tag:blogger.com,1999:blog-70425960962315827622024-03-18T02:55:25.291-05:00Kol Safran קול ספרןA librarian's comments on books, copyright, management, librarianship, and libraries that don't get the full article treatmentDaniel D. Stuhlmanhttp://www.blogger.com/profile/05637975076937918147noreply@blogger.comBlogger336125tag:blogger.com,1999:blog-7042596096231582762.post-81934727616184356132022-08-24T22:09:00.000-05:002022-08-24T23:32:51.504-05:00 Sacred Texts and Respectful Burial<p> <span face="Arial, sans-serif" style="font-size: 12pt;">Sacred Texts and
Respectful Burial</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzNPMoN1CWW2tZM0KoTbdAAebO4FYF12TA2nSvohiNdDEInoW0eQJUgFY3n2aroMecBiGGg11zfAtfGhTLz6aqJVo4YLAAC8pYkFobRyXLG5woRceE4rmPw77D5kY7_riONb1T5Y-Mbf9ViCPFokMnzuKwbGcESdi_aTfaU1F7RwcgBAoqZKllGw/s3104/IMG_20220803_130601_626.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3104" data-original-width="3104" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzNPMoN1CWW2tZM0KoTbdAAebO4FYF12TA2nSvohiNdDEInoW0eQJUgFY3n2aroMecBiGGg11zfAtfGhTLz6aqJVo4YLAAC8pYkFobRyXLG5woRceE4rmPw77D5kY7_riONb1T5Y-Mbf9ViCPFokMnzuKwbGcESdi_aTfaU1F7RwcgBAoqZKllGw/s320/IMG_20220803_130601_626.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif"><span style="font-size: 12pt;">Sacred texts printed or
manuscript such a Torah scrolls, </span>prayer books<span style="font-size: 12pt;">, and other materials in Hebrew
with the name of God in Hebrew that one can no longer use are still treated
with respect</span></span><a name="_Int_Wkv8lXm8" style="font-size: 12pt;">. </a><span face="Arial, sans-serif"><span style="font-size: 12pt;">One may not burn or purposely destroy
them. Many synagogues in the Near East had a storeroom called </span></span><i style="font-size: 12pt;">“genizah</i><span face="Arial, sans-serif"><span style="font-size: 12pt;">,”
meaning hidden. The most famous </span></span><i style="font-size: 12pt;">genizah </i><span face="Arial, sans-serif"><span style="font-size: 12pt;">was the one from Old Cairo that
Solomon Schechter brought to the scholarly world. For hundreds of years members
of that synagogue dumped documents and holy books there. Schechter discovered
the Hebrew original version of the book, Ben Sira there.<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="font-size: 12pt;">The Talmud in </span><a href="https://www.sefaria.org/Shabbat.115a?lang=he-en&utm_source=myjewishlearning.com&utm_medium=sefaria_linker"><span face=""Arial",sans-serif" style="color: blue; font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Shabbat 115a</span></a><span face="Arial, sans-serif" style="font-size: 12pt;"> discusses what sacred
books may be saved from a fire even on Shabbat. From that discussion we
extrapolate what kinds of texts need to be respectfully buried. The Talmud page
says that any text of Hebrew Bible even without God’s name written on it cannot
be destroyed. This idea is connected to the prohibition against erasing God’s
name. Books and documents with God’s name are called <i>Shemot </i>(literally
“names”)<a name="_Int_8QOqjnXE">. </a>Rambam (Maimonides) in his <i>Mishneh Torah</i>,
<i>Hilhot Yesodei HaTorah</i> 6:8 rules that all holy books, should be retired
to the genizah, even if God’s name is not on the pages.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="font-size: 12pt;">Objects that have stories
attached to them are hard to part with.</span><span face="Arial, sans-serif" style="font-size: 12pt;">
</span><span face="Arial, sans-serif" style="font-size: 12pt;">Some library items and siddurim have the names of donors on the book
plate.</span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span><span face="Arial, sans-serif" style="font-size: 12pt;">In your home collections things could
have a story (a biography) of how they came into your possession.</span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span><span face="Arial, sans-serif" style="font-size: 12pt;">The items could remind you of an occasion or the
person gave you the item.</span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span><span face="Arial, sans-serif" style="font-size: 12pt;">Without the
story or context, the item is just a thing. Museums put context to objects so
that a story is told.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="font-family: arial; font-size: 12pt;">The synagogue where I am
the librarian has been working for more than three years on a genizah project. The last time they buried materials was nine years ago
and none of the current staff remembered what they did. . This project was a three-year logistical
challenge. It was not a project with a project director or hard deadline. No
one would care if the project was completed today or in a year. At first it was
not even a project with someone in charge. Not that it took all of three years
to do the tasks, but we had several challenges with defining the task and time
frame, and then COVID closed the building for most of two years. In August 2021
we had a building-wide clean-up project. We had books that were left by former
rabbis and many other donations that had unclear provenance. My part was to
identify what should be done with the books.
Some books should be added to the library collections, some could be sold
or given away, and some items needed to be buried. As a librarian I hate to
throw out books in good condition because I always think someone will want them.
This is hardest when the books are in good physical condition, but they have
existed beyond their useful life. The non-holy books i.e., books without the
name of God were recycled, donated or given away.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="font-size: 12pt;">The building had more than
2000 old </span><i style="font-size: 12pt;">siddurim</i><span face="Arial, sans-serif" style="font-size: 12pt;"> and </span><i style="font-size: 12pt;">mahzorim</i><span face="Arial, sans-serif" style="font-size: 12pt;"> of several editions sitting in
boxes on shelves in storage areas. Most of them were in good or excellent physical
condition</span><a name="_Int_2O4Vtv3C" style="font-size: 12pt;">. </a><span face="Arial, sans-serif" style="font-size: 12pt;">The only reason to get rid of them was
because the congregation started to use a new siddur. Some of the siddurim were
two or three versions before the current versions. None of the above were sellable
because no one wanted them, but a few were given away. I didn’t find any
treasures from another time period like were found in the Cairo genizah.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="font-size: 12pt;">Here are some pictures of
materials that were buried</span><a name="_Int_eH68XEzg" style="font-size: 12pt;">. </a><span face="Arial, sans-serif" style="font-size: 12pt;">They ranged from ephemera
such as pages copied from a </span><i style="font-size: 12pt;">humash</i><span face="Arial, sans-serif" style="font-size: 12pt;"> (first five books of the Bible) to
complete prayer books in excellent physical condition.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="font-size: 12pt;">In honor of the
congregation’s 150</span><sup>th</sup><span face="Arial, sans-serif" style="font-size: 12pt;"> anniversary I suggested offering members a
historical package of siddurim dating from the </span><i style="font-size: 12pt;">Union Prayerbook</i><span face="Arial, sans-serif" style="font-size: 12pt;"> from
1940 to </span><i style="font-size: 12pt;">the Gates of Praye</i><span face="Arial, sans-serif" style="font-size: 12pt;">r series from the 1980’s and 1990’</span><a name="_Int_AwTKSkbf" style="font-size: 12pt;">s. </a><span face="Arial, sans-serif" style="font-size: 12pt;">We had no takers. I was able to give away some Hertz
</span><i style="font-size: 12pt;">humashim</i><span face="Arial, sans-serif" style="font-size: 12pt;"> to individuals and a synagogue.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="font-size: 12pt;">Many staff members in the
congregation helped with the gathering of the books and placing them in boxes</span><a name="_Int_hnaCoG9Z" style="font-size: 12pt;">. </a><span face="Arial, sans-serif" style="font-size: 12pt;">A few books came from members, but this was not a
communal gathering of texts for burial. Staff who helped included the executive
director, manager of facilities, maintenance staff, rabbis, educators, and
others. I had to compute the number of cubic feet needed for the grave to
communicate this to cemetery staff. The facilities manager needed to bring the
pieces together and order a truck to transport the boxes.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> <br /></o:p></span><span face="Arial, sans-serif" style="font-size: 12pt;">The congregation owns its
own cemetery, and the burial was scheduled for a time when the board was
planning to meet at the cemetery. The rabbis were kept in the loop, and they
were in charge of the ceremony. There is no traditional liturgy or ritual for
the event</span><a name="_Int_dK3Y71sZ" style="font-size: 12pt;">.</a></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span face="Arial, sans-serif" style="font-size: 12pt;">While many synagogues clean
out the papers and documents that require burial on a periodic basis, I never
heard of any Chicago area synagogue who planned such a massive burial that
included so many boxes of old siddurim. There were 84 boxes occupying about 90
cubic feet that were buried</span><a name="_Int_0QvliG64" style="font-size: 12pt;">. </a><span face="Arial, sans-serif" style="font-size: 12pt;">There was a cost for
this project above and beyond normal salaries. The cemetery had to dig a grave
and pay staff overtime wages to open and cover the grave. A truck needed to be
rented and staff paid to load and unload the boxes.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span face="Arial, sans-serif" style="font-size: 12pt;">The burial pit has
straight sides.</span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span><span face="Arial, sans-serif" style="font-size: 12pt;">The boxes of books were
placed carefully and respectfully in grave. The hole occupies the space of two
graves.</span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span><span face="Arial, sans-serif" style="font-size: 12pt;">The cemetery manager planned the
opening so that if we have more books to bury in a year or two, a small part
can be opened rather than a full grave.</span></span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><span style="font-family: arial;">Before you <a name="_Int_ONrA92up">bury</a> your own genizah books, examine
them thoroughly. You probably won’t find scraps of business contracts from the
13th century, but you might learn some valuable historical lessons.</span><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimVCTXXvz-dKMN1fKiKJLrAlxwTYxRy17EehiKiaoXRyyyV5tJM-PeWXpljpNLhjTZGHpTZixK1cUsYNhe2oSNrLG9efjwe_u93iekxsvj6Q4etf-ulGPIP5dGSax-6ncyVYPoiRtOkzMJlaAaOUDMhdwLGr84DVbMyaaP2jp_kOg7ilzqS39J6A/s784/Slide1.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="784" data-original-width="561" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimVCTXXvz-dKMN1fKiKJLrAlxwTYxRy17EehiKiaoXRyyyV5tJM-PeWXpljpNLhjTZGHpTZixK1cUsYNhe2oSNrLG9efjwe_u93iekxsvj6Q4etf-ulGPIP5dGSax-6ncyVYPoiRtOkzMJlaAaOUDMhdwLGr84DVbMyaaP2jp_kOg7ilzqS39J6A/s16000/Slide1.JPG" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ-qrSEUOJaGS77QwbcHcgwbzoLNeWysOUL0Vsz4rdr7PewV9mOa1GtlDDnkzsdc4dhTmx8f96jhEuzQvIWO8DJHkmxfPOHdWIA4ByrXOXQ_A1ZE9v9rmT_LTA_ifsuHhDLIHD9ESFqtJQ4yTGQCajdNzJpWbe2Ez28xThgOkDmH-Dszm49VAxHw/s784/Slide2.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="784" data-original-width="561" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ-qrSEUOJaGS77QwbcHcgwbzoLNeWysOUL0Vsz4rdr7PewV9mOa1GtlDDnkzsdc4dhTmx8f96jhEuzQvIWO8DJHkmxfPOHdWIA4ByrXOXQ_A1ZE9v9rmT_LTA_ifsuHhDLIHD9ESFqtJQ4yTGQCajdNzJpWbe2Ez28xThgOkDmH-Dszm49VAxHw/s16000/Slide2.JPG" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZeMm7J9xnIp4lgDzM7XufBSNmbB0O986Yy4HEOOeAo6pfpU6Q_nHGU84sU9bfv1o0XwHU0xoPAk3_MsgVPLMONtZo8zwSX4bOxtZKOugJax1JwuOFnSlYC1FtYgPZ2jaJm-S7XUBioZvxXJCce2VWqwAeEtLZgQ-bAF2fiCj7o4GmVOUR5xDODg/s784/Slide3.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="784" data-original-width="561" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZeMm7J9xnIp4lgDzM7XufBSNmbB0O986Yy4HEOOeAo6pfpU6Q_nHGU84sU9bfv1o0XwHU0xoPAk3_MsgVPLMONtZo8zwSX4bOxtZKOugJax1JwuOFnSlYC1FtYgPZ2jaJm-S7XUBioZvxXJCce2VWqwAeEtLZgQ-bAF2fiCj7o4GmVOUR5xDODg/s16000/Slide3.JPG" /></a></div><br /><span face=""Arial",sans-serif" style="font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><br /></span><p></p>
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<p class="MsoNormal"><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com2tag:blogger.com,1999:blog-7042596096231582762.post-11275269130273238602021-12-21T12:30:00.003-06:002021-12-21T12:42:55.877-06:00Davar Torah for Shabbat lunch Dec. 4, 2021<p> </p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: #050505; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><span style="font-family: arial;">This is a version of the speech I
gave at the Shabbat lunch on Dec. 4, 2021, the day before we got married.</span><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: #050505; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiIwkydibDphk5lyL8zP-7QJG0FDgw7v5O91BLSx3HeZzV_uuBDAK8eymOkdD806o0e02h8jLNLHBCEEVFhC4OlCBH-APFxNbtIllv02IQ91Id58m0MVP9y-_uNatSauYWBWSoxTudPSsUFrzePaiN_rcwRcrRcHwf25gX0uFqvmahjgGSYw2yJYA=s1080" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="484" data-original-width="1080" height="143" src="https://blogger.googleusercontent.com/img/a/AVvXsEiIwkydibDphk5lyL8zP-7QJG0FDgw7v5O91BLSx3HeZzV_uuBDAK8eymOkdD806o0e02h8jLNLHBCEEVFhC4OlCBH-APFxNbtIllv02IQ91Id58m0MVP9y-_uNatSauYWBWSoxTudPSsUFrzePaiN_rcwRcrRcHwf25gX0uFqvmahjgGSYw2yJYA=s320" width="320" /></a></div><br /><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial; font-size: 14pt;">Davar Torah for Shabbat lunch</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="color: #050505;">This is the season we discuss miracles.</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">We discuss the miracles Hanukkah. </span><span face="Arial, sans-serif" style="color: #050505;">During Hanukkah we add </span><i style="color: #050505;">al hanisim</i><span face="Arial, sans-serif" style="color: #050505;"> to
the </span><i style="color: #050505;">shemonah esrei</i><span face="Arial, sans-serif" style="color: #050505;"> and </span><i style="color: #050505;">birkhat hamazon,</i><span face="Arial, sans-serif" style="color: #050505;"> which talks about the
miracles of the few against the many and the concept of the Jewish army
overcoming the Greek culture.</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">This was war
against foreign influence and a civil war.</span><span face="Arial, sans-serif" style="color: #050505;"> <br /></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Remember the first person that Mattathias
killed was a Jew (see Maccabees 2:23-27).<span style="mso-spacerun: yes;">
</span>The King’s command was to force the Jews to forsake their
forefathers.<span style="mso-spacerun: yes;"> </span>They wanted Mattathias to
set an example by offering a sacrifice in public, he refused.<span style="mso-spacerun: yes;"> </span>A Jew went up and said that he would offer
the sacrifice.<span style="mso-spacerun: yes;"> </span>Mattathias killed him and
the king’s men.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">When the war was over, we have
the story of the miracle of the oil lasting eight days. These are the miracles
of Hanukkah that became part of out history and cultural memory.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="color: #050505;">What do</span><b style="color: #050505;"> I</b><span face="Arial, sans-serif" style="color: #050505;"> mean by
miracles?</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">Miracles do not break the laws
of nature; miracles do not ignore the laws of physics.</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">Miracles defy random chance.</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">Time and place create opportunities.</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">It is a miracle when two people meet and the
time is right for a relationship. It is a miracle when they can learn to love
each other even though they live in two different cities. When God creates the
opportunities and tools, people need to take chances to make their lives and
the people around them better. To make a relationship work they need to give up
a piece of themselves for a greater good.</span><span face="Arial, sans-serif" style="color: #050505;">
</span><span face="Arial, sans-serif" style="color: #050505;">The miracle of meeting and becoming a couple is a time to celebrate and
the entire family and community are part of the miracle.</span><span face="Arial, sans-serif" style="color: #050505;"> </span><span face="Arial, sans-serif" style="color: #050505;">One needs friends, family and community.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">The letters on the dreidel that
tell us the miracle happened “there.” <b><span dir="RTL" lang="HE">נס גדול היה שם <span style="mso-spacerun: yes;"> </span></span></b><span dir="LTR"></span><span dir="LTR"></span><span lang="HE"><span dir="LTR"></span><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span></span>are wrong. The miracle is here and now.<span style="font-size: 14pt;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: #050505; font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><b><span dir="RTL" face=""Arial",sans-serif" lang="HE" style="color: #050505; font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">נס
גדול היה פה<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><b><span dir="RTL" face=""Arial",sans-serif" lang="HE" style="color: #050505; font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">נס
גדול היה פה<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: #050505; font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<div style="background: white; line-height: normal; margin-bottom: 0in; text-align: left;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #050505; font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">But like he did so long ago, at
Jericho,<br /></span><span face=""Arial",sans-serif" style="color: #050505; font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">God just made a wall fall down!</span></span></div>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: #050505; font-family: arial; font-size: 12pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<div style="background: white; line-height: normal; margin-bottom: 0in; text-align: left;"><span style="font-family: arial;"><b><span dir="RTL" face=""Arial",sans-serif" lang="HE" style="color: #050505; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">נס
גדול היה פה</span></b><span dir="LTR"></span><span dir="LTR"></span><b><span face=""Arial",sans-serif" style="color: #050505; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><span dir="LTR"></span><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span></span></b><span face="Arial, sans-serif" style="color: #050505;">is also how the Hebrew version of
the song from <i>Fiddler on the Roof, Miracles of Miracles</i> begins. (Thanks to Jerry Bock, composer and lyricist,
Sheldon Harnick)<b><o:p></o:p></b></span></span></div>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">[Song was sung for the people at
the luncheon. There are two minor changes from the original.]<span dir="RTL" lang="HE"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Wonder of wonders, miracle of miracles- God took a Daniel once again,</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Stood by his and side and-
miracle of miracles-<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Walked him through the lions’
den!<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Wonder of wonders, <b><span dir="RTL" lang="HE">נס גדול היה פה</span></b><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">I was afraid that God would
frown, that was a miracle.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">When God made the waters of the Red
Sea part, that was a miracle too!<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">But of all God's miracles large
and small,<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">The most miraculous one of all<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Is that out of a worthless lump
of clay,<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">God has made a man today.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Wonder of wonders, <b><span dir="RTL" lang="HE">נס גדול היה פה</span></b><span dir="LTR"></span><span dir="LTR"></span><span dir="LTR"></span><span dir="LTR"></span>-<b><o:p></o:p></b></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">God took a <i>safran</i> by the
hand<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Turned him around and- miracle of
miracles- Led him to the promised land!<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">When David slew Goliath (yes!),
that was a miracle.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">When God gave us manna in the
wilderness, that was a miracle too.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">But of all God's miracles large
and small,<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">The most miraculous one of all<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Is the one I thought could never
be:<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">God has given you to me. <a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/wedding_Shabbat_message.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face="Arial, sans-serif" style="color: #050505; line-height: 107%;">[1]</span></span><!--[endif]--></span></span></a><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">How do we know that God has been
busy making couples? How do we know that God sets the time and place for
couples to meet?<span style="mso-spacerun: yes;"> </span>Here is a quote from
Targum Jonathan<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="color: black;">Targum Jonathan on Deuteronomy 32:4 <a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/wedding_Shabbat_message.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face="Arial, sans-serif" style="color: black; line-height: 107%;">[2]</span></span><!--[endif]--></span></a> </span><span face=""Arial",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .2in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.2in; text-align: left;"><span style="font-family: arial;"><span dir="RTL" face=""Arial",sans-serif" lang="HE" style="color: black; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-color-alt: windowtext; mso-hansi-theme-font: minor-bidi;">אָמַר משֶׁה נְבִיָא כַּד סְלֵיקַת
לְטַוְורָא דְסִינַי חָמִית רִבּוֹן כָּל עָלְמַיָא יְיָ מְרַבַּע יוֹמָא
לְאַרְבָּעָא חוּלְקִין תְּלַת שָׁעִין עָסִיק בְּאוֹרַיְיתָא וּתְלַת עָסִיק
בְּדִינָא וּתְלַת מְכַרְזֵג בֵּין גְבַר לְאִיתָא וּגְזַר לִמְרוֹמָם וּמָאִיךְ
וּתְלַת מְפַרְנֵס כָּל בִּרְיָיתָא דְהָכִין כְּתִיב תַּקִיף דְשַׁלְמִין עוֹבָדוֹי
