Library Juice 1:26 - July 29, 1998

2. How to Subscribe to Discussion Lists 
3. Vigdor Schreibman's lawsuit to defend his right to report on Congress 
4. Oxford Text Archive 
5. ConnecText Catalog: A Registry for Online Textbooks 
6. News stories appearing in the July 27 American Libraries Online 
7. The Internet and Intellectual Freedom 
8. Green Web of Knowledge--EPA 
9. International Organization Web Sites--UIA 
10. Editors of CAQ all fired.  Their story is on the web... 
11. Review of article, "Representations of the Alternative Press..." 
12. Study on prevalence of internet filtering in schools 
13. TECHNOLOGY IN HIGHER EDUCATION, by Dick Sclove and Langdon Winner (long) 
14. The Art of the Motorcycle -- Guggenheim 
15. It Takes a Global Village  (a picture of the world in statistics) 
Quote of the week: 
"It is particularly of concern that members of the 
Executive Committee of Correspondents who have been delegated 
fiduciar power by Congress to pass on the qualifications of persons 
entitled to press credentials, are themselves private publishers 
and journalists with a direct competitive interest in the subject 
matter of their duties." 
-Vigdor Schreibman, in a legal document attempting to keep alive his 
lawsuit to win his right to be in the press galleries as a journalist. 
Are you a librarian with a tattoo?  Jessamyn wants YOU.  Go to: 
Future librarians qualify. 
2. How to Subscribe to Discussion Lists 
Provided by the NewsPlace for News and Sources site at Northern Illinois 
University, this handy page lists all the important commands for managing 
LISTSERV, LISTPROC, and MAJORDOMO mailing lists. [MD] 
>From The Scout Report: 
3. Vigdor Schreibman's lawsuit to defend his right to report on Congress 
Vigdor Schreibman is the publisher of the Federal Information Service, an 
email based newsletter that reports on the activities of congress, 
particularly when it comes to the hypocracy and corruption that people 
especially need to find out about.  There isn't anything more essential to 
democracy than examples of a free press like FINS.  Well, members of 
congress, not liking some of what he writes, saw to it that Schreibman's 
Press Gallery pass was revoked.  His lawsuit thrown out of court by an 
extremely dubious process, and is now awaiting appeal. 
Mr. Schreibman spoke at an SRRT Council meeting at the recent ALA 
conference, and was inpiring.  His experience in Washington is longer than 
that of most of the people in Congress, and his passion is amazingly 
undiminished and intact considering that experience.  This case has every 
reason to be a key 1st amendment case, and seems in danger of being swept 
under the rug.  A detailed history of the case up to now (with SRRT's 
resolution in his defense the most recent addition) can be found at the URL: 
Check out his publication at 
Write your congressman and contact your journalist friends.  This is important. 
Note: Mr. Schreibman is representing himself. 
4. Oxford Text Archive 
The well-established Oxford Text Archive can now be accessed via its new 
web site, a redesign intended to improve navigation, functionality, and to 
utilize the SGML metadata available for all texts. Users can also now 
conduct full text searches. Founded in 1976 and based in the Humanities 
Computing Unit of Oxford  University Computing Services, the Oxford Text 
Archive houses selected academic submissions for the purpose of preserving 
"high-quality electronic texts for research and teaching." Scholars and 
other interested users have access to more than 2500 resources in over 25 
different languages. The OTA encourages new submissions of quality, 
scholarly electronic resources. [JR] 
>From The Scout Report: 
5. ConnecText Catalog: A Registry for Online Textbooks 
Provided by Digital Text Plus, this new project targets both "university 
professors who are seeking books for course adoption and ... authors of 
online textbooks who would like to make the availability of their works 
more widely known." A free service, the catalog will feature texts created 
specifically for publication on the Internet which make full use of the 
possibilities not available to hard copy, such as audio and video features, 
interactivity, and external links. The initial listing contains six works 
in four fields (Accounting, Information Studies, Management, and 
Sociology). Listings include key features (intended audience, designed as 
primary or supplemental textbook, additional enhancements) and price. 
