad, Harvard University; and Caitlin Rosenthal, University of California, Berkeley. Any errors are the author’s alone. Suggested Citation: Minoff, Elisa. “The Racist Roots of Work Requirements.” Center for the Study of Social Policy, February 2020. Available at: https://cssp.org/ resource/racist-roots-of-work-requirements/ INTRODUCTION 4 ORIGINS OF WORK REQUIREMENTS: TIMELINE 6 SLAVERY‘S LEGACY 8 EXPERIMENTS IN WORK REQUIREMENTS 10 THE BIRTH OF MODERN WORK REQUIREMENTS 14 WORK REQUIREMENTS COME OF AGE 21 WHERE WE ARE TODAY 25 ENDNOTES 28 TABLE OF CONTENT TABLE | Center for the Study of Social Policy Social Policy of the Study for | Center The Racist Roots of Work Requirements Requirements Work of The Racist Roots 3 Introduction In September 2018, news broke that more than 4,000 people lost health insurance as a result of Arkansas’ new Medicaid work requirement. In a press conference responding to the announcement, Governor Asa Hutchinson mused that the coverage loss could be attributable to the fact that some people “simply don’t want to be part of the workforce.
    [Show full text]
  • Texas Rising Star Guidelines Research Addendum
    Texas Rising Star Guidelines Research Addendum Contents CATEGORY 1: DIRECTOR AND STAFF QUALIFICATIONS AND TRAINING .......................... 3 EDUCATION AND EXPERIENCE RELATE TO QUALITY CAREGIVING .............................. 4 ONGOING PROFESSIONAL DEVELOPMENT ...................................................................... 6 SUPPORTIVE WORK ENVIRONMENTS SUPPORT A QUALITY WORKFORCE ................. 8 CATEGORY 2: CAREGIVER-CHILD INTERACTIONS .............................................................11 WARM AND RESPONSIVE STYLE ......................................................................................12 LANGUAGE FACILITATION AND SUPPORT .......................................................................16 PLAY-BASED INTERACTIONS AND GUIDANCE.................................................................24 SUPPORT FOR CHILDREN’S REGULATION ......................................................................28 CATEGORY 3: CURRICULUM .................................................................................................34 LESSON PLANS AND CURRICULUM ..................................................................................36 PLANNING FOR SPECIAL NEEDS AND RESPECTING DIVERSITY...................................37 INSTRUCTIONAL FORMATS AND APPROACHES TO LEARNING ....................................39 BRINGING TOGETHER THE TRS GUIDELINES FOR CURRICULUM INTO CLASSROOM PLANNING ............................................................................................................................41
    [Show full text]
  • Texas the Regulatory Framework for Outdoor Learning Environments in Texas Childcare Facilities
    OLE! Texas The Regulatory Framework for Outdoor Learning Environments in Texas Childcare Facilities A Practitioner’s Guide to State Laws, Regulations, and Policies Associated with 18 Early Childhood Play and Learning Settings at Childcare Centers and Childcare Homes ! Intentionally blank. OLE! Texas The Regulatory Framework for Outdoor Learning Environments in Texas Childcare Facilities A Practitioner’s Guide to State Laws, Regulations, and Policies Associated with 18 Early Childhood Play and Learning Settings at Childcare Centers and Childcare Homes Citation Jost, D., Cosco, N., Moore, R. & Cooper, A. 2016. The Regulatory concerns for those designing environments to allow all children (and Framework for Outdoor Learning Environments in Texas Childcare their caregivers) to take advantage of the developmental benefits of Facilities: A Practitioner’s Guide to State Laws, Regulations, and outdoor learning environments. The information contained in this Policies Associated with 18 Early Childhood Play and Learning Settings document was the most current available at the time the document at Childcare Centers and Childcare Homes. The Natural Learning was created. The document was largely reviewed and finalized in Initiative, NC State University. August 2016. Sections related to Texas Department of Family and Protective Services were reviewed by representatives of that ISBN 978‐0‐9982572‐0‐4 department in September 2016 and edited based on the feedback provided. Prior to substantive use, refer to state agencies to determine © Natural Learning Initiative & National Wildlife Federation, 2016 if updates to the standards discussed have occurred. Also, refer to local All rights reserved. PDF copies of this report may be freely jurisdictions to ensure awareness of additional laws or standards at the downloaded and electronically copied.
    [Show full text]
  • Common Roots of a New Industry: the Introduction and Expansion of Cotton Farming in the American West Cameron Lee Saffell Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2007 Common roots of a new industry: the introduction and expansion of cotton farming in the American West Cameron Lee Saffell Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Agricultural Science Commons, Agronomy and Crop Sciences Commons, and the United States History Commons Recommended Citation Saffell, Cameron Lee, "Common roots of a new industry: the introduction and expansion of cotton farming in the American West" (2007). Retrospective Theses and Dissertations. 15617. https://lib.dr.iastate.edu/rtd/15617 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Common roots of a new industry: the introduction and expansion of cotton farming in the American West by Cameron Lee Saffell A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Agricultural History and Rural Studies Program of Study Committee: Pamela Riney-Kehrberg, Major Professor Amy Bix Hamilton Cravens Charles Dobbs Andrejs Plakans Iowa State University Ames, Iowa 2007 Copyright © Cameron Lee Saffell, 2007. All rights reserved. UMI Number: 3289425 Copyright 2007 by Saffell, Cameron Lee All rights reserved. UMI Microform 3289425 Copyright 2008 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code.
    [Show full text]