אֲרוּם כָּל אָרְחָתוֹי דִינָא אֱלָהָא מְהֵימְנָא דְמִן קֳדָמוֹי עַוְלָא לָא
נָפִיק דְזַכַּאי וְקָשִׁיט הוּא</span><span face=""Arial",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .2in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.2in; text-align: left;"><span face=""Arial",sans-serif" style="font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .2in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.2in; text-align: left;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-color-alt: windowtext; mso-hansi-theme-font: minor-bidi;">Moses, the prophet said: When I ascended the Mount Sinai,
I saw the Lord of all the world divide the day into four parts: three hours
occupied with Torah, three hours occupied with judgment, three hours providing
for all the world, and three hours matching between men and women...</span><span face=""Arial",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: left;"><span face=""Arial",sans-serif" style="font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-family: arial; font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">From
the Talmud<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p><span style="font-family: arial;"> </span></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><a href="https://d.docs.live.net/Sotah.2a.8-9"><span face=""Arial",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Sotah
2a:8-9</span></a><span face=""Arial",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p></o:p></span></span></p>
<blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p class="MsoNormal" dir="rtl" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: right;"><span style="font-family: arial;"><span dir="RTL" face=""Arial",sans-serif" lang="HE" style="font-size: 14pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">א"ר שמואל בר רב יצחק כי הוא פתח ריש לקיש
בסוטה אמר הכי אין מזווגין לו לאדם אשה אלא לפי מעשיו שנא' (תהלים קכה, ג) כי לא
ינוח שבט הרשע על גורל הצדיקים אמר רבה בר בר חנה אמר ר' יוחנן וקשין לזווגן
כקריעת ים סוף, שנאמר (תהלים סח, ז) אלהים מושיב יחידים ביתה מוציא אסירים בכושרות
איני והא אמר רב יהודה אמר רב ארבעים יום קודם יצירת הולד בת קול יוצאת ואומרת בת
פלוני לפלוני בית פלוני לפלוני שדה פלוני לפלוני לא קשיא הא בזוג ראשון הא בזוג
שני</span></span></p><p class="MsoNormal" dir="rtl" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: right;"><span face="Arial, sans-serif" style="font-family: arial;">Rav Shmuel bar
Rav Yitzḥak says...Heaven matches a woman to a man only according to his
actions, as it is stated: “For the rod of wickedness shall not rest upon the
lot of the righteous” (Psalms 125:3). Rabba bar Bar Ḥana says that Rabbi
Yoḥanan says: <b>And it is as difficult to match a couple together as was the
splitting of the Red Sea... <o:p></o:p></b></span></p><p class="MsoNormal" dir="rtl" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: right;"><span face="Arial, sans-serif" style="font-family: arial;">Is that so that
partners are matched according to one's actions? But Rav Yehuda says that Rav
says: Forty days before an embryo is formed a Divine Voice issue forth and
says: The daughter of so-and-so is destined to marry so-and-so; such and such a
house is destined to be inhabited by so-and-so; such and such a field is
destined to be farmed by so-and-so. </span></p></blockquote>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span face="Arial, sans-serif" style="font-family: arial;">This
distinction of views is not difficult. This statement that Rav Yehuda says in
the name of Rav is with regard to a first match [<i>zivug</i>], while this
statement of Rabba bar bar Ḥana in the name of Rabbi Yoḥanan is with regard to
a second match.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-family: arial; line-height: 107%;">The following is adapted from an article about
the lessons of marriage from the life of the Lubavitcher Rebbe.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-family: arial; line-height: 107%;">A young businessman, Yoel was suggested to Yehudit,
an educator, as a suitable marriage partner. They met a few times and Yehudit
was unsure as to if they were soul mates. Yehudit arranged for a meeting with
the Rebbe.<span style="mso-spacerun: yes;"> </span>He asked her, “Do you like
this man?”<span style="mso-spacerun: yes;"> </span>This was an ordinary question
in attempt to encourage Yehudit to talk about her feelings toward Yoel. Yehudit
answered that she had the same basic love as one is supposed to have for a
fellow Jew. The Rebbe replied that one must have much more than a basic love
before making a lifelong relationship. Yehudit ended the relationship.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-family: arial; line-height: 107%;">The definition of love does not come from
romantic movie or novel.<span style="mso-spacerun: yes;"> </span>Love is not the
overwhelming, blinding emotion we find in the world of fiction. Real love is an
emotion that intensifies throughout life. Small, everyday acts make love
flourish or could ruin the relationship. Love is built on the sharing, caring,
and respecting one another. Love is the actions that building a life together,
a family and a home. As two lives unite to form one, over time, there is a
point where each partner feels they are a part of the other, where each partner
can no longer visualize life without the other.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-family: arial; line-height: 107%;">Sharing means being part of each other’s life including
the physical, emotional, and logistical.<span style="mso-spacerun: yes;">
</span>Sharing with one’s spouse goes beyond time and resources; it means
sharing an identity and destiny. Sharing mean sometimes you must do things that
are difficult (such as cleaning up a mess) and sometimes the sharing increases
the pleasure beyond what one can do alone.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-family: arial; line-height: 107%;">Caring is a respect for the wellbeing of your
partner.<span style="mso-spacerun: yes;"> </span>Even when not together in the
same room the couple is thinking about the other. Respect that even though you
are couple, you are also two individuals. The husband and wife should go to
extraordinary lengths to ensure that the other should never experience anxiety
or worry over their welfare.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Powerful tools are only as good
as the people who use them.<span style="mso-spacerun: yes;"> </span>Since the
invention of language, we have a systematic way to communicate. <span style="mso-spacerun: yes;"> </span>Carol and I have been using electronic tools for
our communication through most of time we have known each other.<span style="mso-spacerun: yes;"> </span>Now we enter a new phase.<span style="mso-spacerun: yes;"> </span>Everyone who knows us has given us a special <i>bracha</i>
that we shall live together as one in peace and harmony.<span style="mso-spacerun: yes;"> </span>There are three pieces that come together in
a marriage you, me and <i>ha-kodesh baruchu</i>.<span style="mso-spacerun: yes;"> </span>Three pieces that insure we will have a place
to sit, a place to stand, and a part in the community.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><b><span dir="RTL" face="Arial, sans-serif" lang="HE" style="color: #050505;">נס
גדול היה פה</span></b><span dir="LTR"></span><span dir="LTR"></span><b><span face="Arial, sans-serif" lang="HE" style="color: #050505;"><span dir="LTR"></span><span dir="LTR"></span> </span></b><span face="Arial, sans-serif" style="color: #050505;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face="Arial, sans-serif" style="color: #050505;">All of you are part of the
ongoing miracle. <span style="mso-spacerun: yes;"> </span>May we grow in wisdom.<br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--></span><span face="Arial, sans-serif" style="color: #050505;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="color: #050505; font-family: arial;">Thank you for joining us and may
we celebrate peace, understanding, and <i>simahot </i>together</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span></p>
<div style="mso-element: footnote-list;"><span style="font-family: arial;"><!--[if !supportFootnotes]--><br clear="all" />
</span><hr align="left" size="1" width="33%" />
<span style="font-family: arial;"><!--[endif]-->
</span><div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/wedding_Shabbat_message.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 107%;"><span>[1]</span></span></span><!--[endif]--></span></span></a><span> source:
https://www.lyricsondemand.com/soundtracks/f/fiddlerontherooflyrics/miracleofmiracleslyrics.html<o:p></o:p></span></span></p>
<p class="MsoFootnoteText"><o:p><span style="font-family: arial; font-size: x-small;"> </span></o:p></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/wedding_Shabbat_message.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 107%;">[2]</span></span><!--[endif]--></span></span></a> Copied
from Serfaria.org</span><o:p></o:p></p>
</div>
</div>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-88943375186898569162021-04-16T11:46:00.003-05:002021-06-03T11:21:25.992-05:00Heroes of Learning part two Nov. 2000<h2 style="text-align: center;"><span style="font-family: arial;"><span class="MsoIntenseEmphasis"><span face=""Arial Black",sans-serif" style="font-size: 18pt;"><span style="color: #2b00fe;">Librarian's Lobby<br /></span></span></span><i><span face=""Arial Black", sans-serif" style="font-size: 18pt;"><span class="MsoIntenseEmphasis"><span style="color: #2b00fe;">November 2000</span></span></span></i></span></h2><p style="margin-bottom: 12pt;"><span style="font-size: medium;"><o:p> </o:p><b style="color: #2b00fe; font-family: arial; text-align: center;"><span face=""Arial",sans-serif">Heroes of
Learning</span></b><span style="color: #2b00fe; font-family: arial; text-align: center;">
part two</span></span></p><p><span style="font-family: arial;"><span face=""Arial",sans-serif">Last month after I finished writing
my column, I learned that a Chicago Rabbinical Council member, Shmuel Jablon,
just had his first book published. My criteria for heroes of learning state
that the person should have an influence far beyond their original time and
place. Rabbi Shmuel Jablon is a future hero. Through his writings and teaching
his influence is reaching a large audience. Professor George Foot Moore made
significant contributions to Jewish scholarship and helped non-Jews better
understand the Tannaic age of Judaism. The last example, Aaron Copland, was not
an academic hero, but a musician, composer, teacher of music and conductor.
Aaron Copland, who was one of the definers of American symphonic music, donated
his papers to the Library of Congress. Now we can learn more about this musical
genius through a digital on-line collection.</span> <o:p></o:p></span></p><p><b><span face=""Arial",sans-serif"><span style="color: #0b5394; font-family: arial;">Rabbi Shmuel Jablon</span><a href="file:///C:/Donnie/htm/crc36.htm#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span style="color: #0b5394; font-family: arial;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b><span style="font-size: x-small;">[1]</span></b></span></span><!--[endif]--></span></a></span></b>
<o:p></o:p></p><p><span face=""Arial",sans-serif"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEfpGEwx_g1d9LEQ2xCljpimHQHeDkbteGK-jPONDlPBi9xdJG5V2fjo9d9tWBDce-tkMWgxRWCfBSg-4L2Agb_RKUM3rYLbRQ4F-caS5QNW4Ax986hK3GjjVxKHar3kn36e0lsM4unA/s530/SH_Jablon_2021.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="530" data-original-width="530" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEfpGEwx_g1d9LEQ2xCljpimHQHeDkbteGK-jPONDlPBi9xdJG5V2fjo9d9tWBDce-tkMWgxRWCfBSg-4L2Agb_RKUM3rYLbRQ4F-caS5QNW4Ax986hK3GjjVxKHar3kn36e0lsM4unA/w200-h200/SH_Jablon_2021.jpg" width="200" /></a></div><span style="font-family: arial;">I first met Shmuel when he was a <i>simicha</i>
(rabbinical) student at Hebrew Theological College and taught American history
in their high school. He impressed me as a teacher who cared not only for
academics, but also for the relationships between students and history. When he
said, "Remember you are <i>B'nai Torah</i>,"<a href="file:///C:/Donnie/htm/crc36.htm#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black; font-size: 12pt;">[2]</span></span><!--[endif]--></span></a> he was talking about their
behavior and how the outside world perceived them. Several of his former
students remembered that his method of teaching demanded original thinking. He
prepared them for learning at a college level. One assignment was a
constitutional convention with students taking the roles of each of the
thirteen states. The assignment taught the students about history and the human
interaction required to make agreements. Another assignment was a term paper on
an aspect of American history. Usually students of this age have a hard time
figuring out the scope of a research paper. Shmuel was able to guide the
student to do some original historical research. Several of the students wrote
about family members and their contributions to the Jewish community. These
papers shed light on the institutions' history that was not in any history
books. These students later donated copies of their papers to the library.
<o:p></o:p></span><p></p><p><span style="font-family: arial;"><span>After receiving his <i>simicha</i>
(rabbini</span><span face=""Arial",sans-serif">cal ordination) he became the director of the Sephardic Hebrew Day
School (Skokie, IL). Later he was recruited to be the associate headmaster of
South Peninsula Hebrew Day School (Sunnyvale, CA) and in September 2000 he
became is the head of the lower school (grades k-6) of the Fuchs Mizrachi
School (Cleveland, OH).</span> <o:p></o:p></span></p><p><span style="font-family: arial;">From 2008 until 2014 he was the
principal of Torah Academy of Greater Philadelphia. In 2008 he published <i>The Student's Pesach
Haggadah<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b><span style="color: black; font-size: 12pt;">[3]</span></b></span><!--[endif]--></span></i>
aimed at students grade 3-12. In
Cleveland and Philadelphia, he contributed comments on the Torah portion for
the local Jewish newspapers. <o:p></o:p></span></p><p><span style="font-family: arial;"><span><span face=""Arial",sans-serif">In all of his positions he
guided school curricula that were strong in Hebrew language and a connection to
Israel. </span></span><span face="Arial, sans-serif" style="background-color: white;">He and his family made Aliyah in 2014 because of his love of the land, desire to be at the center of Jewish history and to give his children the opportunity to be in the place they'd always dreamed of living. He hopes that his <i>aliyah </i>served as an example for his students and their families in Cleveland and Philadelphia.</span><span><span face=""Arial",sans-serif"> Currently Shmuel lives in
Efrat, Israel with his wife and unmarried children. He celebrated the birth of his
first Israel grandchild 10 months ago. Since 2015 has been serving as the executive
director of </span><span face=""Arial",sans-serif" style="background: white; color: #050505;">Shapell’s/Darche Noam in Jerusalem. </span></span></span></p><p><span style="font-family: arial;"><span><span face=""Arial",sans-serif" style="background: white; color: #050505;">As the executive director
he brings his expertise in organization and education to make sure the
institution runs well and remains financially sound. </span></span><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222;">Shapell’s and its women's seminary Midreshet Rachel V'Chaya have English-speaking men and women students [4] c</span><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222;">oming from North America and the rest of the world who study from a month to three years, emerging with a greater understanding of Torah, Israel and Jewish texts. They then go on to make an impact in their communities- whether those they came from or in Israel (where 25%+ of the alumni live). </span><span face="Arial, sans-serif" style="background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #050505;">Though his classroom teaching has been placed in the background (though he teaches the Megillot and Israeli history at Midreshet Rachel), he is quite proud of his role in making sure that the organization remains strong and able to continue to succeed in its mission.</span></span></p><p><span style="background: white; color: #050505; font-family: arial;">His classroom
teaching has been placed I the background so that he can help the faculty do
their job working with students to master text and inspire spiritual and religious
growth. Shapell’s has English-speaking men and women students<a href="file:///C:/Donnie/htm/crc36.htm#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #050505; font-size: 12pt;">[4]</span></span><!--[endif]--></span></a>
coming from North America and the rest of the world who study for a year and
then return to home with a greater understanding of Torah, Israel and Jewish
texts.</span><span style="font-family: arial;"> Shmuel’s influence
on faculty and the organization help students return home and make contributions
to their home communities.</span></p><p><span style="font-family: arial;">His book, <b>Jewish Answers</b>,
was published in 2000 by iUniverse and Writers' Club Press (ISBN:
0-595-12231-0). The book is a compilation of answers he has given as one of the
rabbis on "Ask a Rabbi" panel on Jewish.com. The questions range from
everyday issues to holidays and religious Zionism. Some questions require a
halakhic (according to Jewish law) response while others require the compassion
and understanding of a teacher or social worker. (Shmuel refers difficult legal
questions to others who are more qualified to answer.) His answers demonstrate
an unusual ability to understand the motivation of the questioner and give a
sensitive, compassionate, modern Orthodox answer. You may read sample pages on
the Internet before deciding to purchase. The book is aimed at two audiences,
the person seeking to learn more about Judaism and experts such as rabbis, who
may want help when they receive similar questions. <o:p></o:p></span></p><p><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="color: #0b5394;">George Foot Moore
(1851-1931)</span></b> <o:p></o:p></span></p><p><span style="font-family: arial;"><span face=""Arial",sans-serif">From 1902 until his retirement
in 1928 George Foot Moore was a professor of religion at Harvard University.
Moore, the son a Presbyterian minister in West Chester, PA, was so bright that
he entered Yale University as a junior and graduated second in his class. After
studying privately, he entered Union Theological Seminary in New York and
graduated in 1878. He was a professor of Old Testament and Hebrew at Andover
Theological Seminary <a href="file:///C:/Donnie/htm/crc36.htm#_ftn5" name="_ftnref5" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black; font-size: 12pt;">[5]</span></span><!--[endif]--></span></a> for twenty years before
Harvard. He contributed to scholarly journals and wrote several important books
including, <i>Commentary on Judges </i>(1895)<i>, The Literature of the Old
Testament</i> (1913), and<i> The Birth and Growth of Religion</i> (1923). He did
much to shape the idea that religion is a universal human activity. He shaped
the study of religion with German logic, methods, and standards and mixed in
his own enormous base of knowledge. He had the traits of a great soul and a
great scholar.</span> <o:p></o:p></span></p><p><span style="font-family: arial;"><span face=""Arial",sans-serif">His influence on Jewish studies
was his three volume work,<i> Judaism in the First Centuries: the age of
Tannaim</i>. (1927-1930). His understanding of the Talmud, rabbinic literature,
and rabbinic Judaism was combined with his understanding of religion and the
history of religion. This work was his contribution Jewish studies. In an era
when few universities had experts in Jewish studies, Moore stands out as a
leader and example for younger scholars. <a href="file:///C:/Donnie/htm/crc36.htm#_ftn6" name="_ftnref6" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black; font-size: 12pt;">[6]</span></span><!--[endif]--></span></a> Moore thanks his colleagues,
Harry A. Wolfson for checking all the references and Louis Ginzberg for his
words of advice and encouragement.</span> <o:p></o:p></span></p><p><span style="font-family: arial;"><span face=""Arial",sans-serif">There is a generational gap in
the appreciation of Moore's scholarship. I asked several CRC members about
George Foot Moore. The ones who are my age or older, readily recognized his
name and his <i>Judaism</i>. Younger members had never seen this book. Moore's
books were written in an era that saw few English scholarly works in Judaism
written in English. Before World War II, scholarly Jewish books were written in
Hebrew or German. Moore's work cannot be recommended without caution. Moore
looks at Judaism as a critical historian and Christian theologian. His work did
much to bridge the gap between Christian theologians and Jewish scholarship. He
does not hesitate to quote from the Christian Bible and Christian teachers. No
doubt modern scholars using sources revealed after 1930 could disagree with
some of his conclusions, but his contributions influenced students and scholars
for more than 50 years.</span> <o:p></o:p></span></p><p><span style="font-family: arial;">The idea that religion is a
natural human activity should help understand not just organized religions, but
also corporate and personal behaviors that border on religion. Consequently,
George Foot Moore's influence has transcended his time and place and as a hero
of learning. For a portrait of Moore and more information see: <a href="http://www.hds.harvard.edu/library/exhibitd/mooregf.html.">http://www.hds.harvard.edu/library/exhibitd/mooregf.html.</a>
<o:p></o:p></span></p><p style="text-align: left;"><br /></p><p><b><span style="color: #0b5394; font-family: arial; font-size: 13.5pt;">Aaron
Copland (1900-1990)</span></b><span face=""Arial",sans-serif"> <o:p></o:p></span></p><p><span face=""Arial",sans-serif"></span></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4HaGzJ_uCyMFViU8IMoXWjjfM5760mpOUJvGXXQd_OciRDNQQuviMVMFsqjts1x9bgyEMBWZFFokFE0r4FLHGw17pqCQZot9WnoG-g00wsBSq0nkpjUy20KDXsHz8YVNZKA-HGUgvTA/s214/copeland_68.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="214" data-original-width="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4HaGzJ_uCyMFViU8IMoXWjjfM5760mpOUJvGXXQd_OciRDNQQuviMVMFsqjts1x9bgyEMBWZFFokFE0r4FLHGw17pqCQZot9WnoG-g00wsBSq0nkpjUy20KDXsHz8YVNZKA-HGUgvTA/s0/copeland_68.jpg" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: arial; font-size: x-small;">Copeland in Israel 1968</span></td></tr></tbody></table><span style="font-family: arial;">When I performed Copland's works in high school band, I had no idea that he was Jewish. Copland devoted
his life to composing "American" music. Copland was born in Brooklyn
to Russian-Jewish immigrants. From the time he was 10 he wanted to be a composer.