Please note that all of the online books in the initial listing are for 
sale works, although free works will also be listed in the future if their 
authors register with ConnecText. [MD] 
>From The Scout Report: 
6. News stories appearing in the July 27 American Libraries Online 
*  House Committee Passes Compromise Digital Copyright Bill 
*  Senate Adds Anti-Internet-Smut Measures to Spending Bill 
*  Legislators Introduce Substitute E-Rate Plan 
*  Capitol Hill Rally Urges Rapid E-Rate Implementation 
*  MCI Cybrarian Awards Laud 51 High-Tech Librarians 
*  City Officials Order Texas Library to Filter 
*  PAC Flak at Medina County 
*  Nebraska Librarians Sue to Stop Public-Spending Cap 
*  French Librarian Suspended for Anti-Arab Book Removals 
American Libraries'  Web site also features the latest "Internet 
Librarian" columns by Karen Schneider; AL's "Career Leads" job ads; 
listings of conferences, continuing-education courses, exhibitions, and 
other events from AL's "Datebook"; and Tables of Contents for the 
current year. 
7. The Internet and Intellectual Freedom 
A page on The Internet and Intellectual Freedom can be found from 
Intellectual Freedom Issues ( 
Its direct URL is 
The site includes ALA Documents, the CDA Supreme Court Decision, 
Other Court Decisions/Opinions, Pending Legislation, Other News 
Sources, Internet Use Policies/Internet Filtering Statements, and Other 
Also on the site is Especially for Children and Their Parents, which 
includes addresses for the following: Child Safety on the Information 
Highway; My Rules for Online Safety (National Center for Missing and 
Exploited Children); America Links Up: Kids Online Week/September 
14*20, 1998; KidsConnect; FamiliesConnect; Cool Sites for Kids; For 
Parents and Caregivers; Teen Read Week, October 19-25, 1998; Kids 
Pick the Best of the Web; TEEN Hoopla: Internet Guide for Teens; 700+ 
Amazing, Spectacular, Mysterious, Wonderful Web Sites for Kids and the 
Adults Who Care About Them; The Librarian's Guide to Cyberspace for 
Parents and Kids; The Librarian's Guide to Cyberspace for Parents and 
Kids 50+ Great Sites; Kids Connect [at] The Library: Tips for Parents; and 
Internet Online Summit: Focus On Children. 
Don Wood 
American Library Association 
Office for Intellectual Freedom 
50 East Huron Street 
Chicago, IL 60611 
Office: 800-545-2433, ext. 4225 
Fax: 312-280-4227 
E-Mail: dwood[at] 
8. Green Web of Knowledge--EPA 
One responsibility of the US Environmental Protection Agency is to provide 
the public with information about the environment. Stressing the theory 
that individuals can make a difference, this site from the Great Lakes 
National Program Office provides information for individuals. Within the 
Home and Garden section, citizens can learn about how to conserve water and 
energy, landscape naturally, and create a healthy home. Resources for 
concerned community members, planners, and educators within the Great Lakes 
region are highlighted under the Community section. The Webs of Life 
section informs visitors about the Great Lakes ecosystem, in general, and 
ozone depletion and wetlands preservation, in particular. Librarian's Links 
provides a categorized listing of EPA resources on the Internet. [KH] 
>From The Scout Report: 
9. International Organization Web Sites--UIA 
The Union of International Associations has compiled this metasite of 
pointers to over 5,000 International Organizations in the form of 
Inter-governmental organizations (IGO's) and International non-governmental 
organizations (INGO's). Within these larger categories are a series of 
fifteen alphabetically coded organization types. Each listing (organized 
alphabetically, topically, or regionally) is accompanied by the type and 
category of organization. [JS] 
>From The Scout Report: 
10. Editors of CAQ all fired.  Their story is on the web... 
Covert Action Quarterly has been a source of courageous investigative 
journalism for a long time.  Does your library subscribe?  Well if not... 
maybe it shouldn't bother.  The editors were all fired recently, by the 
owners.  The story is interesting, and the editors want to get it out. 
Their website: 
11. Review of article, "Representations of the Alternative Press..." 
[from Chuck0] 
Wow! Just got my July copy of "College and Research Libraries" and lo 
and behold, there's an interesting article! 
If your library has a copy of this magazine, I suggest checking out the 
article titled "Representations of the Alternative Press in Academic 
Library Collections" by Rita A. Marinko and Kristin H. Gerhard, both 
librarians at Iowa State University. They studied the list of 
periodicals indexed by Alternative Press Index and compared to the 
actual holdings in a range of ARL (Association of Research Libraries) 
libraries. I haven't read the article, but the tables look really 
They concluded that the results are discouraging, which I noticed when I 
saw that Anarchy magazine, which has been published since the mid-80s 
was held in 0 (that's zero) ARL libraries and Alternative Press Review, 
a magazine designed to spread the word about alternative magazines (and 
which I will soon be co-editing), was found in only 6% of the 
collections. Fifthe Estate fared better, being collected in 17% of the 
A roundup of some other magazines: 
Z Magazine - 34% 
Social Anarchism - 14% 
Prison News - 3% 
Left Business Observer - 9% 
Off Our Backs - 58% 
Permaculture Activist - 0% 
Progressive Librarian - 19% 
Extra - 28% 
Co-op America Quarterly - 6% 
Earth First! - 13% 
So it's no just public libraries that are slouches in this department. 
The study also breaks down the holdings by institution (although those 
OCLC codes don't help). The best institution, in terms of number of 
alternative titles collected, is the New York Public Library Research 
Collection (SUNY) (UNIV OF CONNECTICUT a close second)and the worse were 
Linda Hall Library in Kansas City and the National Library of Medicine 
in Bethesda. You might excuse these libraries since they are narrowly 
focused on scientific topics, but collecting 0% and 1% of the 
alternative press, as indexed in the API, is inexcusable given that 
alternative press magazines have articles on SCIENCE and MEDICINE. 
OK, so the worse university library is NEW YORK UNIV (ZYU,YLS) which 
collects only 5% of API titles. 
Of course, this study doesn't even begin to cover the alternative 
magazines out there NOT indexed by API and NOT collected by academic 
For those of you who aren't librarians or have easy access to this 
journal, let me know and I'll make some copies for you. 
12. Study on prevalence of internet filtering in schools 
A study by the Denver-based education market research company Quality 
Education Data found that 39% of primary and secondary schools that make the 
Internet available to students use filtering software, but that 80% have 
"acceptable use policies" in place.  A company executive explains:  "If 
there's an acceptable use policy, some schools feel that is enough.  Another 
reason may be that they don't have the money for the software yet or the 
software might be incompatible with their networks.  And the software still 
hasn't been perfected."  Many schools and library administrators are 
critical of new legislation proposed in the U.S. Senate by John McCain 
(R-Ariz.) and Ernest Hollings (D-S.C.) to require filters to screen out 
pornography at all schools and libraries that accept new federal "E-Rate" 
subsidies for Internet access.  (New York Times Cybertimes 28 Jul 98) 
William C. Robinson (wrobins1[at] 
Associate Professor, School of Information Sciences, University of 
Tennessee, Knoxville 37996-4330 
Voice: 423.974.7918 Fax: 423.974.4967 
13. TECHNOLOGY IN HIGHER EDUCATION, by Dick Sclove and Langdon Winner (long) 
                                    Loka Alert 5:3 (17 June 1998) 
Please Repost Widely 
Where Appropriate 
                by Dick Sclove and Langdon Winner 
Friends and Colleagues: 
      This is one in an occasional series of electronic postings 
on democratic politics of science and technology, issued free of 
charge by the nonprofit Loka Institute.  If you would like to be 
added to, or removed from, the Loka Institute's E-mail list, 
please send a message to: <Loka[at]>  PLEASE INVITE 
--Dick Sclove, Executive Director 
  The Loka Institute, P.O. Box 355, Amherst, MA 01004-0355 USA 
  Tel. +(413) 559-5860; Fax +(413) 559-5811 
  E-mail: Loka[at] 
  World Wide Web: 
(1) Introduction...................................... (1/2 page) 
(2) Excerpt from Richard Sclove's interview in 
       _Thought & Action_ ............................. (2 pages) 
(3) Excerpt from Langdon Winner's report on the 
       Digital Diploma Mills Conference................ (3 pages) 
       Associate with Loka's Community Research 
       Network Initiative............................. (24 lines) 
(5) Community Research Network -- Preliminary 
       Conference Announcement (June 1999)...........  (10 lines) 
(6) About the Loka Institute (including 
       Internship Opportunities)...................... (1/2 page) 
(7) Loka Institute Media & Speaking Update............ (1/2 page) 
     The push is on to accelerate the introduction of computer- 
and telecommunications-based instruction into schools and 
universities.  Many parents, anxious that their children risk 
"falling behind" in the race for financial security, eagerly 
support these initiatives.  Yet how much do we really know about 
the efficacy of technology-based education? 