This was difficult as an American during a time when composing symphonic music
was a European activity. <br /><br /><o:p></o:p></span><p></p><p><span style="font-family: arial;">November 14, 2000, marked the
one hundredth anniversary of the birth of Aaron Copland. The new online <a href="http://memory.loc.gov/ammem/achtml/">Aaron Copland Collection </a>(<a href="http://memory.loc.gov/ammem/achtml/">http://memory.loc.gov/ammem/achtml/)</a>
was created by the National Digital Library Program in conjunction with the
Library on Congress's Music D</span><span style="font-family: arial;">ivision. It forms part of the Library of
Congress's homage to this distinguished American. This digital collection has
digital copies of Copland's manuscript scores with the composers handwritten
notes. <o:p></o:p></span></p><p><span face=""Arial",sans-serif"><span style="font-family: arial;">Copland wrote several books<sup> <span title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><u><span style="color: blue; font-size: 12pt;">[7]</span></u></span><!--[endif]--></span></span></sup> to help us
understand and enjoy music. He stopped composing in the 1970's, but continued
to conduct and teach until the mid 1980's. Because his ballet, music<i>, Billy
the Kid (1938), Rodeo</i> (1942)<i>,</i> and his simple<i> Fanfare for the
Common Man</i> (1942) still ring in my ears, he is one of the heroes of
learning. </span><br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></p><div align="center" class="MsoNormal" style="text-align: center;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">
<hr align="center" size="2" width="100%" />
</span></div><p><a name="N_1_"></a><span face=""Arial",sans-serif" style="font-size: 10pt; mso-fareast-font-family: "Times New Roman";"><br /><span style="font-family: arial;">
©2000, 2021 CRC36. Last revised April 15, 2021</span></span><span style="font-family: arial; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p><p>
</p><div><span style="font-family: arial;"><!--[if !supportFootnotes]--><br clear="all" />
</span><hr align="left" size="1" width="33%" />
<span style="font-family: arial;"><!--[endif]-->
</span><div id="ftn1">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black;">[1]</span></span><!--[endif]--></span></span></a><span face=""Arial",sans-serif"> This section was
edited and updated in April 2000 and is substantially different than the
original Nov. 2000 article. Rabbi Jablon is a hero of Jewish learning today and
not just a “future” hero whom I met in 1995. <o:p></o:p></span></span></p>
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><span face=""Arial",sans-serif"> </span><span face="Arial, sans-serif">The other
sections had only minor changes.</span></span></p>
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><span face=""Arial",sans-serif"> </span><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif"><span class="MsoFootnoteReference"><span style="color: black;">[2]</span></span></span></span></a><span face="Arial, sans-serif"> Loosely translated,<i>
B'nai Torah </i>means properly behaved gentlemen.</span></span></p></div><div id="ftn2">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><o:p> </o:p><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref3" name="_ftn3" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="color: black;">[3]</span></span></span></a> <i><span face=""Arial",sans-serif">The
Student's Pesach Haggadah</span></i><span face="Arial, sans-serif">
by Rabbi Shmuel Jablon. Mazo Publishers, 2008</span></span></p></div><div id="ftn3">
<p class="MsoFootnoteText"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: x-small;">ISBN: 978-9657344453.<o:p></o:p></span></span></p>
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><span face=""Arial",sans-serif"> </span><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref4" name="_ftn4" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif"><span class="MsoFootnoteReference"><span style="color: black;">[4]</span></span></span></span></a><span face="Arial, sans-serif"> Men and women are
in separate programs and don’t learn in the same classes.</span></span></p></div><div id="ftn4"><p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><o:p></o:p></span></p>
</div>
<div id="ftn5">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref5" name="_ftn5" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black;">[5]</span></span><!--[endif]--></span></span></a><span face=""Arial",sans-serif"> For the first
centuries of their existence Andover and Harvard Divinity School (HDS) had a
rivalry. In 1910 after a decline in enrollment Andover and Harvard signed a
joint operating agreement. Andover spent $300,000 to build Andover Hall, which
became the joint library of HDS and Andover. The library's name is
Andover-Harvard. HDS is a non-denominational divinity school that offers
academic graduate degrees in religion.<o:p></o:p></span></span></p>
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><span face=""Arial",sans-serif"> </span><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref6" name="_ftn6" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif"><span class="MsoFootnoteReference"><span style="color: black;">[6]</span></span></span></span></a><span face="Arial, sans-serif"> Moore did graduate
studies in Germany in 1895 and was an exchange professor in 1909-10 and evidently learned German. He did publish a few articles in German. However, it is interesting to note that his magnum opus, Judaism</span> <span face="Arial, sans-serif">has not been translated into German or Hebrew. During the 1920's even American scholars in religion and social
sciences published in German</span>.</span></p></div><div id="ftn6"><p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><o:p></o:p></span></p>
</div>
<div id="ftn7">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="file:///C:/Donnie/htm/crc36.htm#_ftnref7" name="_ftn7" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black;">[7]</span></span><!--[endif]--></span></span></a><span face=""Arial",sans-serif"> Books include: What to listen for in music (1939), Our new music (1941), and Copland on music (1960). What to listen ... was frequently
used as a text in music appreciation classes</span>. </span><o:p></o:p></p>
</div>
</div><div style="mso-element: footnote-list;"><div id="ftn3" style="mso-element: footnote;"><p class="MsoFootnoteText"><o:p></o:p></p>
</div>
</div>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-53766559297735887162021-04-08T18:20:00.001-05:002021-04-08T18:20:51.301-05:00Heroes of Learning<p> </p><p class="LibLobHeading" style="margin: 0in;"></p><h2 style="margin: 0in; text-align: center;"><span style="color: #2b00fe; font-family: arial;">Librarian's Lobby<br /></span><span style="color: #2b00fe; font-family: arial;">by Daniel D. Stuhlman<br /></span><span style="color: #2b00fe; font-family: arial;"><span style="mso-fareast-font-family: "Times New Roman";">October 2000</span></span></h2><p></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p><span style="font-family: "Arial",sans-serif;">In the September 2000 column I
talked about knowledge and a definition of learning. This month I want to share
some personal thoughts on heroes of Jewish learning.</span> <o:p></o:p></p>
<blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><b><span style="font-family: "Arial",sans-serif; font-size: 18.0pt;"><span style="color: #2b00fe;">Heroes of
Learning</span></span></b></p></blockquote><p style="text-align: left;"><o:p></o:p></p>
<p><b><span style="font-family: "Arial",sans-serif;">Rabbis of the Talmud</span></b><span style="font-family: "Arial",sans-serif;"> -- Collectively the rabbis and the
teachers recorded in the Talmud bridged the gap between the written Torah and
everyday life. They mastered both the physical sciences and the social sciences
of their day. They understood that law was more than a written commandment.
Understanding the law involved an understanding of the physical world and the
social, political and economic conditions of the people. The Talmud contains
more than one opinion on many topics. Sometimes we choose one opinion as
better; sometimes both or all three answers are right. Because of the scope of
Talmudic knowledge, we learn that no one has a monopoly on truth, justice, or
understanding of the neshama (soul).</span> <br />
<o:p></o:p></p>
<p><b><span style="font-family: "Arial",sans-serif;">Saadia ben Yosef Gaon</span></b><span style="font-family: "Arial",sans-serif;"> (882-942) was born in Egypt and served
as the leader of the Babylonian Jewish community. In His time Babylonia was the
most important Jewish community in the world. In 921 Saadia disputed Aaron
Ben-Meir was to the starting day for Pesah. Ben-Meir, head of the Jerusalem
academy, said Pesah would start on Tuesday that year. Saadia and his followers
said, Thursday, and his dismissed the halakhic arguments of Ben-Meir. Saadia
eventually won as he <span style="mso-spacerun: yes;"> </span>established both
his interpretation of the calendar and the importance of the Babylonian
academies. Saadia translated the Tanakh (Hebrew Bible) into Arabic, both for the Arabic
speaking Jews and the Arabs. He used Arabic characters for the Bible though
most of his Arabic works and the works of other scholars of his time were in
Arabic with Hebrew characters. His polemics against the Karaites further
enhanced Rabbinic Jewry. No fewer than 49 works were written by Karaites
against Saadia. In his<i> Emunot ve-De'ot</i> Saadia writes the first
comprehensive work on the fundamental problems in Jewish philosophy. This work
deeply influenced all later Jewish philosophers.</span> <o:p></o:p></p>
<p><span style="font-family: "Arial",sans-serif;">The editing of the <i>Siddur</i>
is his most important influence on our lives because it affects us every single
time we pray. His Siddur was not the first and he did not author the prayers.
He codified the customs of his time, used his judgment in selecting between
various texts and explained what he did. He comments on and explains both the
prayers and the selection process. His Siddur had only one preserved manuscript
and was published in 1941. In the preparation of the Siddur for publication the
editor consulted fragments found in the Cairo Genizah. In my study of prayer, I
have frequently consulted this work.<sup><a href="file:///C:/Donnie/htm/crc35.htm#N_1_">(1)</a></sup> Saadia's
work and influence are of monumental importance in establishing the Jewish
people as "People of the book"</span> <o:p></o:p></p>
<p><b><span style="font-family: "Arial",sans-serif;">Solomon Schechter</span></b><span style="font-family: "Arial",sans-serif;"> (probably in December 1850-1915) was
born in Focsani, Romania. He received his early education from his father, a
Habad Hasid from Russia, who was a <i>shohet.</i> Schechter was named in Hebrew
Shneur Zalman after the Lubavitcher rebbe. The unusually </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/3/33/Solomon_Schechter2.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="231" data-original-width="275" height="168" src="https://upload.wikimedia.org/wikipedia/commons/3/33/Solomon_Schechter2.gif" width="200" /></a></div><br />gifted boy learned to
read Hebrew by age three and by five mastered<i> Humash.</i> He went to a
yeshiva in Piatra at age ten and at age thirteen studied with one the greatest
Talmudic authorities, Rabbi Joseph Saul Nathanson of Lemberg. He acquired his
life-long devotion to the scientific study of Judaism and its sources while
learning at the University of Berlin and the Hochschuler für des Wissenschaft
des Judenthums. In 1879 he went to England and eventually became professor of
Hebrew at University College, London. In 1887 he published an edition of <i>Abot
de-Rabbi Nathan</i>, an important Talmudic book, included in most Talmud
editions, but its text had suffered from non-learned copyists. Schechter read
through many manuscripts and compared the texts with Greek translations and
quotations found in other books. This volume put Schechter in the front ranks
of Jewish scholars. <o:p></o:p><p></p>
<p><span style="font-family: "Arial",sans-serif;">His fame was established when
he made possible the scholarly study of the manuscripts in the Cairo Genizah.
This discovery started a series of events in Jewish learning that continue
until this day. Among them is the rediscovery of the Hebrew texts of books
previously known only in translation. For example, the Hebrew original of Ben
Sira was published in 1899. His <i>Saadyana</i> changed our understanding of
Saadia ben Joseph and his period of history.</span> <o:p></o:p></p>
<p><span style="font-family: "Arial",sans-serif;">Dr. Schechter's contributions
to positive-historical Judaism led directly to the study of Judaism at the
university level. The founding of Yeshiva University more than ten years after
Dr. Schechter's death and the departments of Judaica on college campuses are
directly related to Schechter's learning, belief in the universality of the
message of Judaism (an early Lubavitch missionary?), leadership and personal
charisma.<sup><a href="file:///C:/Donnie/htm/crc35.htm#N_2_">(2)</a></sup></span> <o:p></o:p></p>
<p><b><span style="font-family: "Arial",sans-serif;">Alexander Dushkin</span></b><span style="font-family: "Arial",sans-serif;"> (1890-1976) was born in Suwalki, Poland
and came to the United States in 1901. In 1910 he was part of a program of the
New York Kehillah to provide planning and </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/thumb/9/93/Alexander_Mordechai_Dushkin_portrait.jpg/640px-Alexander_Mordechai_Dushkin_portrait.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="574" height="200" src="https://upload.wikimedia.org/wikipedia/commons/thumb/9/93/Alexander_Mordechai_Dushkin_portrait.jpg/640px-Alexander_Mordechai_Dushkin_portrait.jpg" width="144" /></a></div><br />direction to the great chaos to the
growing mass of New York Jewry. He started a training program at Teacher's
College in New York City that led to his earning the first American Ph.D. on a
Jewish education theme. This thesis was published as, <i>Jewish education in
New York City</i>, New York, Bureau of Jewish Education, 1918. One idea he
advocated was for bright children to be sent to Jewish day schools and trained
for Jewish leadership. <o:p></o:p><p></p>
<p><span style="font-family: "Arial",sans-serif;">Dushkin's most important idea
was the Jewish summer camp. This was a new venture in Jewish education. He was
associated with Camp Modin from 1921 to 1942. Albert Schoolman had already
started Cejwin Camps as community summer camps for children of the Jewish
"masses." Upper-middle class Jewish parents were sending their
children to private summer camps as a "proper" vacation for their
children. The first summer, 1922, had 45 boys. The second year had 110 boys and
ten girls. Some of the early campers went on to start camps of their own. All
the current Zionist and Jewish educational camps can find their roots in the
work that Dushkin did at Camp Modin.</span> <o:p></o:p></p>
<p><span style="font-family: "Arial",sans-serif;">Space limits what I can say
about his time serving the Board of Jewish Education of Chicago, the Jewish
Education Committee of New York and the Hebrew University. He was important as
a leader and philosopher. One of his major goals was to make sure that Jewish
education is a communal responsibility. He believed in pluralism and stressed
the need to find common goals and values. While I was a student in Jerusalem, I
heard him speak once in 1970 and he immediately became one of my heroes of
learning.<sup><a href="file:///C:/Donnie/htm/crc35.htm#N_3_">(3)</a></sup></span> <o:p></o:p></p>
<div align="center" class="MsoNormal" style="text-align: center;"><span style="mso-fareast-font-family: "Times New Roman";">
<hr align="center" size="2" width="100%" />
</span></div>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Footnotes:</span></b><span style="mso-fareast-font-family: "Times New Roman";"> <o:p></o:p></span></p>
<p><a name="N_1_"></a><span style="font-family: "Arial",sans-serif;">1. For more
on Saadia ben Joseph see: <i>Essays in Jewish Biography</i>, by Alexander Marx.
Philadelphia, Jewish Publication Society, 1947; <i>Encyclopedia Judaica</i>
"Saadia Gaon" vol. 14, col. 543-555; and <i>Saadia Gaon, his life and
works</i> / by Henry Malter. Philadelphia, Jewish Publication Society, 1921.</span>
<o:p></o:p></p>
<p><a name="N_2_"></a><span style="font-family: "Arial",sans-serif;">2. For more
information see: <i>Giants of faith: great American rabbis</i> / by Alex J.
Goldman. New York, Citadel Press, 1964; <i>Essays in Jewish Biography</i>, by
Alexander Marx. Philadelphia, Jewish Publication Society, 1947; Solomon
Schechter / by Norman Bentwich. Philadelphia, Jewish Publication Society, 1938.</span>
<o:p></o:p></p>
<p><a name="N_3_"></a><span style="font-family: "Arial",sans-serif;">3. For more
information see: <i>Living bridges: memoirs of an educator</i>, by Alexander
Dushkin, Jerusalem, Keter Publishing House, 1975.</span> <!-- End section with the links ---><o:p></o:p></p>
<div align="center" class="MsoNormal" style="text-align: center;"><span style="mso-fareast-font-family: "Times New Roman";">
<hr align="center" size="2" width="99%" />
</span></div>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 7.5pt; mso-fareast-font-family: "Times New Roman";">©2004 <span style="mso-spacerun: yes;"> </span>by <span style="mso-spacerun: yes;"> </span>Daniel
D. Stuhlman. All rights reserved. <br />
Last revised April 8, 2021<span style="mso-spacerun: yes;"> </span>CRC35 <o:p></o:p></span></p>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-10452539757265860342021-02-14T14:52:00.001-06:002021-04-08T18:11:03.480-05:00<p> </p><p style="text-align: center;"><span style="color: #000099;"><b><span face="Arial, sans-serif" style="font-size: 18pt;">Librarian's Lobby<br /></span><span face="Arial, sans-serif" style="font-size: 18pt;">
by Daniel D. Stuhlman</span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"> <br />
</span><span face=""Arial",sans-serif" style="font-size: 18pt; mso-fareast-font-family: "Times New Roman";">September 2000</span></b></span></p>
<p><br />
<span face=""Arial",sans-serif">This is my first column as an
independent consultant. My company will be involved in the management of
knowledge. I will have two foci-- advising organization on how to better turn
information into knowledge and the cataloging of Judaica library materials. I
wish every a <i>Shana Tova u-Metukah</i> (happy and sweet New Year) may this year be
one that share something that you learned.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">This is an expanded version of
my monthly column. Usually the difference between the print version that is
published for the Chicago Rabbinical Council and the web version is minor.
Changes are usually based on the needs of a different audience. The version
contains more material because I ran out of space in the print version.</span> <br />
<o:p></o:p></p>
<p><b><span face=""Arial",sans-serif" style="font-size: 13.5pt;">Center for
Jewish History</span></b> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">I was in New York over the
Labor Day weekend preparing for my new venture. I visited the new Center for
Jewish History on West 17<sup>th</sup> Street in Manhattan. The building
actually has entrances </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images.forwardcdn.com/image/1200x900/center/images/cropped/center-for-jewish-history-1497034909.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="800" height="240" src="https://images.forwardcdn.com/image/1200x900/center/images/cropped/center-for-jewish-history-1497034909.jpeg" width="320" /></a></div><br />on both 16<sup>th</sup> and 17<sup>th</sup> Streets.
This new building is just opening to the public this month. The Center is joint
effort of YIVO, the Leo Baeck Institute, the American Jewish Historical
Society, the American Sephardic Federation and the Yeshiva University Museum.
These organizations have performed a great service for students and scholars of
Judaica by pulling their resources to form one organization.. The logistical
problems to move the library collections were daunting. The American Jewish
Historical Society was previously housed on the campus of Brandeis University
in Waltham, MA. The other institutions were in New York City. <o:p></o:p><p></p>
<p><span face=""Arial",sans-serif">Like many new buildings, they
are still trying to solve climate control and other technical problems. These
institutions have different roots and missions, but they share a mission to
save and preserve the past in order to educate future generations. To find out
more visit their joint web site : www.centerfor jewishhistory.com/log2.htm.