     In March 1997 President Clinton's Committee of Advisors on 
Science and Technology (PCAST) accepted a comprehensive report 
indicating that there is as yet no conclusive evidence that 
computers improve education or provide it more cost-effectively. 
(see "Report to the President on the Use of Technology to Strengthen 
K-12 Education in the United States," esp. Sect. 8, on the Web at 
     The Spring 1998 issue of _Thought and Action_ (the National 
Education Association's Higher Education Journal) includes an 
excellent set of articles addressing these and related issues 
as they apply in college and university settings, including: 
"Selling Academe to the Technology Industry" by David F. 
Noble, "How to Tell If You Really Need the Latest Technology" 
by Hank Bromley, and "The Paradox of Technology" by Chet Bowers. 
This Loka Alert includes, below, excerpts from an extended 
interview with Richard Sclove--"The Democratic Uses of 
Technology"--that appears in the same issue.  (Download the full 
interview from the Web -- along with the Noble, Bromley, Bowers 
and other articles -- at <>). 
     After the Sclove interview, we include excerpts from Langdon 
Winner's frontline report from the recent Digital Diploma Mills 
Conference organized by David Noble. 
     [Excerpts from an interview with Richard Sclove in _Thought 
& Action_, vol. 14, no. 1 (Spring 1998), pp. 9-18.  Download the 
full interview from the Web at: <>.  E- 
mail Richard Sclove at <resclove[at]> 
     THOUGHT & ACTION: Do you have any sense of what the blending 
of traditional and virtual life might look like on college 
     RICHARD SCLOVE: The good form?  My own limited imagination 
would say that what universities really need to do to improve 
themselves has nothing to do with technology.  They have to be 
more engaged in the wider society, doing more community-based 
research, for example.  The Loka Institute is promoting this sort 
of research by creating a nationwide Community Research Network 
     Before seeking a technological fix for anything, I would 
worry about faculty reward structures.  Basically, professors are 
still rewarded for publishing in refereed scholarly journals.  I 
know this is mildly hyperbolic, but that's a crazy reward system 
from a social point of view.  It means that most faculty publish 
in journals with a paid circulation of maybe 300 to 400 people. 
This means that the average article might be read by 20 or 30 
     In the social sciences, where I am, you're rewarded for new 
ideas, but very few of us ever have new ideas.  So academics 
disguise the fact that they aren't saying anything new by 
inventing new languages.  You have this escalation of 
impenetrable esoteric jargon, concealing the fact that you aren't 
saying anything that couldn't be said in a lot less space, but 
that wouldn't do for tenure or promotion. 
     Now the public makes a substantial contribution financially 
to this enterprise through tax subsidy and direct funding of 
university research.  It's a scandal, when there are urgent 
social problems, where socially engaged research by faculty and 
students would be a real social boon, and instead we're doing 
this other thing because of the reward structure. 
     This seems like a much more important area to work on before 
you throw billions of dollars of computers at universities 
thinking that's going to improve anything. 
     The most important teachers for me were effective much more 
because of their emotional excitement and how they conveyed it, and 
the emotional bonding they had with students, and not simply 
because of their intellectual knowledge.  I'm willing to be 
proven wrong, but, in my own experience, that exchange has got to 
be face-to-face. 
     So to return to your question.  I'd work on more emotionally 
engaged exciting teaching, and more socially engaged forms of 
research, and change the faculty reward structure.  On top of 
that, using the World Wide Web and some limited Internet 
communication as complements can be enriching.  But if technology 
is used as a substitute for engaged, exciting research and 
teaching, it's going to be detrimental. 
     THOUGHT & ACTION: What are some effects of technology on the 
education process itself? 
     SCLOVE: Even though there's been little definitive research 
yet, I'm concerned.  At the Loka Institute we're in contact with 
many students, including some from very prestigious institutions 
of higher learning.  By and large, these are wonderful, well- 
intentioned people.  But only a small fraction of them can write 
a decent English paragraph. 
     It's almost as though they have been doing very little 
reading, except hypertext -- those poorly edited things appearing 
on the Internet by the screen-ful -- because that's how they 
write.  They cannot construct good sentences, and they can't 
construct a logical, consistent argument that starts off, tells 
you where it's going to go, goes there, and tells you where you 
went.  That's troubling to me. 
     I also worry because I, too, get a fair amount of my 
information from the World Wide Web.  I'm building off of 
intellectual capital, meaning the books and courses I took 10 and 
20 years ago when reading a serious book sometimes took a couple 
of weeks, and required lots of marginal notes.  But you can't do 
that by the screen-ful on the Internet. 
     I find the Web useful when I have a conceptual framework 
built up already, and I just need a few little factoids to plug 
in to illustrate points.  The Web is marvelous for that.  But 
it's not a vehicle for building up depth of intellectual 
understanding.  The extent to which students rely on the Web as 
their primary learning vehicle is deeply troubling. 
     THOUGHT & ACTION: Could models of democratic decision making 
about technology be created on campuses and then transferred to 
society at large? 
     SCLOVE: In principle, anybody could be the democratic 
vanguard, but in general it wouldn't have occurred to me to think 
that universities are likely to be effective laboratories of 
democracy because I think they are already behind.  For instance, 
grassroots groups and various independent nonprofit organizations 
have been developing interesting alternative models for 
technology use and democratic decision making.... 
     I would welcome it when it happens.  I think, in many cases 
though, universities and professors need to adopt an attitude of 
some humility and open up to co-learning with other social 
groups, because, as far as democracy goes, universities have very 
much to learn -- as much to learn from other parts of society as 
they have to teach. 
     [After leaving his column at MIT's _Technology Review_ 
magazine (see Loka Alert 4:6 at < 
alerts/loka.4.6.txt>), Langdon Winner has inaugurated "Tech 
Knowledge Review" -- a column of technology criticism that will 
appear regularly in the online newsletter NETFUTURE.  For 
past issues and information on subscribing, go to: 
<>.  Langdon's 
complete report, from which we excerpt below, is archived on 
the preceding Web page.] 
             TECH KNOWLEDGE REVUE 1.1 (June 2, 1998) 
               by Langdon Winner <winner[at]> 
     It was billed as "a second look at information technology 
and higher education," a gathering of students, professors, 
administrators, and union leaders concerned about the effects of 
computer-based learning in our colleges and universities. 
Organized by historian and social critic David Noble, the 
conference on "Digital Diploma Mills?" took place in late April 
at Harvey Mudd College in Claremont, California, and featured 
some of the most intense, personally moving discussions I have 
ever heard in a scholarly setting.... 
     Almost all speakers at the conference took care to recognize 
that there are some definite advantages in what the new 
technologies and digital institutions offer.  Several professors 
described ingenious attempts to use the Internet and Web in their 
teaching, for example, a seminar in global political economy that 
links teachers and students across several continents.  Many 
acknowledged that, for great numbers of students today, sources 
of electronic information and occasions for on-line instruction 
are actually superior to what would have been available to them 
otherwise.  Especially for non-traditional learners -- those who 
have jobs and families and want to return to college to expand 
their learning and earn new credentials -- computerized settings 
offer varieties of access and flexibility that traditional 
campuses do not provide.  This is no small accomplishment. 
Weighing the Costs 
     Enthusiasm about the success stories, however, was countered 
by reports that distance learning is often a counterfeit of 
education, replacing well recognized essentials of teaching with 
glitzy software and shoddy pedagogy.  Most sobering in this 
regard was the conference keynote, "Absence Makes the Heart Grow 
Colder," by Mary Burgan, General Secretary of the American 
Association of University Professors. 