This site has links to each of the constituent organizations. One of their
joint missions is to act as a resource for the study of Jewish genealogy. They
will shortly have a computer system in operation to help researchers find the
information in any of the constituent libraries. The libraries share a reading
room.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">While all four institutions
want to help preserve the Jewish past they complement each other rather than
overlap. YIVO seeks to collect materials in Yiddish and about Jews from Yiddish
speaking countries; the Leo Baeck Institute collects materials concerning
central European and German speaking Jewry; and the American Jewish Historical
Society collects materials about the United States. For current materials
published in the United States all three libraries may want to purchase them;
but for ephemera, manuscripts, and archival materials they would logically go
to one institution based on their collection development policy.</span> <br />
<o:p></o:p></p>
<p><b><span face=""Arial",sans-serif">YIVO (Yidisher
Visenshaftlikher Institut) = Institute for Jewish Research</span></b> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">Since I will be working with
YIVO I would like to share a little about the organization's history. (A fuller
story can be found in the <i>Encyclopedia Judaica </i>v. 16.) YIVO was founded
at a conference that took place in Berlin, August 7-12, 1925. Vilna was
selected as its center and YIVO reached its peak in 1935 when they held a
conference attended by leading scholars from the world's Yiddish speaking
communities. By 1940 when the Nazis occupied Vilna, YIVO's library had amassed
over 100,000 volumes and over 100,000 manuscripts and archival items. About 50%
of these items survived the Holocaust and were sent with the help of the U.S.
Army and State Department to the New York headquarters. YIVO's Library is
dedicated to collection, preservation, and study of Eastern European Jewish
culture and the places to where Eastern European Jewry immigrated. Today, the
collection contains over 300,000 printed volumes and over 500,000 non-book
items and includes religious and secular materials that mirror Jewish life in
those countries.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">The Vilna Collection is part of
the core collection of the YIVO Library. The Vilna collection includes over
20,000 books from the Mattityahu Strashun Library. (The other surviving
Strashun Library books are now part of the Jewish National Library at the
Hebrew University in Jerusalem.) This collection of rabbinica (mostly in
Hebrew) that belonged to the Strashun Library was cataloged on cards during the
1960's by the late Rabbi Hayim Lieberman.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">Mattityahu Strashun, 1819-1885,
was a talmudic scholar born in Vilna. His family was well-to-do and he married
the eldest daughter of the wealthy. Joseph Elijah Eliasberg. He had an
extensive knowledge of philosophy, history and astronomy in addition to his
Jewish scholarship. He was a Jewish communal leader and was appointed to the
Vilna city council. The oldest books in the collection date to the early 16th
century. Since he died childless, he willed his collection of 5,700 books, many
with his marginal annotations, to the Jewish community of Vilna. In addition,
he left money for a building and maintaining</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">the collection. The first
director of the library was Samuel Strashun, his nephew. The collection was
kept current. In 1928 the library started collecting every book published in
Poland in Hebrew or Yiddish. By 1939 the library contained over 35,000 volumes
and included 150 manuscripts and five incunabula.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">I<b> </b>first visited YIVO
when I was library school student in the early 1970's<b>. </b>The institution
was on prestigious<b>, </b>5<sup>th</sup> Avenue<b>. </b>The building looked
more like a mansion than a place of learning. I learned about Judaica
librarianship from their librarians in a joint course between Columbia
University and YIVO<sup>1</sup> When I learned there the institution already
had a long history of Yiddish scholarship. Their periodicals are important
sources of Jewish scholarship. Their librarians have a long history of
contributing to the field. The late Dina Abramowitcz when she was the director
of the library, edited the list of Yiddish books for the<i> Jewish Books Annual</i>.</span>
<br />
<o:p></o:p></p>
<p><b><span face=""Arial",sans-serif" style="font-size: 13.5pt;"><span style="color: #2b00fe;">Cataloging
Knowledge</span></span></b> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">There is a source in Torah that
gives us a clue to the need to catalog and organize knowledge. In Parshat
Bereshit (the book of Genesis) we read of the story of creation. After God
created the universe, he separated the light from the darkness and separated
the waters and formed dry land. This is the first act of organizing the world.
Organization of data what cataloging is all about.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">Learning is a process that is
usually defined as change in behavior based on experience. Knowledge is the something
that has been learned from experience or another person. When the knowledge is
integrated into the person we say that learning has occurred. Knowledge can be
gained from input to any of our senses. This knowledge is based on information.
Information is interpreted from data and data are formed from symbols such as
letters and numbers. In organizations, one person's data becomes another's
information and one person's information becomes another's knowledge. Knowledge
is the result of integrating information. Each step of the process adds value
to a previous step. The human mind attaches meaning to the unfamiliar. When
confronted with symbols such as letters, numbers, the mind tries to interpret
them and make words. If the word is familiar the mind attaches some linguistic
meaning to the symbols. Based on the knowledge in the person's head words form
and soon the symbols are new information for the person. The difficulty about
writing about this process is that while we observe people working, it is difficult
to determine the dividing line between information and knowledge. Every input
that one of our senses detects is referenced to our experience that is previous
knowledge. For example, the word <i>triangle </i>names a geometric form that
has a definition. However, the word <i>triangle</i> creates a mental image that
is unique for each person.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">I would like to choose a
library model to demonstrate how knowledge is saved, cataloged and distributed.
I define <b>books</b> as the frozen knowledge of the author(s). Books are based
on the information, data and experience of the author. The act of writing and
publishing is a "freezing" of this knowledge because in the real
world people are always learning and changing their internal knowledge. A book
enters a collection as information. The cataloger takes the data from the title
page and enters it based on rules into a catalog system. Once in the system the
book is represented by symbols. The book is then labeled and placed on the
shelf at the "address" that the cataloger assigned. If a reader wants
to find that book (s)he looks in the catalog, following the rules for
searching, locates the address of the book and then is able to get the book.
Once the book is read, the frozen knowledge of the author can become part of
the live knowledge of the reader.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">Cataloging is both a science
and an art. A process based on rules and practices is a science. A process
applying those rules to the needs of a particular library is an art. Two catalogers
may both follow the rules and create different catalog records that are both
correct. A "cataloger" not following the rules may create a situation
that makes if difficult for readers to find books in the future. Cataloging is
a process to communicate with library users at a future moment. The reader who
understands the rules can find books more easily then those who don't
understand how to use the system. Catalogers are source for information;
reference librarians are the interpreters and guides to information and the end
reader becomes the one who internalizes knowledge. At any moment the librarian
can be a gatherer of data, a distributor of information, and a source of
knowledge.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">The difference between chaos
and the world is the <i>act</i> of creation that put order into the universe.
The difference between a collection of books and a library is the organization
and cataloging. The skill of the cataloger is understanding the world of books
and knowledge and the ability to organize and describe them based on rules to
enable readers to find them. This adds value to the books and makes the
collection more valuable.</span> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">In future columns I will
continue this discussion on knowledge with more examples. Please do not
hesitate to contact me to give ideas and suggestions for future columns.</span>
<o:p></o:p></p>
<p><b><span face=""Arial",sans-serif">=========================</span></b></p><p><b><span face=""Arial",sans-serif">Notes</span></b> <o:p></o:p></p>
<p><span face=""Arial",sans-serif">1. Columbia University and YIVO
have many co-operative efforts in the area of Yiddish studies.</span> <o:p></o:p></p>
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<h6><span style="mso-fareast-font-family: "Times New Roman";"><br />
</span><span face=""Arial",sans-serif" style="font-size: 10pt; mso-fareast-font-family: "Times New Roman";">©2001 Last revised March 23, 2001, Feb. 14, 2021</span></h6>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-14149513542621830092021-01-28T15:47:00.005-06:002021-04-08T18:26:57.443-05:00Remembering the past few years<p> </p><p style="text-align: center;"><span style="font-family: arial;"><span style="color: #000099;"><span face=""Arial",sans-serif" style="font-size: 18pt; mso-fareast-font-family: "Times New Roman";"><b>Librarian's Lobby<br /></b></span></span></span><span style="font-family: arial;"><span style="color: #000099;"><span face=""Arial",sans-serif" style="font-size: 18pt; mso-fareast-font-family: "Times New Roman";"><b>
by Daniel D. Stuhlman</b></span><span face=""Arial",sans-serif" style="font-size: 18pt; mso-fareast-font-family: "Times New Roman";"><b> <br />
August 2000</b><br /></span></span></span><br /></p>
<h3><span style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #2b00fe; mso-fareast-font-family: "Times New Roman";">Remembering
the past few years</span><o:p></o:p></span></h3>
<h6 style="margin-bottom: 12pt;"><span style="font-weight: normal;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><div class="separator" style="clear: both; text-align: center;"><a href="https://media-exp1.licdn.com/dms/image/C4E03AQH2ijBeWCoUOQ/profile-displayphoto-shrink_800_800/0/1517664248383?e=1623283200&v=beta&t=BNcgjhFgWUgaNX8VtfAjOjzz7g9NzwPFTiG_S5_N1Og" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="304" data-original-width="304" height="200" src="https://media-exp1.licdn.com/dms/image/C4E03AQH2ijBeWCoUOQ/profile-displayphoto-shrink_800_800/0/1517664248383?e=1623283200&v=beta&t=BNcgjhFgWUgaNX8VtfAjOjzz7g9NzwPFTiG_S5_N1Og" width="200" /></a></div><br />I would like to
publicly thank Rabbi Menachem Rosenfeld and wish him <i>hatzlacha</i> in his new
position. Working with him at Kehilath Jacob Beth Samuel and the Chicago
Rabbinical Council has been a wonderful experience. We have learned from each
other and hope that the projects and ideas that we shared have made KJBS, the
CRC and the larger community a better place. </span><o:p></o:p></span></span></h6>
<h6><span style="font-family: arial;"><span face=""Arial",sans-serif" style="font-size: 12pt; font-weight: normal; mso-fareast-font-family: "Times New Roman";">This is my last column as the Librarian of the Saul Silber
Library. The column will continue next month with a new focus. I will be
working with the new Executive Director and with my loyal readers to write
about the world of books, learning and knowledge. I would appreciate any ideas
and suggestions for topics for my columns.</span><o:p></o:p></span></h6>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">In the last issue of<i> (Chicago Rabbinical Council) Hadashot</i>
several staff members reviewed the accomplishments of the CRC. One of the
accomplishments of this column has been to guide readers to new ideas about
books and knowledge. The column I wrote on the story of the two brothers who
met on what became the site of the 1st and 2nd Temple has been quoted and
referred to by librarians ever since. In my columns I have tried to show a
process of finding information and turning that information into useful
knowledge. Later in this column I will tell you how this process will be part
of my new venture.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">I would like to review some of
the Library's accomplishments that allow library readers to help themselves.</span>
<o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">1. We put up signs to help
readers. It is amazing how a sign can help readers find what they want more
effectively. The Library has signs on each tier of book shelves. The stacks
have signs and posters to guide the readers to the place to find their books.
Each book tier and area of the reading room has an identification number to
ease locating of materials. These location codes are posted and in the library
guidebooks.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">2. The Library's computer
catalog now has over 23,500 items from all branches of the Library. Every item
added to the collection since 1995 is in the computer catalog. The catalog is
also available on the World Wide Web at : http://206.217.66.102/htc/. This is a
temporary URL and will be changed when the vendor upgrades their software in
October. While the cataloging is far from complete, it is a vast improvement
over the card catalog. Since the Library never had an inventory, the card
catalog has items that have been missing for over 40 years. Every item in the
computer catalog that has been recataloged has been processed and relabeled. I
have been complimented that our spine labels are much easier to read and they
make finding a book much easier than most of the big university libraries in
the area.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">Cataloging is a never-ending
project. The idea and mission of cataloging is to organize and record the
information about a library item so that it can be found and used. The catalog
contains not only books, but also videos, CDs, articles, analytics,
"see" references, museum objects and even the Library's equipment.
Some books are easy to catalog because they have clear information on the title
pages and cataloging in publication. Some books are difficult because they are
missing vital information such as author, date of publication, and publisher.
Serials are a special challenge because they are published periodically and
have multiple authors. Publishers that change the name of their publications
make cataloging difficult and make readers struggle to find the issues they
need.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">3. The Library branch in the
Blitstein Teachers Institute has blossomed from a small collection of text
books into two attractive rooms with new book shelves holding over 3000
volumes. The collection contains books in areas that support the curriculum. In
addition to Judaica volumes that largely duplicates what is in the main
collection, the library has literature, psychology, business, education, and
computer science books that are not duplicated in the main library. All items
are cataloged in the library management system.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">4. The Library has received
major gifts from CRC members over the past five years. Their names have been
mentioned in my columns. The Library has been able to fill in major gaps in our
collections thanks to these gifts. However, gifts are a mixed blessing. Chances
are that two CRC rabbis have similar interests and collect many of the same
books. The Library keeps what we need and then passes the others to appropriate
places. The CRC office itself has many of the duplicate gifts. These gifts are
an important source of out-of-print books that the Library could never purchase
at a book store.</span> <br />
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<br1><span style="font-family: arial;">
</span><h3><span style="font-family: arial;"><span face=""Arial",sans-serif" style="font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Adding value to data and information to make knowledge</span><o:p></o:p></span></h3>
<p class="MsoNormal"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">Libraries are store houses of knowledge. Books are the
frozen knowledge of their authors. Understanding the terminology of
"data", "information" and, "knowledge" is
important to understanding how each one of you adds value to information. Data
is easily stored and retrieved in a computer data base. The pieces of data are
assembled to become information. Information is integrated in the brain then
changes it into knowledge. Knowledge is learned by humans based on information.
Once learned knowledge changes behavior.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">The above paragraph may sound
unclear, but let me describe knowledge in terms that are very familiar. Rabbis
make sermons. Think of the value rabbis add to data to make sermons that share
knowledge. For example, a rabbi will start with an idea from the <i>sidra</i>
(or any other source). This idea is one of the datum. The rabbi will look for
sources in the Torah and later rabbinic and Jewish literature to support the
idea. These sources (data) are gathered and then become information. The
information is integrated into the rabbi's experience, background and previous
knowledge to help synthesize new ideas. These new ideas are integrated to make
the knowledge that will be shared in the sermon. The knowledge is received by
the congregation and if it effects a change in behavior, it is part of the person's
knowledge. Each step adds value to the previous step. The initial idea needs
the added value of the sources; the sources need the value integrating them
into new thought worth sharing and finally the congregation benefits from the
integration, synthesis and integration into knowledge.</span> <o:p></o:p></span></p>
<p><span style="font-family: arial;"><span face=""Arial",sans-serif">This adding value is not
limited to sermons. The project could be anything that requires gathering data
and adding value before passing it on to another person. My new venture will be
helping organizations and businesses understand the process of adding value to
information and turning that information into knowledge. This process is called
knowledge management and it is what I have been doing for over 30 years and
never knew it before four weeks ago. Cataloging is the most important aspect of
the organization, storage and retrieval of knowledge. Knowledge is the most
valuable human endeavor that can be shared but never touched, felt, or seen.
Librarians are experts in adding value to data through their dedication to organizing,
storing, and retrieving data and information. In future columns, I will
continue discussing adding value to data.</span> <br />
<o:p></o:p></span></p>
<h6><span style="font-family: arial;"><br />
</span></h6><h4 style="text-align: left;"><span face="Arial, sans-serif" style="font-weight: normal;"><span style="font-family: arial; font-size: xx-small;">©2001 by Daniel D. Stuhlman. Last revised April 8, 2021 CRC33</span></span></h4><o:p></o:p></br1>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-76963965633504450612021-01-25T09:31:00.001-06:002021-01-25T09:31:19.292-06:00President Interview pt 44-- Gifts for the College<p> </p><h2 style="text-align: left;"><div style="text-align: center;"><b><span style="color: #0070c0; font-family: "Arial",sans-serif; font-size: 16.0pt; line-height: 105%;">New President Interview part 44</span></b></div><b><div style="text-align: center;"><b><span style="color: #0070c0; font-family: "Arial",sans-serif; font-size: 16.0pt; line-height: 105%;">Gifts for the College</span></b></div></b></h2>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;">Question</span></b><span style="font-family: Arial, sans-serif;">> I read in a local newspaper about a
major gift of 12,000 volumes to a small college in Stonebrook. Since I know you
are passionate about books and libraries, did your college try to acquire that
collection? </span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Answer> </span></b><span style="font-family: Arial, sans-serif;">G</span><span style="background: rgb(254, 254, 254); font-family: Arial, sans-serif;">ifts and donations can be a valuable part of every college
and library’s collection development strategy.</span><span style="font-family: Arial, sans-serif;"> Most of the artwork
in our college was either an outright donation or the money was given for
purchase. A gift of money or other financial instruments is always better
because the college can choose the most appropriate purchase. The donor can be acknowledged, and the object
can be physically integrated into the building décor. All material selection whether new,
commissioned or donations should be consistent with the institution’s mission
and policies. That means all
stakeholders must agree to a common written policy.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><o:p></o:p></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="background-color: #fefefe; color: #494949; font-family: Arial, sans-serif; font-size: 10.5pt;">Our College’s policy is that each department or school
drafts a gift and donation policy then the College administration makes sure
the policies are consistent and approves them.</span><span style="color: #494949; font-family: Arial, sans-serif; font-size: 10.5pt;">
</span><span style="background-color: #fefefe; color: #494949; font-family: Arial, sans-serif; font-size: 10.5pt;">The policies are posted on our website so that anyone in or out of the
College can read them.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;"><o:p> </o:p></span><span style="background-color: #fefefe; color: #494949; font-family: Arial, sans-serif; font-size: 10.5pt;">The College policy includes:</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;">Gifts
are accepted, with the understanding that the College may add the items to the
collection at its discretion, sell or dispose of them if they do not meet the
selection standards. The College is not required to discuss where or when to
display the items.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;">For the library the following is added: <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt;">As a
general rule, gift books will be added to the collection based on the same
subject selection and collection development criteria as purchased materials.