     Burgan argued that the methods of distance learning often 
lead teachers "to abandon our students to their own devices at 
exactly that stage in their learning when they most need 
guidance, exhortation and demanding critique from us."  She noted 
that distance instruction tends to amplify some of the worst 
habits of today's students:  an inability to concentrate in a 
sustained way, a tendency to read uncritically and a willingness 
to believe that one interpretation of a text or topic is just as 
good as the next. 
     Particularly troubling, Burgan observed, is the way that 
computerized methods sever personal bonds between students and 
teachers.  Speaking of participants in her own classes, she noted 
that "their intellectual difficulties are very personal," often 
tied to troubles with family, friends, lovers, substance abuse 
and the like.  It is difficult enough to spot these problems in 
direct, face-to-face classroom encounters.  If teaching 
increasingly takes place in the abstract realms of cyberspace, 
will teachers be able to respond to students' highly individual 
     Burgan's thoughts gave focus to a dispute that erupted 
repeatedly during the gathering:  how to weigh the benefits and 
costs of on-line learning.  For some vocal techno-optimists in 
the crowd, the central promise seemed to be that of "content".... 
As Casey Green, Director of Campus Computing for the Claremont 
Colleges, exclaimed about the new technology, 
     "This stuff is great.  This stuff is fantastic.  This stuff 
     is wonderful.  This stuff offers tremendous opportunities 
     for me as a scholar ... and tremendous opportunities for 
     engagement for me and my students focused on the issue of 
     content: what we teach, what we bring into the classroom 
     and what we bring into the syllabus." 
Gathering Forces of Change 
     As the debate continued, it became clear that the pros and 
cons about the computer and Net were just the tip of an iceberg 
.... How education is offered, by whom, for what audience, at 
what cost, and with what consequences for society -- all of that, 
conference participants agreed, is up for grabs. 
     Among the most powerful forces are those in the corporate 
sector that see education as a huge, largely untapped market for 
new goods and services.... Conventional institutions are 
scrambling to find a role, sometimes renting their reputations 
and even some of their faculty to cyberspace business concerns. 
Rick Worthington, professor of public policy at Pomona College, 
called attention to the controversial link between the 
University of California at Los Angeles (U.C.L.A.) and the strictly 
for-profit Home Education Network.  "Why would this firm be 
interested in the university?" he asked.  "The reason is clear: 
U.C.L.A. is a good brand!" 
Social Pressures and the Educational Paradox 
     Several who spoke on the economics of information technology 
noted with bemusement that universities rushing to the game are 
largely clueless about how much the new equipment and services 
will actually cost....  David Noble chimed in on this point, 
recalling that his studies of industrial automation two decades 
ago had reached similar conclusions.  In fact, the managers and 
engineers he talked to simply did not want to talk about matters 
of cost, efficiency and profit that ostensibly motivated them. 
     "We hear all the time about the bottom line ... cost 
     effectiveness, austerity.  The reality is otherwise. 
     Trying to identify gains in productivity or economic 
     gains -- the results are always ambiguous and quite 
     contrary to the assumptions." 
     Studies of supposed "gains from the introduction of 
computers in the service sector," he added, "have thus far 
yielded no gains in productivity.... Now all of this is coming to 
the universities." 
And What about the Students? 
     As the conference wound to a conclusion, voices strangely 
absent from most discussions about technology and education 
announced themselves forcefully.  A panel of students from the 
Claremont colleges and California State University system 
wondered openly how agendas for the corporatization, 
commercialization, and technological transformation in their 
learning environments had been launched without anyone bothering 
to ask them about their needs.  While they appreciated the 
advantages that email and on-line information could provide, they 
were incensed at the mind-numbing  foolishness that computer and 
media-centered presentations often involve. 
     "We don't want edutainment," Maria Quintero exclaimed. 
"What we want is people to inspire or infuriate us."  In a 
rambling monologue worthy of a stand up comic, Evan Blumberg 
described a fellow he'd noticed in a campus computer lab, one who 
would stare into his cathode ray tube for days on end, oblivious 
to the passage of time, the need for food or drink and the 
presence of people sitting right next to him.  "Because these 
labs have no windows, you can't tell whether it's day or night. 
They're a lot like the casinos in Las Vegas.  I think I know who 
'the house' is." 
     Another of the students, Julia Baker, spoke as a leader of 
the revolt against the California Education Technology Initiative 
in the California State University system.  Ms. Baker pointed to 
the destruction of the partnership between students and 
professors that systems of distance learning sometimes entail. 
Suggesting that the problem was ultimately one of corporate 
domination of education rather than technology itself, she 
announced that a "revolution in consciousness" is on the horizon, 
one quite different from the educational revolution corporate 
managers and university bean counters have in mind, an uprising 
that would bring students to renew their commitment to social 
justice and ecological principles.  "When the revolt arrives," 
she asked, "will the faculty stand with us?" 
     Evidently, there will be a second "Digital Diploma Mills" 
gathering in Wisconsin this fall.  If it's anything like the 
first one, it will be well worth the journey to Madison. 
     The Loka Institute seeks a full-time project associate 
for our COMMUNITY RESEARCH NETWORK (CRN) project.  The (CRN) is 
creating an infrastructure to support participatory, 
community-based research efforts across the United States.  The 
CRN will enable civic, grassroots, worker, and nonprofit 
organizations, historically disenfranchised groups, and local 
governments to have systematic access to knowledge that is 
responsive to their needs and that helps them to effect 
constructive social change.  (The CRN will gradually become a 
worldwide system, but this project is focused initially on 
building the CRN within the U.S.) 
     The CRN project associate should have experience with 
nonprofit, community-based organizations; good written and verbal 
communication skills; competency and enthusiasm for working with 
computers and the Internet; and a sense of humor.  A keen sense 
for strategic planning and fundraising experience is a plus. 
Loka is situated on a college campus in the beautiful, 
culturally vibrant Pioneer Valley of western Massachusetts. 
Residence in the area will be necessary.  Salary negotiable. 
     A complete position description is available on the Web at 
<> or by E-mailing 
<Loka[at]>  To apply, send a cover letter and C.V. to 
The Loka Institute, P.O. Box 355, Amherst, MA 01004, USA.  We are 
accepting applications on a rolling basis.  The position start 
date is September 1998.  Loka is an Equal Opportunity Employer. 
     Community-based researchers, participatory researchers, 
grassroots activists, research policy analysts, and anyone else 
interested in promoting community-based research: The Loka 
Institute invites you to MARK YOUR CALENDAR FOR THE 2ND 
JUNE 1999.  We will announce details in a future Loka Alert 
and on the Loka Web page (  This 
forthcoming conference has received financial support from the W. 
K. Kellogg Foundation's MIRA (Managing Information with Rural 
America) Program and from the C. S. Mott Foundation.  For more 
information or to make suggestions about the conference, please 
E-mail us at <Loka[at]> 
     The Loka Institute is a nonprofit organization dedicated to 
making science and technology responsive to democratically 
decided social and environmental concerns. TO FIND OUT MORE ABOUT 
THE LOKA INSTITUTE, to participate in our on-line discussion 
groups, to order publications, or to help please visit our Web 
page: <>.  Or contact us via E-mail 
at <Loka[at]> 
     INTERNSHIPS:  The Loka Institute has filled its intern 
positions for this summer, but has openings for volunteers, 
interns, and work-study students for the fall of 1998 and beyond. 
We are a small but internationally influential nonprofit 
organization, and the activities in which interns are involved 
vary from research assistance and writing to assisting in 
organizing conferences, project development and management, 
fundraising, managing our Internet lists, Web page updates, 
helping with clerical and other office work, etc.  If you are 
interested in working with us to promote a democratic politics 
of science and technology, please send a hard copy 
resume along with a succinct letter explaining your interest, 
and stating the dates you would like to be at Loka, to: 
The Loka Institute, P.O. Box 355, Amherst, MA 01004, USA. 
     TO LEARN MORE about the Loka Institute's concerns and 
vision, see Loka founder Richard Sclove's book, _DEMOCRACY AND 
TECHNOLOGY_--recipient of the 1996 Don K. Price Award of the 
American Political Science Association as "the year's best book 
on science, technology and politics".  For a paperback copy, 
contact your local bookseller, Guilford Press (in the U.S. 
telephone toll free 1-800-365-7006; or, from anywhere, fax 
Guilford Press in the U.S. at +1-212-966-6708 or E-mail: 
<info[at]> or order on the Web from <>. 