The library reserves the right to determine the retention, location, cataloging
treatment, and other considerations related to the use or disposition of all
gifts<a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background: #FEFEFE; color: #494949; font-family: "Arial",sans-serif; font-size: 10.5pt; line-height: 105%; mso-ansi-language: EN-US; mso-bidi-language: HE; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a>.</span><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><span style="color: #050505; font-family: Arial, sans-serif;">The College library would have declined the gift you mentioned
because it did not fall within the collection development criteria.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Q></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> The collection was the collection of a
recognized scholar and collector and the continuation of his father’s
collection. Wasn’t the collection worth a lot of money? Why would you turn down
a valuable gift?</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">A></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> The short answer is
that the subject scope of the books was not appropriate for our College. The
College library generally collects book based on the curriculum and needs of
the students and faculty. In addition,
about half the books were in poor physical condition and we couldn’t afford the
disposal fees. Gifts require processing and cataloging costs. Rarely do donors give money to catalog and
process items.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Q></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> What can you tell us about the college that
did accept the gift? </span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p><b> </b></o:p></span><span style="color: #050505; font-family: Arial, sans-serif;"><b>A></b> The college is in Stonebrook, a suburb of Large City.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">It was established in the 1925 with 10
students.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">In 1950 as a result of a new
mission, more students, community support, a large donation, and desire to be a
great institution it bought 15 acres of land for a campus far enough away from
the city to be isolated, yet close enough to go to Large City when needed.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Today the area is built up and the community
is not isolated. The college began as a yeshiva, a school of higher learning
for post-high school men Studies led to ordination as a rabbi.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Students had to earn a bachelor’s degree at a
nearby college or university before they could earn ordination. In the
mid-1950’s a women’s school was added, but classes and activities were
separate. Concurrent to the move to Stonebrook, an undergraduate program was
added that included courses that led to an associate degree. Students could
earn a bachelor’s degree at another college. The college is accredited by the
state and appropriate agencies. Later they added a high school department. The
library has books for Jewish studies and liberal arts.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: left;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzSc1IPH6sY1K4nNB2XtRbaViSXv6nvPay9LvgAsYnZt5uMhNWMk0kbYqdvU9ruygDrqCS3xYVX0Aw4-8xwPAkeC98bWkzMLcBAmMNqSpy9cWUunsh7hKuIfFB-VB7778CmxQEngdIPg/s1280/HLibrary.jpg" imageanchor="1" style="background-color: transparent; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzSc1IPH6sY1K4nNB2XtRbaViSXv6nvPay9LvgAsYnZt5uMhNWMk0kbYqdvU9ruygDrqCS3xYVX0Aw4-8xwPAkeC98bWkzMLcBAmMNqSpy9cWUunsh7hKuIfFB-VB7778CmxQEngdIPg/w640-h360/HLibrary.jpg" width="640" /></a></p><span style="font-family: arial;">The picture on the left is of the library building.<span style="mso-spacerun: yes;"> The picture on the right is a sample area of the stacks. </span>The first floor has the dining room, meeting
rooms, and the <i>beit midrash</i> (study hall).<span style="mso-spacerun: yes;"> </span>The men and women share the <i>beit midrash</i>
but have separate sides. The Jewish studies classes are single sex only.<span style="mso-spacerun: yes;"> </span>Some of the liberal arts and science classes
are mixed sex; some are separate. The library on the second floor, contains the
reading room, quiet study rooms, storage rooms, work areas, offices for staff,
and the book stacks. The campus has other buildings connected with underground
tunnels so that people can avoid the inclement weather. </span><o:p></o:p><p></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: Arial, sans-serif;">Today the post-high school men students major in Talmud to earn
a Bachelor of Talmudic Law.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">The program
requires a second liberal arts or science major at another college. If they
want rabbinic ordination they need to take the additional classes to satisfy
those requirements.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Women students can
earn a Bachelor of Hebrew Literature that requires a major in Jewish studies
and a second major from another university. If women students are interested,
they can study toward a Master of Arts in Talmud or a MA in Religious
Education. Graduates may go on to graduate schools and many become rabbis,
teachers, other professionals, physicians, dentists, businesspeople, academics,
etc.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I saw one article about a graduate
who is now a dentist and in his spare time created an app for mobile phones to
help people find the times and places for religious services when away from
home. Most graduates have a life-long commitment to learning and
self-improvement. They are very loyal to the college and annually support it
through several fund raising and social events.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">The college offers community classes and weekly publications.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><span style="color: #050505; font-family: Arial, sans-serif;">When the college added a graduate program, they needed a
research level library collection.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">They
had several professors who took an interest in helping with library
acquisitions.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">The library built a
collection of Judaica and Hebraica that includes books as early as the 16</span><sup style="color: #050505; font-family: Arial, sans-serif;">th</sup><span style="color: #050505; font-family: Arial, sans-serif;">
century to the most recent materials.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">However, like most colleges they were low on funds for purchases and
depended on donations. In 2015 the library had 40,000 volumes.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">In 2016 the administration without consulting
the librarians said “yes” to a donation of 12,000 books. The donor was still
alive and said that “his assistants” would start sending boxes of books.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">The donor sent large collections of
German-Jewish periodicals, but no monographs.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">The college president never saw the collection before accepting it and
didn’t understand the logistical steps required to integrate such a large
collection into the existing library.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: Arial, sans-serif;">The donor passed away in 2018 and no one from the library or
college inspected the books before they were packed and shipped.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">One day a moving van arrived with about 400
boxes.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Immediately the college president
knew something was not right.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Many of
the boxes had been sitting in improper storage areas and were moldy, mildewed,
or too worn out to be of use. That’s when they called me. The president
realized the gift was more of a liability than a treasure. They had to hire
staff to separate the books in good condition from books that needed immediate
removal to prevent the spread of book worms, mold, mildew, etc.</span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftn2" name="_ftnref2" style="font-family: Arial, sans-serif;" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="color: #050505; font-size: 11pt; line-height: 105%;">[2]</span></span></span></a></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: Arial, sans-serif;">The head librarian at the time was near retirement and just
never got around to examining the books. He had philosophical and management
style disagreements with the college administrators. Because of the COVID-19
pandemic, students are not on campus. The current librarian and the
administration decided to assimilate the collection, which after culling the
damaged books, is now about 6,000 items.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Q> </span></b><span style="color: #050505; font-family: Arial, sans-serif;">The professor sounds
like<b> </b>a <i>Tanach</i> (Hebrew Bible) teacher I had in high school. His love of Bible was almost to the point
eccentricity. He was also a professor of
Hebrew Bible at a Christian theological college on the North Shore. He wrote many books and articles, but I don’t
recall any titles. He never referred to
his own books by title. He was rumored to live on a vast estate inherited from
his parents. Supposedly, the house had
three floors above ground, basements, and hidden rooms. His parents used the third floor as a large
party room, but after their deaths, there were no parties. Is this the same person who donated the
books?</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">A></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> Sounds like the same
person. He never married and there were
no heirs to take care of the collection.
The estate administrators wanted to sell the collection, but there were
no buyers. In 2010 his health declined and eventually he passed away from unknown
illnesses.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Q></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> Would you show us
some of the older books from the collection?</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">A></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> Since Bible was his
subject and the interest of his father the collection had some old copies of
texts, commentaries, and translations.
Here are pictures of two title pages. Notice they are in Latin. The
first is from 1714 and the second from 1633.
They are worth about $450 each (according to listings with dealers) and
there are high quality scans available on the Internet. </span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><i><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Biblia parva</span></i><span style="color: #050505; font-family: Arial, sans-serif;"> has the Hebrew text
with Latin translation. The second book, <i>Paraphrasis in Danielem</i> has a Latin translation and commentary for
the Book of Daniel.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: black; mso-color-alt: windowtext;"><span style="mso-spacerun: yes;"> </span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="color: black; font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 105%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a><span style="mso-spacerun: yes;"> </span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIBgJd71VPVVP7jA37Xrht_X0pMStCMxcECnyW9AaNZ589rf-CLBIUq3zAPGm-HB3yeNxPk3VRN27m761ymUBAT4dduK5F1MaI51W7IONAflr9r7TXwrAlmZmSzCf2jkYziQjpc-bv-w/s1280/BParva.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIBgJd71VPVVP7jA37Xrht_X0pMStCMxcECnyW9AaNZ589rf-CLBIUq3zAPGm-HB3yeNxPk3VRN27m761ymUBAT4dduK5F1MaI51W7IONAflr9r7TXwrAlmZmSzCf2jkYziQjpc-bv-w/w640-h360/BParva.jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Fj94Va-qwJWmpFR2IEwSZMJJ9Lxi3X0eelLW3aezRbPBcXbhwDkRKC7LoYS-izQ0V9sD2-ajFQ5bWvErZdlKADQMEcNCm-8tD98TC4CJ_FLpY1pHK9Jh-z6FN6_Qjm8ZXmEZsLeW8g/s1280/paraph.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Fj94Va-qwJWmpFR2IEwSZMJJ9Lxi3X0eelLW3aezRbPBcXbhwDkRKC7LoYS-izQ0V9sD2-ajFQ5bWvErZdlKADQMEcNCm-8tD98TC4CJ_FLpY1pHK9Jh-z6FN6_Qjm8ZXmEZsLeW8g/w640-h360/paraph.jpg" width="640" /></a></div><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftn4" name="_ftnref4" style="text-align: left;" title=""><span class="MsoFootnoteReference"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><span class="MsoFootnoteReference"><span style="font-size: 11pt; line-height: 105%;">[4]</span></span></span></span></a><span style="color: #050505; font-family: Arial, sans-serif; text-align: left;"> </span><span style="color: #050505; font-family: Arial, sans-serif; text-align: left;"> </span></div><p></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Q></span></b><span style="color: #050505; font-family: Arial, sans-serif;">As always you have
given me much to think about. We are out of time. Thank you.</span></p>
<div style="background: white; border-bottom: double windowtext 2.25pt; border: none; mso-element: para-border-div; padding: 0in 0in 1.0pt 0in;">
<p class="MsoNormal" style="background: white; border: none; line-height: normal; margin-bottom: 0in; mso-border-bottom-alt: double windowtext 2.25pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
</div>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif; font-size: 10pt;">Part forty-four of
imaginary interviews with the president of the College. After more than 40
interviews the president is no longer “new,” but since we are all works in
progress, I am continuing the series as if s/he were a “new president.” Please
feel free to suggest new ideas for interviews and presidential comments. This
article is for your information, amusement, and edification. The details, town
of Stonebrook and the colleges mentioned in this article are composites from my
imagination. Everything is true, but some details have not yet happened. Any
connection to a real college or president is strictly coincidental.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif; font-size: 10pt;">Peer-review status--
This article was reviewed by two librarians, a Hebrew Bible teacher, and a businessman
with no academic connections.</span><span style="font-family: Arial, sans-serif; font-size: 10pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 10pt;">Edits were
made based on their comments. Last revised January 25, 2021</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p><div style="mso-element: footnote-list;">
<br /><h4 style="text-align: left;"><span style="font-family: verdana;">Notes</span></h4><hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 105%;">[1]</span></span><!--[endif]--></span></span></a> For
more detail visit the ALA website for the article: “Selection &
Reconsideration Policy Toolkit for Public, School, & Academic Libraries”.<span style="mso-spacerun: yes;"> </span>http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/donations<o:p></o:p></span></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 105%;">[2]</span></span><!--[endif]--></span></span></a> Just
a point of management -– In well-run organizations there are different levels
of expertise and knowledge. Each management level has a different view of macro
and micro issues.<span style="mso-spacerun: yes;"> </span>Presidents and other
administrators know about the organization and have macro of the institutional
needs. Professionals such as librarians and computer specialists know about
their areas and have macro knowledge of how information and computers work in
the larger world.<span style="mso-spacerun: yes;"> </span>Librarians and
computer people need to work and cooperate with experts outside of the home
organization. <o:p></o:p></span></p>
</div>
<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 105%;">[3]</span></span><!--[endif]--></span></span></a>
Biblia parva Hebraeo-Latina in quibus dicta insigniora omnia ex codice Hebraeo
sec. ordinem libb. biblicorum, & in his pleraeque, & in tantum non
omnes voces Hebr. & Chaldaicae codicis S. cum cura exhibentur . operâ &
studiô Henrici Opitii.Quinta vice edita., 1714<span style="mso-spacerun: yes;">
</span>by Heinrich: 1642-1712) Opitii, Henrici (Opitz (Author)<o:p></o:p></span></p>
<p class="MsoFootnoteText"><span style="font-family: arial; font-size: x-small;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_44.docx#_ftnref4" name="_ftn4" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="line-height: 105%;">[4]</span></span></span></a>
Paraphrasis in Danielem / By Joseph ben David Ibn Yaḩya, Constantinus
L'Empereur ab Opwyck · 1633</span></p></div><div id="ftn4" style="mso-element: footnote;"><p class="MsoFootnoteText"><o:p></o:p></p>
</div>
</div>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-42519304893808622282021-01-21T20:22:00.001-06:002021-01-21T20:33:50.543-06:00Summer Library Conferences July 2000<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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<font face="Arial,Helvetica"><font color="#000099">Librarian's Lobby<br>
by Daniel D. Stuhlman</font></font></h2></center>
<center><b><font face="Arial"><font size=+1>July 2000</font></font></b></center>
<font size=+1></font>
<blockquote><b><font face="Arial"><font size=+1>Summer Library Conferences</font></font></b>
<p><font face="Arial,Helvetica">Summer is the time when library associations
have their annual conferences. The Association of Jewish Libraries (AJL)
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4dj_LBidkOC6_Ex3lqHAq2NNC6y27dvR7QOAzPwTiMjAQuZYG_LFOegSMZQMZzhvsGbQ_Sb5iFjdDJwy-0Ps0RwXDYsgaKMJEDchidiCg6Ndlswosgwv7Wbo3NdFfcLh3GJj8BgaH5w/s238/ala-chicago-2000-72.jpg" style="display: block; padding: 1em 21; text-align: center; clear: left; float: left;"><img alt="" border="0" width="320" data-original-height="153" data-original-width="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4dj_LBidkOC6_Ex3lqHAq2NNC6y27dvR7QOAzPwTiMjAQuZYG_LFOegSMZQMZzhvsGbQ_Sb5iFjdDJwy-0Ps0RwXDYsgaKMJEDchidiCg6Ndlswosgwv7Wbo3NdFfcLh3GJj8BgaH5w/s320/ala-chicago-2000-72.jpg"/></a></div>held their convention June 18-21 in Washington, DC and the American Library
Association (ALA) annual conference was in Chicago at McCormick Place July
7-11. I attended two days of the ALA conference. It is always a great learning
experience to listen to the presentations, to participate in the business
meetings, and to meet informally with librarians and vendors. As a professional
librarian, I enjoy meet with colleagues and learning from them.</font>
<p><font face="Arial,Helvetica">Author Herman Wouk was one of the speakers
at AJL. As you know Herman Wouk is a observant Jew, who lives in Palm Beach,
California. His most recently published book is<i> The Will to Live On:
This Is Our Heritage</i> deals with his Judaism. He spoke about writing
and the importance of librarians in his life. He showed appreciation toward
the staff of the Library of Congress, who have always been wonderfully
helpful to his work. He also described trying to impress the librarians
at his local branch of the New York Public Library in The Bronx when he
was young by taking out the biggest books he could manage to carry. Mr.
Wouk was honored in 1955 with an honorary degree from Yeshiva University
and was also a visiting professor there in the 1950's.</font>
<p><font face="Arial,Helvetica">At a session sponsored by the rare book
and manuscript group, I heard speakers tell about the need to preserve
not just information, but the actual objects. One example that demonstrated
the need to save the objects concerned an author who wrote a commentary
on a manuscript. The author did not understand some of the sections. To
another reader who had seen the original it was obvious that the author
worked from a microfilm or photocopy. In the original, marginal notes existed
that would have made the difficult section clear. The photocopier was a
technician who set his camera for the main text, never realizing the marginal
notes were also important.</font>
<p><font face="Arial,Helvetica">The process of removing books for library
collection is called weeding. Libraries remove books to make room for new
books. Books are removed because they are no longer valuable to the collection.
Another story illustrates that incorrect weeding of collection is nothing
new. A library discarded a copy of Shakespeare's first folio when they
received the second edition in 1684. The library thought the old edition
had no value. Eighty years later they realized their mistake and were able
to repurchase the exact copy of the book they gave away. In the 17th century
many books were sold without bindings. This library recognized the bindings
of the first folio.</font>
<p><font face="Arial,Helvetica">In another story a library sold over 100,000
books weeded from their collections by the pound over a ten year period
only to later find out many were last copies of important works. Several
of these discarded books were worth over $1000. Books are interesting objects
because their value depends on factors of informational content and their
physical being. We can store the text electronically, photograph them for
use in another location, but we can not always get what we need without
the original.</font>
<p><font face="Arial,Helvetica">I also participated in sessions that dealt
with sharing good ideas for publicity, programming and fund raising, a
discussion on internet access in libraries, and listened to famous writers
talk about their library experiences.</font>
<br>
<h3>
<b><font face="Arial,Helvetica">Improving Literacy</font></b></h3> <br>
<font face="Arial,Helvetica">Sarah Ann Long, director of North Suburban
Library System, ended her term as ALA president. In her reports she talked
about partnerships of schools, libraries, business people, churches, synagogues
[etc.] that would band together for improving literacy. She wants libraries
to be the catalysts for improving community literacy.</font>
<p><font face="Arial,Helvetica">You may ask, "Are we not the people of
the book?" We are, but today literacy is much more than reading books.