          "Mr. Sclove is refreshing in the way he rejects 
     ideas so nearly universally held that most people 
     have never thought to question them." -- _New York 
     Times Book Review_ 
	THE LOKA INSTITUTE WELCOMES to its board of trustees 
DARYL CHUBIN, Division Director for Research, Evaluation & 
Communication in the Education & Human Resources Directorate 
of the National Science Foundation.  We also welcome and 
thank ROB MULDOWNEY for coming on board as moderator of 
Loka's FASTnet (Federation of Activists on Science & Technology 
Network) listserv. 
     LOKA IN _THE WASHINGTON POST_:  Loka Alert 5:1 led to a 
Sunday Outlook essay in _The Washington Post_: "Life, Liberty and 
the Pursuit of Genetic Testing" by Phil Bereano and Richard 
Sclove, 22 March 1998.  See it on the Web at: 
     LOKA IN THE _WALL STREET JOURNAL_:  Loka Alert 4:6 warned of 
worrisome editorial policy shifts at MIT's _Technology Review_ 
magazine <>.  Our Loka 
Alert helped inspire a follow-on story by Ross Kerber in the 
_Wall Street Journal_ (31 March 1998, p. B8). 
     Meanwhile, MIT has rolled out the "new" _Technology Review_ 
with their May/June 1998 issue.  In our judgment, it is the 
the imbalanced, corporate-oriented, technology-boosting, 
advertising blitz that we feared and predicted.  A number of 
Loka Alert readers have sent critical comments to MIT and 
canceled their subscriptions.  To add your voice, E-mail a 
comment to Technology Review at <TRComments[at]> sending 
copies also to MIT's president and chief alumni association 
officers: <CMVest[at]> <vp2[at]MIT.EDU&> 
<metcalfe[at]> please also send a copy to us at 
Director Dick Sclove is quoted extensively in John L. Allen, Jr., 
"Activists Warn of New Perils Emerging in the Digital Age," 
_National Catholic Reporter_ (1 May 1998), on the Web at: 
     During the past several months Loka Institute staff members 
have spoken at the: 
     o  Annual Meeting of the American Association for the 
           Advancement of Science 
     o  National Association for Science, Technology & Society 
     o  U.S. Dept. of Agriculture 
     o  2nd Annual Meeting of the European Awareness Scenario 
           Workshop (EASW) National Monitors (in Luxembourg) 
     o  Danish Technical University 
14. The Art of the Motorcycle -- Guggenheim 
It was in France in 1868 that the motorcycle was born when Pierre Michaux 
and Louis-Guillaume Perreaux attached a small commercial steam engine to a 
bicycle. The Art of the Motorcycle is a new exhibit at the Solomon R. 
Guggenheim Museum in New York which follows the technological, design, and 
cultural evolution of the motorcycle over the past 130 years. The online 
portion of the exhibit is arranged into eight sections, chronologically by 
era. Each section includes  details about the social and political climate, 
specific design innovations, and photographs of period motorcycles. The 
exhibit is on view at the Solomon R. Guggenheim Museum in New York through 
September 20, 1998. [AG] 
>From The Scout Report: 
15. It Takes a Global Village  (a picture of the world in statistics) 
If we could, at this time, shrink the Earth's population to a village of 
precisely 100 people, with all existing human ratios remaining the same, it 
would look like this: 
There would be 57 Asians, 21 Europeans, 
14 from the Western Hemisphere (North and South) and 8 Africans. 
70 would be non-white; 30 white. 
70 would be non-Christian; 30 Christian. 
50% of the entire world wealth would be in the hands of only 6 people. 
All 6 would be citizens of the United States. 
70 would be unable to read. 
50 would suffer from malnutrition. 
80 would live in sub-standard housing. 
Only 1 would have a college education. 
Newsgroup posting from Mike Provasnik of Beaver College. 
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Date: Thursday, October 29, 1998 12:07 PM