We need to be literate in all media -- print and electronic. Ms. Long wrote
about increasing library use and reading ability as a community goal. She
also talked about the need to recognize the value of librarians. Librarians
are paid less than other professionals with similar training. There are
school librarians with masters degrees and many years experience paid less
than beginning teachers with only a BA in the same school.</font>
<br>
<h3>
<b><font face="Arial,Helvetica">Exhibits</font></b></h3><br>
<font face="Arial,Helvetica">At the ALA exhibit hall, books are still the
most wide-spread media. Over 2,000 vendors of supplies, services, and media
showed their products. Publishers gave away posters, books and catalogs
to encourage librarians to buy more books from their companies. Publishers
arranged for authors to sign copies of their books. Other media were also
being sold including computer CD-Roms, audio CD-Roms, audio tapes, and
video tapes. It is exciting to see that now we can access so much more
of the information that we need from a library.</font> <br>
<h3> <br>
<b><font face="Arial,Helvetica">Books on Tape</font></b></h3> <br>
<font face="Arial,Helvetica">A few months ago I was introduced to books
on tape. Before listening to my first tape, I thought this was a way to
avoid reading. Then I tried playing children's tapes in the car. My children
were quiet. Listening to a tape is like listening to a performance. The
HTC Library has only a few books on tape. On two tapes, <i>Tevye, the Dairyman</i>
and <i>The Legend of the Baal-Shem</i>, Theodore Bikel's voice adds to
the enjoyment of a story that is not present when reading the book. Some
people listen to tapes while cooking or working around the house when they
can't hold a book. While recorded books have long been available for the
blind, books on tape are now for general public and not just for those
with vision problems.</font>
<p>
<p><font face="Arial,Helvetica"><font size=-2>©2021 by Daniel D. Stuhlman</font></font>
<br><font face="Arial,Helvetica"><font size=-2>Last revised Jan. 21, 2021</font></font>
<br></blockquote>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-87501766400874050022020-12-30T20:49:00.005-06:002021-01-05T12:53:48.903-06:00Leadership in the Organization<p class="MsoNormal" style="text-align: center;"><b><span style="color: #001eff; font-family: arial; font-size: 16pt; line-height: 107%;">New President Interview<span style="mso-spacerun: yes;"> </span>part 43<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align: center;"><b><span face=""Arial",sans-serif" style="color: #001eff; font-size: 16pt; line-height: 107%;"><span style="font-family: arial;">Leadership in the Organization</span><o:p></o:p></span></b></p>
<p class="MsoNormal"><br /></p>
<p class="MsoNormal"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Question</span></b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">> The late
Lord Rabbi Jonathan Sacks wrote many articles<a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[1]</span></span><!--[endif]--></span></span></a> and a
book on leadership in the Bible. Many of the concepts of leadership and human
behavior directly apply to people today. How does leadership fit into the College
both as an organization and as an educational institution trying to nurture
leaders.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"></span></b></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMZIdCQkZpXNr7qemtQJML5vT_GbOoGSW1RhCIQDu6Ynw0urFneNnZTGtIUgbdX-ureEaebCHkRUKm8pEGUbg-ASjKCZ3WdRMZVxK-9sL_2gSIJHNqkGtfePESfxSKJcpW8rUbUFuJaA/s1280/leadership.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMZIdCQkZpXNr7qemtQJML5vT_GbOoGSW1RhCIQDu6Ynw0urFneNnZTGtIUgbdX-ureEaebCHkRUKm8pEGUbg-ASjKCZ3WdRMZVxK-9sL_2gSIJHNqkGtfePESfxSKJcpW8rUbUFuJaA/s320/leadership.jpg" width="320" /></a></span></b></span></div><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><br /></span></b></span><div style="text-align: left;"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Answer></span></b></span><span style="font-family: arial;">One of the most difficult types of questions to answer is one that has unclear expectations. Recently I heard mathematician, Harold Gans, try to describe a proof. Before one can prove something, one needs to define both “proof” and “fact.” He can give us the standard mathematical proofs for geometry or algebra, but there is one classification of math theorems that he knows is correct and can’t prove it. That is given any even number there is a set of two prime numbers that can be added together to give that number. One can define prime and even numbers and the addition operation, but there is no proof possible. Kurt Gödel creates paradoxical statements that are correct but if you offer proof they can not be correct<b>.</b></span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn2" name="_ftnref2" style="font-family: arial; mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[2]</span></span><!--[endif]--></span></span></a><span style="font-family: arial;"> .</span></div><p></p>
<p class="MsoNormal"><span style="font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Another
example of an impossible paradox is illustrated by this story.<span style="mso-spacerun: yes;"> </span>There is a class consisting of students who
are always trying to find a question the teacher can’t answer or look up.<span style="mso-spacerun: yes;"> </span>One student comes up with a “perfect”
plan.<span style="mso-spacerun: yes;"> </span>He tells his fellow students that
he will capture and hold a butterfly in his hands and ask the teacher, “Is the
butterfly alive or dead?”<span style="mso-spacerun: yes;"> </span>If the teacher
says, “alive” the student will crush the life out.<span style="mso-spacerun: yes;"> </span>If the teacher says, “dead” the student will
open his hand and let the butterfly fly away.<span style="mso-spacerun: yes;">
</span>The students thought this was a foolproof way to catch the teacher in a
mistake.<span style="mso-spacerun: yes;"> </span>The teacher, who had been
teaching leadership qualities all semester was ready for this question. <span style="mso-spacerun: yes;"> </span>The teacher praised the initiative and
ingenuity of the student.<span style="mso-spacerun: yes;"> </span>The teacher
shared the vision of the class includes students learning how to act in new
situations.<span style="mso-spacerun: yes;"> </span>Finally, after praising and
mentoring, the teacher said, “You have succeeded in creating a question that
the answer is in your hands, not mine.”<o:p></o:p></span></p>
<div style="text-align: left;"><span style="font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">I
can tell you some of the qualities of leadership, but I can’t precisely define
or prove it exists. <span style="mso-spacerun: yes;"> </span>The search for leadership
is a paradox; before you find it, .it will change. <span face=""Arial",sans-serif" style="font-size: 11pt; line-height: 106%; mso-ansi-language: EN-US; mso-bidi-language: HE; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">One person’s view of the description of righteous leadership may be
another’s description of tyrannical leadership. Kindness, respect, and
mentorship are the aspects of positive leadership.</span><span style="mso-spacerun: yes;"> </span>Bullying, force, and disrespect are negatives and should not be examples of leadership.</span></div><div style="text-align: left;"><span style="font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">The
basic goal of leadership is to accomplish a long term goal.</span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">However, “long term” may be relative to what we
call “short term.”</span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">Management is the
application of rules and procedures to complete a job.</span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">These jobs may last a few seconds or be indefinite
(such as maintaining a building). A leader makes the rules; a managers enforces the
rules.</span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">Sometimes one person is both a
leader and a manager. The president</span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn3" name="_ftnref3" style="font-family: arial; mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[3]</span></span><!--[endif]--></span></span></a><span style="font-family: arial;"> of a
college must be a visionary and understand the systems so that the rules
can be created.</span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">The president also needs
to enforce the decisions to make sure they are accomplished.</span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">Very few people have a job that is pure
leadership. Leadership could be rotating such as a small committee where a
leader must move the group toward the goal. Leadership could be part of the
daily routine. </span><span style="font-family: arial; mso-spacerun: yes;"> </span><span style="font-family: arial;">Leaders have to take
chances, not be afraid to fail, learn constantly, listen, and access the routine
or changing situations.</span></div>
<p class="MsoNormal"><span style="font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Here
are two leadership situations 1) In <i>Perke Avot</i> 2:6 (Sayings of the
Fathers) “In a place where there are no men... be a man!”<a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[4]</span></span><!--[endif]--></span></span></a> This applies
to small groups and to large organizations. When the situation warrants, someone needs to take leadership and perform the mission. The need for leadership also applies when people are acting improperly, someone needs to act maturely and change the situation. This is what I call situational leadership. 2) A second situation is when a responsible person is elected, selected, or appointed to be a leader. Leadership is a constant part of that person’s job. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Leadership
concerns the use and distribution of power and getting people to perform a
task, job or mission.</span><span style="color: #050505; font-size: 11.5pt; line-height: 107%; mso-bidi-font-family: "Segoe UI Historic"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> What! <span style="mso-spacerun: yes;"> </span>I thought power was a negative. How does a
leader use power? <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><b style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">A>
</span></b><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Every person, group and<b> </b>organization
has power.<span style="mso-spacerun: yes;"> </span>The power could be time,
energy, finance, or physical resources.<span style="mso-spacerun: yes;"> </span>The
allocation of power is both a leadership and management activity. Leaders set
the goals and mission. That is the big picture.<span style="mso-spacerun: yes;">
</span>Managers must apply and enforce the policies and rules. At the end of
the day, the faculty, students, and administration need the same goals. (Sometimes
these goals are mirror images.<span style="mso-spacerun: yes;"> </span>The faculty
teach; the students learn; the goal is to educate.) There are several ways to
motivate and all are needed.<span style="mso-spacerun: yes;"> </span></span></p><p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">1) Reward and punishment – we give financial and psychological rewards for performance.<span style="mso-spacerun: yes;"> </span>We correct mistakes and sometimes punish
offenders. For example, the organization pays people a salary <a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="color: #050505; font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-hansi-theme-font: minor-bidi;">[5]</span></span><!--[endif]--></span></span></a>and may give bonuses or
prizes.<span style="mso-spacerun: yes;"> </span>The organization may give awards
such as “employee of the month.” <span style="mso-spacerun: yes;"> </span>We
evaluate actions and performance. Words of praise and recognition are powerful
motivators.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span style="color: #050505; font-family: arial;">2)
Setting examples – leaders do what they say.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;">
</span><span style="color: #050505; font-family: arial;">A teacher will set an example of good behavior. A leader or manager will
exhibit behaviors that the group should emulate.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">The work ethic should be demonstrated.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">A manager cannot expect people to come on
time when they don’t. It is a way of teaching without words.</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span style="color: #050505; font-family: arial;">3) Training and information
sharing – organizations are complex.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;">
</span><span style="color: #050505; font-family: arial;">Technology changes quickly, situations develop.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">All are examples of what members need to
know.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">For instance, if a new piece of
equipment is installed or software program purchased, make sure to train the
people how to use it. People need to understand the power and features of the systems
so that their time and company time is well spent.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Don’t let the complex system waste their
time.</span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn6" name="_ftnref6" style="font-family: arial; mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="color: #050505; font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-hansi-theme-font: minor-bidi;">[6]</span></span><!--[endif]--></span></span></a><span style="color: #050505; font-family: arial;"> </span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">People should be cross trained in many systems
so that they can understand how others work and can step in when needed.</span></p><p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span style="color: #050505; font-family: arial;">Information
should flow freely.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Keeping information
in silos can lead to duplication of efforts and people working against each
other.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">The leader sets up communication
channels so that operational and systems information is shared.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">The information must also be archived for
future generations to learn from.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">In the
college we have accreditation reports every few years.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Some of the information requested for the
accreditation agencies is the same with minor variations.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">The older reports are both part of the
intuitional history and a guide for a new report.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg72bdXv-hxV_36uHDcOJjLUoKc2birTnLCf0BkSsLFlrDvO1_bfiqvSOha3ZrFtT3T3mDgR3iLJIs0o6L2TcVj5su6j4-4rMk5KCr_3c8HzzxHy7xeHUkta-5Y2QJKfE5rJnSjqtXtlg/s174/meeting.jpg" style="clear: right; display: inline; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="174" data-original-width="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg72bdXv-hxV_36uHDcOJjLUoKc2birTnLCf0BkSsLFlrDvO1_bfiqvSOha3ZrFtT3T3mDgR3iLJIs0o6L2TcVj5su6j4-4rMk5KCr_3c8HzzxHy7xeHUkta-5Y2QJKfE5rJnSjqtXtlg/s0/meeting.jpg" /></a></span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span style="color: #050505; font-family: arial;">We
also need to watch out for information overload.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">The president does not need to know when a
particular copier does not work but does need to know when there is a pattern
to be addressed with the vendors. Each person needs to know or how to find the
information they require to perform their jobs. Sometimes this information may be
found in a directory, internal documents or within web pages. With this information
the person can feel empowered. For the organization to act as a team, members
learn what is important to other units and departments.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">In the college we have academic departments
(faculty), student support (counselors, tutors, financial aid, and others
involved in helping students succeed), physical plant support (maintenance, cleaning,
security, etc.), administrative (deans, directors, managers, human resources, marketing,
accounting, etc.) and people working on long term concepts such as long term
planning and building projects. Each department has people with special
training and foci.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">A professor is the
one responsible for instruction, but they depend on the physical plant to have
a classroom ready for use. (When we go back to classroom.) Leaders make sure
the mission and task of each department is knowable.</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial;">When
people understand the systems and the information is flowing, the highest level
of leadership can exist, self-actualization.</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="background: none 0% 0% repeat scroll rgb(228, 230, 235); color: #050505; font-family: arial; font-size: 11.5pt;"><o:p> </o:p></span><span style="color: #050505; font-family: arial;">4)</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Self-actualization -- The last one is the most
desirable and most important of all. That is when the leadership is
internalized as part of the corporate culture. When the people have the tools
and when the situation requires, they will take up leadership.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">The leadership could be control of the self
or control of the group. The college president who has trained the organization
well, has a team that express the leadership goals in ways that people work by habit.
The “habits” are the behaviors the self-actualization. An effective leader
habituates his organization to perform positively and kindly and fill the needs
of the people in the organization and the organization itself.</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><b style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> Your power statements are very
similar to Abraham Maslow’s hierarchy of needs. He lists five areas—physiological,
safety, love, esteem and self-actualization. Are your power statements
connected?</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><b style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">A></span></b><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> I can’t get away from my
psychology background.<span style="mso-spacerun: yes;"> </span>People need to
feel good in order to be happy. Just like Maslow’s ideas concerning individual
needs are part of the mature psyche, the organization has needs. The need for the
building to work is like the physiological and safety needs.<span style="mso-spacerun: yes;"> </span>If the building needs repair, is not cleaned
and not a welcoming place, the work and learning will suffer. If the people are
not friendly, caring, or able to work together, that is similar to Maslow’s
lack of love on the personal level. If the systems don’t work and there is a
lack of esteem, that is an indication the workers are missing key aspects of
institutional information.</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><span style="color: #050505; font-family: arial;">The
challenge of “power” is how to use to motivate and not corrupt. Rabbi Sacks
talks of two examples of leaders, one shows leadership qualities from an early age
as if his/her entire upbringing and education leads to leadership. The second
is a frailer personality who makes mistakes, learns from the mistake, learns how
to repent, and then assumes a leadership role. Rabbi Sacks brings up the
example of a president who commits sexual misconduct.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Do we want or can we ever trust a president
who mistreats people even when it has nothing to do with the organization? The
answer is, “no,” because if he lied to some people about the misconduct, then
how can we trust him with the organization.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;">
</span><span style="color: #050505; font-family: arial;">Another person over 20 years ago made a poor business decision.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Now the organization is desperately trying to
survive.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">He is in a similar situation
now. He learned from his mistake and now does not repeat his sin.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">He steps up to a leadership role.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">He exhibits a complete repentance that we believe.
Is he forgiven?</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">“Yes,” because he learned
from his mistake. His actions and words of repentance match.</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> </o:p></span><b style="font-family: arial;"><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> How does one nurture leadership
in the College?</span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">A>
</span></b><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">The short answer is to share
power, offer opportunities to take responsibility for one’s actions, give
people to knowledge they require to succeed, learn constantly, and create a caring
and respectful atmosphere.<span style="mso-spacerun: yes;"> </span>The long
answer would take a yearlong graduate seminar.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial;">Just
because you follow all my advice does not mean you will have a successful and
prosperous company or organization.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">First,
the organization has to have the right people with the best talent. If they can
be motivated to work toward success, then there is a great chance of
prospering.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">Second, some conditions are
just beyond the leader’s control.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">One
can’t control the weather or the whims of the public.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span><span style="color: #050505; font-family: arial;">If no one is buying the product or service,
the organization will not prosper.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;">
</span><span style="color: #050505; font-family: arial;">However, long-term planning and marketing can overcome some of the market
fluctuations and natural phenomena. A year ago, no one could predict the
disruption in our society due to the pandemic.</span><span style="color: #050505; font-family: arial; mso-spacerun: yes;">
</span><span style="color: #050505; font-family: arial;">Some companies were able to change focus and succeed. To change the organization,
people need to act as a team with a common mission.</span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftn7" name="_ftnref7" style="font-family: arial; mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="color: #050505; font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-hansi-theme-font: minor-bidi;">[7]</span></span><!--[endif]--></span></span></a><span style="color: #050505; font-family: arial; mso-spacerun: yes;"> </span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><span style="mso-spacerun: yes;"> </span></span><b><span style="color: #050505; font-family: arial; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><span style="font-family: arial;">As always you have given me much
to think about. We are out of time. Thank you.</span></span></p>
<div style="background: none 0% 0% repeat scroll white; border-bottom: double windowtext 2.25pt; border: medium none; mso-element: para-border-div; padding: 0in 0in 1pt;">
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; border: medium none; line-height: normal; margin-bottom: 0in; mso-border-bottom-alt: double windowtext 2.25pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in;"><span face=""Arial",sans-serif" style="color: #050505; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><o:p> ---------------------------------------------------------------------------</o:p></span></p>
</div>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 10pt; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;"><span style="font-family: arial;">Part forty-three of imaginary interviews with the president of the
College. After more than 40 interviews the president is no longer “new,” but
since we are all works in progress, I am continuing the series as if s/he were
a “new president.” Please feel free to suggest new ideas for interviews and
presidential comments. This article is for your information, amusement, and
edification. Everything is true, but some details have not yet happened. Any
connection to a real college or president is strictly coincidental. </span><o:p></o:p></span></p>
<p class="MsoNormal" style="background: none 0% 0% repeat scroll white; line-height: normal; margin-bottom: 0in;"><br /></p><div style="mso-element: footnote-list;">
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial;"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 107%;">[1]</span></span><!--[endif]--></span></span></a> <span style="mso-spacerun: yes;"> </span>See: “The Unexpected Leader” by Rabbi
Jonathan Sacks.<span style="mso-spacerun: yes;"> </span>: <a href="https://tinyurl.com/y6vfxy9q"><span style="color: #0563c1; mso-themecolor: hyperlink;">https://tinyurl.com/y6vfxy9q</span></a> “Women as Leaders” by Rabbi
Jonathan Sacks. https://outorah.org/p/770<span style="mso-spacerun: yes;">
</span>Both retrieved from the OU Torah Website <a href="https://outorah.org/">https://OUTorah.org</a>
<span style="mso-spacerun: yes;"> </span>on Dec. 27, 2020. <br />
His book <i>Lessons in Leadership: A Weekly Reading of the Jewish Bible </i>/
by Jonathan Sacks. New York: <span style="mso-spacerun: yes;"> </span>Maggid
Press, 2015 was not consulted for this article.<i> <o:p></o:p></i></span></p>
<p class="MsoFootnoteText"><span style="font-family: arial;"><i><o:p><span> </span></o:p></i><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 107%;">[2]</span></span><!--[endif]--></span></span></a> See
the article: “What is Gödel's proof?”<span style="mso-spacerun: yes;"> </span>in
<i>Scientific American</i>, Feb.. 16,2005.<span style="mso-spacerun: yes;">
</span>Retrieved on Dec. 27, 2020 from <a href="https://www.scientificamerican.com/article/what-is-goumldels-proof/">https://www.scientificamerican.com/article/what-is-goumldels-proof/</a></span></p></div><div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial;"><o:p><span> </span></o:p><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 107%;">[3]</span></span><!--[endif]--></span></span></a> When the
word “president” is used it also means the agents or the team the president has
assembled. Clearly it take a team to master all the systems and create all the
rule for a smooth flow of resources and information.</span></p></div><div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial;"><o:p><span> </span></o:p><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 107%;">[4]</span></span><!--[endif]--></span></span></a> <span style="mso-spacerun: yes;"> </span>Hebrew text: <span dir="RTL" lang="HE">ובמקום שאין אנשים השתדל לחיות איש.</span></span></p></div><div id="ftn4" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-family: arial;"><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="font-size: 10pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[6]</span></span><!--[endif]--></span></span></span><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> Some examples
of wasting time to avoid:<span style="mso-spacerun: yes;"> </span>A financial
control system put in place to make sure moneys are spent properly wastes staff
time to input data.<span style="mso-spacerun: yes;"> </span>The salary of the
people involved costs more than the amounts of money spent.<span style="mso-spacerun: yes;"> </span>Example two—smart rooms set up and then not
training people how to use their power.</span></span></p></div>
<div id="ftn7" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_43.docx#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><span style="font-family: arial; mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span face=""Arial",sans-serif" style="font-size: 10pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[7]</span></span><!--[endif]--></span></span></span></a><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><span style="font-family: arial;"> The ideas of leadership
in this article were discussed with many of my friends.<span style="mso-spacerun: yes;"> </span>I thank Carol Amsterdam, Rabbi Michael Myers,
and Dr. Stephen Karesh for their help.</span><o:p></o:p></span></p>
</div>
</div>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-87299422713914242862020-12-24T23:42:00.001-06:002020-12-24T23:43:39.012-06:00Etymology of the Word Tel תל<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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<font face="Arial,Helvetica"><font color="#000099">Librarian's Lobby<br>
by Daniel D. Stuhlman
May 2000
<br><br>
Using the Correct Reference Tool
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<font face="Arial,Helvetica">A recent discussion on the listServ, AUTOCAT,
for librarian-catalogers, talked about the word, <b><<i>tel</i> תל></b>. We
are all familiar with this word meaning an artificial hill, or a mound,
from a previous settlement. Since the word has passed into the English
language, the first librarian looked up the word in an unabridged English
dictionary. The English dictionary correctly defined the word and gave
the etymology as if the word came from Arabic.
<p>Using the correct tools let us examine
this word's etymology. Arabic as a written language is much more recent
than Hebrew. Old or Early Arabic has no surviving written records. The
Talmud, which pre-dates written Arabic, has some statements containing
names of objects in Arabic, making the Talmud one of the earliest sources
of recorded Arabic.</font>
<p><font face="Arial,Helvetica">Classical Arabic<sup>1</sup> dates from
about 632 C.E. with the creation of an Arab empire. Arabic contained many
dialects because the speakers were tribal and isolated from each other.
However, speakers from different dialects could understand each other.
Because of this isolation, Arabic had fewer outside influences than Hebrew
and tended to have short vowels. Because of the synthetic nature of how
Arabic developed in the classical period, most of the verbal and noun forms
are created from three letter roots.</font>
<p><font face="Arial,Helvetica">Hebrew, too, has three-letter roots, but
certain words have remnants or clues to earlier two-letter roots. For example
some two-letter roots became words with a yod as the middle letter or via
a doubling of one of the letters.</font>
<p><font face="Arial,Helvetica">The word <TL> in Hebrew and its verbal
form <TL> is a very old word that has a two letter root. The word appears
in Devorim (13:17) and Yehoshua (13:17) as Tel Olam. If we just take the
Biblical evidence, the word is more than 2000 years older than any Arabic
source. The word is not of the Arabic origin.</font>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGpytws5zA027azqfOPM1MXC1BkRA6ky9uoTZZdkTZRUlhYWQeGwt_6DzmT39VDT4k6fj9xMBAqKln_kUeKg6a_JrNitAk5ha28QE_FCN4U-KKX2QIx4sbC1oQ5YakAf9VvrNnsJCZ2Q/s2048/tel.jpg" style="display: block; padding: 1em 0; text-align: center; clear: left; float: left;"><img alt="" border="0" width="320" data-original-height="1360" data-original-width="2048" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGpytws5zA027azqfOPM1MXC1BkRA6ky9uoTZZdkTZRUlhYWQeGwt_6DzmT39VDT4k6fj9xMBAqKln_kUeKg6a_JrNitAk5ha28QE_FCN4U-KKX2QIx4sbC1oQ5YakAf9VvrNnsJCZ2Q/s320/tel.jpg"/></a></div>
<p><font face="Arial,Helvetica">One can not depend on an English dictionary<sup>2</sup>
for the etymology of a Semitic word. The appropriate dictionary to use
is, <i>A Hebrew and English Lexicon of the Old Testament, </i>edited by
Francis Brown with the co-operation of S. R. Driver and Charles A. Briggs,
(Oxford University Press, 1966, known as BDB). This dictionary has the
definition and etymology of every word in <i>Tanach.</i></font>
<p><font face="Arial,Helvetica">According to BDB, <TL> appears in many
other Semitic languages including Arabic, Syriac, Old Aramaic, and Assyrian.
BDB says the word is probably a loan word from the Assyrian<i> tilu </i>meaning
mound or heap. <TL> is one word that appears in many languages with
very little variation in meaning. It is my guess that the reason the word
changed very little is because it is a pre-Biblical word that describes
a very exact kind of place that has wide-spread usage over all the Middle
East.</font>
<p><font face="Arial,Helvetica">I can understand how the English dictionaries
made the mistake in the etymology. In the Arabic speaking world the use
of the word<i> tell </i>to name ancient cities is very prevalent. Ancient
Jericho is called Tell es Sultan, Megiddo is called Tell Mutesellim, and
the central mound of Ur is called Tell el Muqayyar. Kathleen Kenyon in
<i>Archaeology
of the Holy Land</i> (New York, 1970) explains how the growth of a <i>tell
</i>is characteristic of the Middle East. The mud-brick building material
of a destroyed building disintegrates into mud which can be the materials
of a new building. When buildings were made of stone, the stones from a
destroyed building could be used to build a new structure. The job of an
archeologist is to excavate the <i>tell</i> and interpret the remains so
that the history can be reconstructed. In books of archeology written before
the rebirth of spoken Hebrew, the word<i> tell</i> is a part of a place
name.<sup>3 </sup>Since Middle East archeology is very different from European
archeology, it is natural to use the local word to name the place.</font>
<p><font face="Arial,Helvetica">I reported the above information, in digest
form, to AUTOCAT. One of the Jewish librarians, who is not a Jewish scholar,
thanked me for explaining "scientifically" what he guessed was the right
answer. Another librarian pointed out how I forgot to mention Greek reference
books for the study of the Christian Bible. I didn't need to reply because
someone answered my concern first. The person who replied asked, "How can
Greek dictionaries help in the understanding of the Hebrew text?"</font>
<p><font face="Arial,Helvetica">The Jewish librarian in a private message
to me said that this kind of wrong information has implications beyond
the correct cataloging of library materials. It means readers can not depend
on some sources for the understanding of a term because bias can creep
into the most respected reference sources.</font>
<p><hr WIDTH="99%"> </font>
<p><font face="Arial,Helvetica">1. Arabic belongs to the southwest Semitic
branch, while Hebrew belongs to the northwest branch.</font>
<p><font face="Arial,Helvetica">2. The <i>Oxford English Dictionary </i>oddly
lists as a primary source of <i>tell </i>the book of Joshua, but still
says the word comes from Arabic.</font>
<p><font face="Arial,Helvetica">3. While English speaking archaeologists
in later part of the 20th century used the word <i>tell, </i>writers in
the 19th century and early part of the 20th century used "mound." See <i>Explorations
in Bible Lands during the 19th century,</i>by H.V. Hilprecht (Edinburgh,
1903) page 28, "The most northern mound is Babil, called by the natives
<i>Mujeliba.</i>" On page 156 the author gives place names Tell Sifr and
Tell Medina, but uses the word "mound" when describing the place.</font>
<p><font face="Arial,Helvetica">Frederic Delitzsch in<i> The Hebrew Language
: viewed in the light of Assyrian research</i> (London, 1883) discusses
on pages 16-17 place names beginning with <TL> and their meaning.</font>
<p><font face="Arial,Helvetica">Tel-Aviv has a Biblical source (Yehezkel
3:15) and the word <TL> and its verbal forms are in the Talmud.</font>
<p>
<font face="Arial,Helvetica">
<font color="#000000"><font size=-2> ©2003, 2020
Last revised December 25, 2020</font></font></font>
</blockquote>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-55076171550879018962020-12-23T18:45:00.001-06:002020-12-23T19:38:00.227-06:00Pesach and American Soldiers<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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by Daniel D. Stuhlman
<br> April 2000
<p>Pesach and American Soldiers
</b></h2></center>
<blockquote>
<br>
<font color="#000000">
In looking over my father's memorabilia, I found
a program and menu for a Pesach seder for soldiers that occurred in Casblanca
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQx1WQUa7Mo8ZkEHE-SMrPGWCyLmYGc4Nk-h918vwSzjk5Jekn-m7la2EZGatEGyUxLvgjgs2i-rgV2m1kysA0JtOAvNMca-7hy7XMzkzKSPrbMQlEXPGtJO2E16CDOx5hyphenhyphen0bo2U5cwQ/s801/menu.jpg" style="display: block; padding: 1em 0; text-align: center; clear: left; float: left;"><img alt="" border="0" height="200" data-original-height="801" data-original-width="505" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQx1WQUa7Mo8ZkEHE-SMrPGWCyLmYGc4Nk-h918vwSzjk5Jekn-m7la2EZGatEGyUxLvgjgs2i-rgV2m1kysA0JtOAvNMca-7hy7XMzkzKSPrbMQlEXPGtJO2E16CDOx5hyphenhyphen0bo2U5cwQ/s200/menu.jpg"/></a></div> in 1943. Jewish soldiers were allowed leave to go to Casablanca. My father
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLNCEcBS1l-5rb0XeTE0iBCHqWCInYdEbWsk6FmW5g5-znvcEQ0WDVwjP9oqVJllfzvLFVDS4dIDTo5Pog1NGrmawb9oWJGtt07_gqDG7PW5taSz8rgtfEA58qMyvkL7XrtaQfCTU8VQ/s467/seder_card.jpg" style="display: block; padding: 1em 0; text-align: center; clear: right; float: right;"><img alt="" border="0" width="200" data-original-height="293" data-original-width="467" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLNCEcBS1l-5rb0XeTE0iBCHqWCInYdEbWsk6FmW5g5-znvcEQ0WDVwjP9oqVJllfzvLFVDS4dIDTo5Pog1NGrmawb9oWJGtt07_gqDG7PW5taSz8rgtfEA58qMyvkL7XrtaQfCTU8VQ/s200/seder_card.jpg"/></a></div>had been in heavy fighting in Italy. He never talked about the fighting,
but he remembered the sedarim. Since he had a powerful voice and loved
to sing, he was able to help lead the singing.<sup>2 </sup>The ability
of Jewish soldiers to gather and celebrate was very important for their
morale. Frequently soldiers were subjected to anti-Semitism and racism
by fellow soldiers and commanding officers. The holiday celebration was
a time to leave the fighting and join with fellow Jews in the celebration
of freedom. Since I have no notes of the event, I can only imagine what
the leader of the Casblanca seder said about the struggle for Jews to leave
Egypt and the struggle for the Army to win the War. He probably said the
events were connected and now we should all act as free men.
<p> In the book, <i>God's Warriors</i>, by Dov Peretz
Elkins (Jonathan David Publishers, 1974) many stories are told of Jewish
chaplains who helped take care of Jewish soldiers and save Jewish lives.
Rabbi Judah Nadich was an advisor to General Eisenhower. Eisenhower and
Nadich were instrumental in getting aid to Jews in DP camps. President
Truman sent a very strongly worded letter to Eisenhower concerning the
problems of helping the victims. General Patton was fired over the issue
of how he dealt with the DPs. When released from the army in December 1945,
Rabbi Nadich toured the world to tell what happened and to raise money
to help the survivors. Eisenhower and Truman's policy of helping the Jews
led directly to the Pesach seder of the <i>Survivor's Haggadah.</i>
<p> In another chapter, Rabbi Elkins, tells of a seder
in Goebbels' Castle in April 1945. The war was in its closing weeks. Chaplain
Joseph S. Shubow was discussing Passover arrangements with his men. A
few days after the discussion, the U.S. Army crossed the Rhine River. This
was symbolically connected by the commanding officer of the Ninth Army,
General John P. Anderson, to the Jews crossing the <i>Yam Suf</i> (Sea of Reeds).
Rabbi Shubow wanted to make that Passover different and memorable to all the
Jewish men of the Ninth Army. They learned about the meaning of freedom
and talked about the connection between the tyrant of Germany and the Pharaoh.
Rabbi Shubnow needed to find a place to hold a seder for 400 people. One
of the local residents told him about the castle. The press officer was
shocked and amazed. Not only did he help them, but made sure everyone knew
of the irony. He wanted to write a script for a movie, because he never
thought anyone would believe a documentary story of a Jewish Passover
in the home of a Nazi. The words of the young soldier who said that the
crossing of the Rhine would be like the exodus from Egypt proved prophetic.
A few weeks, later the army took Berlin and Goebbels took his own life.
We do not know if he knew about the Passover in his home.
<hr size=2 width="99%" align=center>
<Blockquote>
<font face="Arial"> <b>Footnotes</b><br>
<small>1. For those of you keeping count-- in 1998
I mentioned in this column that my personal collection had more than 75
haggadot. As of December 2020 I have more than 178 in the collection.</font>
<p><font face="Arial">2. After the War my father had dreams of being an
actor and/or radio announcer. He never did either professionally. He kept
up his singing and was a regular in the Yiddish Theater and other amateur community
theater groups.</font></small> </Blockquote>
</div>
<h5>Last revised December 23, 2020.</h6>
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</html>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-58319140219597411602020-12-22T15:58:00.007-06:002020-12-23T18:18:29.972-06:00Passover Story from Harvard<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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<h2>
<font face="Arial,Helvetica"><font color="#000099">Librarian's Lobby<br>
by Daniel D. Stuhlman<br>
March 2000
<br> <br> Passover Story from Harvard</b> </font></b></center></h2>
<font face="Arial">
<p>In the March-April 2000 issue of <i>Harvard Magazine </i>
is a short article by Deborah Schneider<sup>1</sup> about a Pesah haggadah that was issued
for a seder in the Munich, Germany, area on April 15-16, 1946. This was
first Pesah after World War II. As a collector of<i> haggadot</i> the idea that <i>Harvard Magazine</i> would publish an aricle about a haggdah and the
content of this article was very interesting. The big A for the Army of the United States was familiar and even the idea of an Army run seder was familiar to me.<sup>2</sup>
</font>
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirWL4FRkrpg1Y53HSXs6wyQyIFXijSxK79903OWZzqV-6BHgNIV7_5VBymV9c3XWiQc-Dc476LlAWebF8PaxPKNMzwrQ4rYJsiccng_RbHeu2H_uYxlxqv4Cj7RawMUe_ecGcbpQVqgA/s1940/IMG_20201221_130021_972%257E2.jpg" style="display: block; padding: 1em 1; text-align: center; clear: left; float: left;"><img alt="" border="0" width="320" data-original-height="1189" data-original-width="1940" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirWL4FRkrpg1Y53HSXs6wyQyIFXijSxK79903OWZzqV-6BHgNIV7_5VBymV9c3XWiQc-Dc476LlAWebF8PaxPKNMzwrQ4rYJsiccng_RbHeu2H_uYxlxqv4Cj7RawMUe_ecGcbpQVqgA/s320/IMG_20201221_130021_972%257E2.jpg"/></a></div>
<p><font face="Arial">Saul Touster, a retired attorney and professor at Brandeis University, was
cleaning his father's papers and a pamphlet with the Army's big A, insignia
of the Third Army fell to the floor. Upon examining it he found out it
was a Pesah Haggadah. On the cover was the place and date, Munich Enclave,
April 15-16, 1946. At first glance Touster thought the haggadah was for
Army personnel in Germany, but as he examined it he was struck by the stark
woodcuts of scenes from concentration camps. Touster realized that this
haggadah recast the traditional text in terms of liberation from the camps.
<br>
<p>Moved by the images, Touster decided to find out
more about the pictures and why the Army published this booklet. He also
wondered how the book came into his father's possession since his father
had been a soldier in South Pacific and was never in Europe during the
war or in 1946. After retiring from teaching American studies and legal
studies at Brandeis, he had time to pursue his quest. This research project
became like detective work as the pieces of the puzzle were assembled. He received help from many librarians.
<br>
<p> It took him two years to uncover the story. His father
was given the rare haggadah as a token of appreciation for his work helping
displaced persons. Touster found the name of the Lithuanian writer, Yosef
Dov Sheinson,who edited and arranged the haggadah. The ink drawings and
texts in modern Hebrew and Yiddish were his work. Touster found the American
Army chaplain named in the book, Rabbi Abraham Klausner, living in retirement
in Santa Fe. One of Rabbi Klausner's official duties was to hold services
for American GIs. He bent the rules to hold a seder for camp survivors.
He wanted to provide a seder and a square meal for the undernourished civilians.
<br>
<p><font face="Arial">Touster identified the woodcut artist with the help
of an archivist at Yad Vashem. The artist was Miklos Adler, a Hungarian
artist who survived the war.
<br>
<p> With his search complete, Touster was able to write
the introduction and commentary for the facsimile edition of the<i> Survivor's
Haggadah </i>with an English translation published in a trade edition by
the Jewish Publication Society (2000). This haggadah is in my personal collection.</font>
<br>
<br>
<b>Notes:</b> <br><br>
1. During the revising of this article I noticed that my citation was incomplete. I searched my usual academic databases, EbSCO, ProQuest, Jstor and Google Scholar.
None had the full text or even a bibliographic citation. I even asked another reference librarian for help. The magazine's entry in Harvard University's library system
(HOLLIS) gave a link to <i>Harvard Magazine</i>'s home page which had a link to their archieves. However. the archives only went back to 2001. I tried to phone their
office and the call went to voice mail. Today (December 23) I got a reply from Allison M. Kern. She not only gave a nice reply, but also sent a PDF of the article.
The full citation is: "Passover Story," by Deborah Schneider. <i>Harvard Magazine</i> March-April 2000 (102:4) page 92C. <br>
<br>
<i>Harvard Magazine</i> is written for alumi of Harvard University. I don't know if they purposely are not indexed or the decision as made by Ebsco that this publication
does not meet their requirements for inclusion. Saul Touster earned degrees from Harvard in 1946 and 1948.
<br> <br>
2. For Passover 1943 the Alliance Israelite Universelle and the Army organized a huge Passover seder in Casablanca. My father was there.
<br><br>
<font face="Arial,Helvetica"> <br>
<font color="#000000"><font size=-2> ©2003, 2020 by Daniel D. Stuhlman. All rights reserved.
<br>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-72695710280336096362020-12-15T16:00:00.006-06:002021-04-26T17:05:29.006-05:00Special Purim Celebrations
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February 2000</font></font></h2></center></body></html>
<p><br /><span style="color: #2b00fe; font-family: arial; font-size: medium;"><b> Special Purim Celebrations</b></span></p>
<p><span style="font-family: arial;"><font>The holiday of Purim commemorates one of the many
times that the Jews of a community, when threatened with destruction, were
saved. These deliverance days were inaugurated and celebrated as festivals
on their yearly anniversary. The threats include man-made (mobs, tyrants,
etc) and natural disasters (floods, earthquakes, etc.). The events are
varied, but the common thread is the inauguration of a day of celebration.
Families, that were saved, also introduced special family celebrations.</font>
</span></p><p><span style="font-family: arial;"><font>On March 9, 1977, terrorists invaded the Washington,
DC headquarters of B'nai B'rith. 136 hostages were held for 38 hours. The
hostages were hit, pistol-whipped, and verbally abused. Police were finally
able to negotiate an end to the ordeal. All were convicted and sentenced
to long prison terms.</font>
</span></p><p><font face="arial">When the ordeal was over the hostages gave thanks
to God that they were still alive. On the anniversary of the event, a special
Purim was established, known as the Frimer Family Purim. <font size="-1">
<sup><a href="#N_1_">1</a></sup></font>
</font></p><p><font face="arial"><font>The famous bibliographer, Moritz Steinschneider records
22 Purims ("Purim und Parodie" in MGWJ, vol. 47), <i>The Jewish Encyclopedia</i>
(vol. 10 p. 279-283. New York, Funk and Wagnalls, 1905) has 29, and the
<i>Encyclopedia Judaica</i> (vol. 13 cols. 1396-1400. Jerusalem, Keter,
1971) has 110. Cecil Roth wrote an important article covering Purims during
the period of 1790-1801 ("Some revolutionary Purims" in Hebrew Union College Annual, vol. 10 p.
451-482). Philip Goodman in <i>The Purim Anthology </i>(Philadelphia, Jewish
Publication Society, 1949) has a chapter on special Purims.</font>
</font></p><p><font><font face="arial">We seem to have very little written about these special
days when the Jews were saved. There are no books devoted to the topic.
I would just like to retell one of these events because it parallels the
Biblical Purim.
</font></font></p><p><font><font face="arial"> The source is, <i>Old European Jewries</i>, by David
Philipson (Philadelphia, Jewish Publication Society, 1894). The city of
Frankfurt-am-Main was home to Jews from about the year 1360, when permission
was given to settle in the city. They had no political rights, nor could
they hold office. In 1460 they were compelled to live in a ghetto. In the
17th century, there was a particular animosity by the members of the trade
guilds against the Jews. The trade guilds wanted the Jews expelled from
the city. Their leader was a baker, Vincent Fettmilch. On August 22, 1614,
they attacked. However, the Jews had been warned. The Jews prepared to
resist by procuring arms and defensive gates. After removing their wives
and children to a safe place, the men went to the synagogue to pray. While
there, they heard the mob attacking the gates. Since the mob couldn't break
the gates, they entered the ghetto through a house next to the gate. A
fight followed for the next eight hours. Two Jews and one attacker were
killed. The Jews were outnumbered and overwhelmed. The mob plundered the
houses until a band of armed citizens stopped them. The town council advised
the Jews to leave, because they could not be protected. They remained away
for a year and a half until order could be restored
</font></font></p><p><font><font face="arial"> The leaders of the mob were convicted and beheaded.
The Christian population was required to pay the Jews 175,919 florins as
compensation for the damages. In memory of these events, the 19th of Adar
was a fast day, remembering of the departure from Frankfurt and the 20th
of Adar became a holiday called Purim Fettmilch, in honor of their return.</font></font></p><p></p><font><span style="font-family: arial;">
</span><h3> <span style="font-family: arial;"><br />
<b><font>New Books</font></b></span></h3>
<span style="font-family: arial;"><font>Rabbi Yitzchak Sender has just published his 13th book,
<i>The Commentators' Al Hanissim</i> : insights of the sages on Purim and
Chanukah, vol. 1 Purim. This book continues his <i>Commentator</i> series.
Rabbi Sender is a master teacher and Senior Rosh Yeshiva at HTC. This book
examines the halacha and customs for Purim in the Tanach and Talmud in
light of the writings of commentators such as Rashi; Elijah, the Vilna
Gaon; Rambam and others. The book is lacking an index and a bibliography.
<p> <i>Muktzeh</i>: a practical guide : a comprehensive
treatment of the principles and common application of the laws of <i>muktzeh,
</i>by Simcha Bunim Cohen. (Mesorah Publications, 1999) The author in his
preface hopes that this book will meet the needs of both the newcomer and
advanced Torah scholar. The footnotes not only have the bibliographic references,
but also have extensive quotes of the Hebrew source texts.
</p><p><i>Etymological dictionary of Biblical Hebrew</i>
: based on the commentaries of Rabbi Samson Raphael Hirsch, by Matityahu
Clark (Feldheim Publishers, 1999) One of the most important contributions
to the understanding of the Tanach made by Rabbi Hirsch has been to use
the etymologies of words to understand the text. In this book Rabbi Clark
arranges in alphabetical order, by roots, all the words that Rabbi Hirsch
uses in his commentaries. Rabbi Clark, who is a lifelong educator and student
of Rabbi Hirsch, lives in Jerusalem.
</p><p><i>The Ancient Synagogue</i> : the first thousand
years, [by] Lee I. Levine (Yale University Press, 1999). This is a massive
(748 pages) study which is a development of Professor Levine's teaching
and research for the past twenty years. During this time he has edited
and written articles on the history and archeology of the ancient synagogue.
Professor Levine covers the archaeology, physical characteristics, and
the social and communal roles of the synagogue. The bibliography and indexes
cover 132 pages.
</p><p> Professor Levine (1939- )was a professor of Jewish history
and archaeology at Hebrew University.</p><p></p><p></p><p></p></font>
</span><p> <span style="font-family: arial;">-----------------------------------------------------------</span></p><p><span style="font-family: arial;"><br />
<b>Footnote</b><br /> <br />
<a name="N_1_"></a><span style="font-size: x-small;">1. The story was told by Rabbi Norman Frimer in his book,
<i>A Jewish Quest for Religious Meaning</i> : collected essays. (Hoboken, NJ : Ktav
Publishing House ; Washington, DC : B'nai B'rith Hillel Foundations, 1993)
</span></span></p><p>
<font face="arial" size="2">
<font color="#000000"><font size="-2"> ©2004, 2020 by Daniel D. Stuhlman.
All rights reserved. <br />
Last revised December 15, 2020
</font></font></font></p><p style="font-family: Arial;"></p><p style="font-family: Arial;"></p><p style="font-family: Arial;"></p></font><p></p><p></p><p></p>
Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-65215982550614289172020-12-15T15:46:00.000-06:002020-12-15T15:46:06.751-06:00Name Authority<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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<h2>
<font face="Arial,Helvetica"><font color="#000099">Librarian's Lobby<br>
by Daniel D. Stuhlman<br>
January 2000<br>
<br>
<b><font face="Arial">Name Authority</font></h2>
</center></font></b>
<blockquote>
<font face="Arial">Names fascinate me. As gabbai of my shul, one of my
tasks is to be the keeper of the Hebrew names. I keep records of names
for the purpose of preparing cards for calling people for an <i>aliyah.</i>
It is interesting to see how some families have recurring names in the
generations. We have families with unconventional spellings of names, families
with easy names to remember and families with difficult to pronounce names.
<p>Sometimes the Library receives calls for help with
names. When a child is born parents consult name books for ideas. When
a rabbi writes a <i>ketubah </i>or<i> get </i>sometimes he needs to check
sources to make sure the names are spelled correctly.
<p>Each author in the library catalog must have a unique
name entry. If two authors have the same names, the cataloger must differentiate
them. The usual method is to add a birth year (and death years if no longer
alive). A few weeks ago we received a book written by David Cohen.<sup>1</sup>
''David Cohen" is a common name. In order to catalog the book I had to
check sources to see how his name had been entered by other libraries.
The book had not been cataloged by any other libraries. Since the book
was requested for immediate use, I decided to do original cataloging. The
blurb about the author of the book said that he was a rabbi of a congregation
in Brooklyn and gave the name of the congregation. He had no middle name
or date of birth.
<p>I checked my bibliographic sources and found 32 authors
on Jewish subjects with the same name. There were over 30 more authors
on topics from sciences and humanities. None of the authors matched the
author of the book in hand.
<p>I thought that the publisher could help. A call to
the publisher told me that the congregation was not just in Brooklyn; it
was in Flatbush. I used the internet to search for the congregation. I
found a lawyer who was a member and sent him an e-mail. He replied within
two hours with the author's birth date (1932). With this authority, establishing
the author's name in the catalog was then easy to complete.</font>
<p><font face="Arial"> </font>
<br>
<hr WIDTH="100%">
<br><font face="Arial">1. The book is :<i>Templates for the ages : historical
perspectives through the Torah's lenses</i> by David Cohen; translated
by Sara Cohen. New York, Mesorah Publications, 1999.</font>
<p>
<!-- End part With links --->
<
<font face="Arial,Helvetica">
<font color="#000000"><font size=-2> ©2003, 2020 by Daniel D. Stuhlman. All rights reserved.
<br><br>
Last revised Dec. 15, 2020</font></font></font>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-33562307925106274372020-12-15T14:58:00.002-06:002020-12-15T14:58:56.783-06:00Audio recordings and Klezmer Music<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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<blockquote><b>Librarian's Lobby
<br> by Daniel D. Stuhlman
<br> December 1999 </center>
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<p><center> <b>Recent Gifts, Audio Recordings and Klezmer Music </b></b></center>
<font color="#000000">
<br><font size =3>
<p>I received a call from a lawyer about a woman who died without children and who had a 1000
recent Judaica books in her apartment. The lawyer wanted to know if the Library was interested. I
made an appointment to examine the collection. When I arrived I saw boxes and boxes containing
music CDs, cassette tapes and video tapes on the floor. The shelves were full of books. Since
the Library had no CDs and few music tapes, I started to look for the Jewish albums. I was
more excited about the recordings than the books. I took three boxes of them back to the Library,
rather than books. Most of the CDs were still in their original shrink wraps, unopened and never
played. Evidently the woman liked to buy them more than play them. I was never told the name of
the woman. The executor of the estate did not want a thank you letter.
<br><br><font size =+1>
<p><strong>A Confidential Recording</strong>
<br><font size =3>
<p>Think back to the mid-1950's. How would someone distribute information to a large audience
without writing it in the newspapers, magazines, TV or radio? Rabbi Herbert A. Friedman, vice-president of the United Jewish Appeal had that problem. In the sleeve of a children's record from
one of recent gifts was a ten inch 33 1/3 record labelled: <strong>Special report</strong>, by Herbert A. Friedman.
<strong>Important: <u>Highly Confidential. </strong></u> No part of this recording may be broadcast, published or reported in the press.
<br><br>
<p>This recording reported on the difficult situation in Poland in 1955-56. According to the <em>American Jewish Year Book </em>the Jewish population of post-war Poland was impossible to determine with great accuracy. In the late 1940's 30,000 former Zionist party members emigrated to Israel. Over 25,000 refugees who spent the war years in the Soviet Union returned to Poland. Poland was not a safe place for Jews after the war. There were anti-Semitic attacks and pograms.<sup>1</sup>
<br>
<p>Stalin's death in 1953 and new leadership in Poland in 1956 eased some of the tensions between
the Jews and the rest of the population. Poland freely gave exit visas to Jews. This recording is a
report of private and secret activities of the UJA in 1956. The recording mentions activities by
months but not the year. I am assuming the year was 1956, based on the events as reported in
the <em>American Jewish Year Book</em> and <em>Encyclopedia Judaica</em>. The UJA was afraid that if the mass
emigration was reported in the press, the Polish authorities would stop the visas. The problem that
the UJA had was money. Rabbi Friedman said that it costs about $1000 to save each person. He
asks for money to save the remaining Jews of Poland. He tells of Jews leaving Poland by train,
ship and airplane. They were sometimes leaving at more than 1,000 per week. Rabbi Friedman
says over 50,000 Jews left Poland. The <em>American Jewish Year Book</em> 1959 reports that
30,000 Jews left Poland between 1956 and 1957. Whole towns were emptied of Jews.
<br><br>
<p>This story of Polish emigration has not been told in great detail. Rabbi Friedman's
recording is an interesting historical document, shedding light on the methodology of fund
raising and the Jewish situation in Poland in the mid-1950's.
<br><font size =+1> <P>Klezmer Music</P>
<font size =3>
<P>Two exhibit cases of the Jewish music are now displaying
materials related to klezmer music. Klezmer music has its roots in Eastern
European Jewish folk music. The musical sounds frequently include a glissando <SUPER>2</SUPER>
, which is a rapid scale that blends all
the sounds between the first and second note. Klezmer is happy, peppy
and upbeat. It has an improvisational component like jazz. Classic instruments
used by Klezmer musicians are the clarinet, violin and hammered dulcimer
(This is a type of keyboard instrument that uses a hammer to strike strings.
It is called <I>tsimbal</I> in Yiddish or Czech). Contemporary Klezmer
bands use almost any instrument found in a symphonic band or orchestra.
Klezmer musicians played for weddings, parties and other happy occasions.
Some groups even played for non-Jewish functions because they were so
good. However, socially they were not respected. Leonard Bernstein's
father once told him never become a Klezmer musician. The <I>frelichs</I>
and other wedding dances have roots in the Eastern European Klezmer tradition.
The Chicago area has two bands that are important in the revival of the
Klezmer tradition, the Ruby Harris Orchestra and the Maxwell Street Klezmer
Band. Ruby Harris once played with the Diaspora Yeshiva Band, an early
Jewish Rock group / Klezmer group. The Maxwell Street Klezmer Band has
performed locally, nationally and in Europe. They are famous for the big
band sound.</P>
<p> Many famous American Jewish entertainers made significant contributions to klezmer music. </p>
<br>Klezmer music contrasts with the central European music of the Chazzan and choir. The controlled precise sound of the chazzan came from training, experience and connection to the tefilah. Improvisation
was limited. While the Chazzan may sing outside of the synagogue, his sound was always more formal than the klezmer.</P>
<P>The Library display has samples from our music collection, sheet music
(loaned from the collection of Ruby Harris), and other materials loaned
from the Maxwell Street Klezmer Band and the Highland Park Public Library.
</P>
<hr WIDTH="99%">
<b;pckquote><b> Notes:</b> <br>
1. On Aug. 11, 1945 in Cracow and in Kielce on July 4, 1946 thousands of Polish people ran
amuck through the Jewish quarters and injured or killed Jews. In 1945 352 Jews were reported
murdered for anti-Semitic reasons. By the end of 1947 only about 100,000 Jews remained in
Poland. <br>
2. One famous glissando is the clarinet solo at the beginning of Gershwin's <I>Rhapsody in Blue.</i></P>
<font color="#000000"><font size=-2> ©2003, 2006, 2020 by Daniel D. Stuhlman. All rights reserved.
<br>
Last revised Dec. 5, 2020</font></font></font>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-27794608796803929722020-11-17T14:05:00.000-06:002020-11-17T14:05:39.495-06:00Rabbi_Harold_Smith<!doctype html public "-//w3c//dtd html 4.0 transitional//en">
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<title>Librarian's Lobby October 1999, Daniel D. Stuhlman A Visit with Rabbi Harold P. Smith </title>
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<p> <br>
Originally published in October 1999. Some slight revisions were made for clarity and updating.
<br> <br>
<h2> <center>
<font face="Arial,Helvetica"><font color="#000099">Librarian's Lobby
<b><font face="Arial">October 1999</font></b></h2></center>
<p><br>
<p><b><center><font face="Arial"><font size=+2>
A Visit with Rabbi Harold P. Smith</font></font></b> </center>
<br><font color="#000000">
<blockquote>
<p><font face="Arial">Rabbi Berish Cardash and I visited the home of Rabbi
Harold P. Smith<sup>1</sup>, former vice-president of Hebrew Theological College (HTC). He also served
terms as president of the Chicago Rabbinical Council (CRC) and Chicago Board of Rabbis (CBR)
R. Rabbi Smith is donating his books
to the Library. After showing us his books, he brought us to his dining
room. Behind a room divider and under a cover there was a file cabinet
with his all of speeches and sermons stored on 4" x 6" hand-written note
cards. He said that while he can't give us the cabinet now, he wrote into
his will that the file cabinet and its contents will go to the HTC Library.
He gave samples of the sermons and permission to quote parts. My selections
are in the next part of this column.</font>
<p><font face="Arial">Selections from the Speeches of Rabbi Harold P. Smith</font>
<br><font face="Arial">[Quoted with Rabbi Smith's permission]</font>
<p><font face="Arial">Delivered at the Annual Banquet of Hebrew Theological
College 1980</font>
<p><font face="Arial">[Rabbi Smith talks about a visit with the editorial
staff of the Chicago <i>Tribune.</i> An editor asked] "Rabbi Smith, it
is apparent from our conversations that you have broad perspectives on
many subjects. Why are all the articles you submit to us only on the subject
of Israel?" ... I told my friends at the Chicago <i>Tribune </i>that in my judgment
the very existence of Israel is greatly endangered by the menacing intentions
of the hostile Arab countries ... I have to write the same article in different
words with different approaches with the hope that some of your people
will start listening.</font>
<br>
<p><font face="Arial">Delivered to the faculty some time in the early 1970's</font>
<p><font face="Arial">... " Ki-'esh 'ehad uba-lev 'ehad [As one voice and
one heart]"; Rashi -- and that is the only way to build a Torah institution
....</font>
<p><font face="Arial">Delivered before Yizkor <i>Shemini Atzeret</i> in
the late 1960's <sup>2</sup></font>
<p><font face="Arial">...which reminds us that Israel still has many problems,
of which the hostility of her surrounding neighbors is one, albeit a very
serious one. Lack of stability in several of the Arab states and Nasser's
unconcealed ambitions appear to make [a] solution to this problem highly
unlikely in the near future. The costs of [Israeli] defense are enormous.
Israel can not relax its vigilance even for a moment.</font>
<p><font face="Arial">There is the problem with water. The growing population
and continued expansion of agriculture are draining Israel's fresh water
supplies...</font>
<p><font face="Arial">[Rabbi Smith's speech continues with the need to invest in
Israel Bonds.]</font>
<br>
<b><font face="Arial"><font size=+1>Recent gifts</b> </font> </font>
<p><font face="Arial">A library user walked into the reading room saw all
the boxes of books that we are processing and asked if we had an advertisement
encouraging people to donate books to the Library. We don't. But from the
number of gifts we have received in the past four months it certainly seems
so. In the past month we received books that belonged to the late Rabbi
Menachim M. Goodman. His collection included Judaica (including over 40
sermon books) and non-Judaica. Sermon books that duplicated what the Library
owned were given to the CRC collection. Hazzan Abraham Mendelsberg donated
hazzanut materials including sheet music, music books and audio records.
His donation included music written by the masters of hazzanut, Pierre
Pinchik, Max Janowski, and Abraham Moshe Bernstein. Books also came from
the collections of the late Rabbis Albert Ellison and L. Feinberg.</font>
<p><b><font face="Arial"><font size=+1>Recent articles</font></font></b><b><font face="Arial"></font></b>
<p><font face="Arial">The current issue (October 1999 v. 32:8) of<i> The
Jewish Observer </i>(pages 17-20) has an article, "The secular enforceability
of a <i>Beis Din</i> judgment, " by Shlomo Chaim Resnicoff.<sup>3</sup>
He deals with the questions of, " Why would the American courts support
the <i>beis din </i>process?; and Wouldn't enforcement of a rabbinic arbitration
agreement violate some constitutional principle regarding the supposed
separation of church from state?" These are no light matters. Under American
law the<i> Beis Din</i> is under the category of arbitration. Two parties
agree to have a third party listen to their case and decide it. The arbitration
agreement must in writing and signed by all relevant parties. For "public
policy" reasons courts in different locations may not enforce the same
agreements that work in other locations. Child support or child custody
are types of cases that are not uniformly enforceable.</font>
<p><font face="Arial">Hazzan Macy Nulman, an expert in <i>Tefilah</i> and
Jewish music, writes in <i>Journal of Jewish Music and Liturgy</i> ("The
Greetings of the Jewish People." v. 21, 1998-1999 pages 6-19) about Jewish
greetings. The article tells about the history of greetings and the differ-ences
between Askenazic, Sephardic, and Hasidic exchanges. The greeting of <i>shalom</i>
dates back to Biblical times. Several pages deal with Rosh Hashana greetings.
The article concludes with the lack greetings on Tisha b'Av and to mourners.</font>
<p>
<hr WIDTH="100%">
<br><font face="Arial">1. Rabbi Smith wrote a book for children, A Treasure
Hunt in Judaism, published by Hebrew Publishing Company in 1942 with a
revision in 1950. This book explains Jewish customs and ceremonies for
teenagers. Rabbi Smith retired from the Yeshiva in the early 1980's because
of health reasons. He told me that he went to Switzerland for three years
for treatments and then returned to Chicago. He showed us his entry in
<i>Who's
Who. </i>He had so many activities and honors, that his entry was three
times the size as most others.</font>
<p><font face="Arial">2. Rabbi Smith was the Rabbi at Agudath Achim of
South Shore from 1949-1969. The Shabbat and holiday sermons were delivered
there. Many of his books were lost when the synagogue closed. A chair in
practical rabbinics was named in his honor at HTC. The plaque is hanging
in his hallway. A rabbi told me that he remembers Rabbi Smith's homiletics
class. Rabbi Smith's style was to write his sermons on 4 x 6 cards and
spread the cards out on the lectern. When a card was completed he moved
a new one on the surface. Rabbi Smith was known for his friendly speaking
style. He had several favorite topics-- Israel, Jewish Education, Klal
Yisrael, and Unity of Am Yisrael.
<P>
Note: Rabbi Smith passed away on Nov. 9, 2011 at age 98. Here is a link to an obituary from
the JUF News.
<a href="https://www.juf.org/news/local.aspx?id=413349" target="_blank">https://www.juf.org/news/local.aspx?id=413349</a>
</font>
<p><font face="Arial">3. Professor Resnicoff is a musmach and a professor
of law at DePaul University School of Law in Chicago.</font>
<p><font face="Arial">4. Macy Nulman is the former director of the School
of Jewish Music, an affiliate of Yeshiva University. Once, when passing
through Chicago he visited our Library.</font>
<br><b><font face="Arial"></font></b>
<p>
<!-- End part With links --->
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<b>Daniel D. Stuhlman </b>is president of <b><font color="#009900">
Stuhlman Management Consultants,</font></b> Chicago, IL, a firm helping organizations
turn data and information into knowledge. We are looking for new clients and opportunities.
Visit our web site to learn more about knowledge management and what our firm can do for you.
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-36415193633874618432020-11-12T11:23:00.000-06:002020-11-12T11:23:16.305-06:00Periodical Collections<br>
This was written in 1999 when the use of databases for periodical searches and storage was more limited than today. The principles are the same as in 1999, but some of the tools have changed. I edited part of this article to reflect current practices.
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<blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'>
<p class=MsoNormal align=center style='text-align:center'><b><span
style='font-size:18.0pt;font-family:Arial;color:#3300FF'>Librarian's Lobby <br>
July 1999
<BR>
Periodical Collections <o:p></o:p></span></h3></b>
<div>
<p><span style='font-family:Arial'>Several questions concerning periodicals
have come up in the past few weeks. After one person wanted to know about our
collection of scholarly journals, I thought that perhaps others don't know what
makes a publication scholarly. <br style='mso-special-character:line-break'
wp=br1>
<![if !supportLineBreakNewLine]><br style='mso-special-character:line-break'>
<![endif]><o:p></o:p></span></p>
<p><b><span style='font-family:Arial'>Definitions</span></b><span
style='font-family:Arial'> <o:p></o:p></span></p>
<p><span style='font-family:Arial'>The broad term, <em><span style='font-family:
Arial'>periodical,</span></em> (In Hebrew <span class=SpellE><em><span
style='font-family:Arial'>kitav</span></em></span><em><span style='font-family:
Arial'>-et</span></em>)<sup> </sup>is used for publications (print, non-print,
and electronic) produced for distribution in a given time period. The schedule
could be any time period such as daily, weekly, yearly or even irregularly. A
periodical is an edited work with contributions from a different array of
authors for each issue. The binding is irrelevant to the definition of a
periodical. Bindings may be hard cover, soft cover, perfect bound, or no
binding at all. In contrast a book (<span class=SpellE><em><span
style='font-family:Arial'>Sefer</span></em></span>) is written by one or more
authors as a stand alone time publication. A book written by one or more
collaborating authors is also called a monograph in library lingo. An
encyclopedia is not a monograph because the authors contribute their articles
and do not collaborate on the final product. A <em><span style='font-family:
Arial'>festschrift</span></em> is a book but not a monograph. The lines of
difference can be totally blurred when a periodical issue is published as if it
were a monograph. For example the Chicago Jewish Historical Society's
periodical has published issues on one topic with the look and "feel"
of a monograph. <o:p></o:p></span></p>
<p><span style='font-family:Arial'>In developing a periodical collection the
library deals with three issues: identification of periodicals relevant to the
collection, the logistics of acquisitions, and the long-term storage and
retrieval. The identification process is a combination of what is available,
what is the general acquisition policy, and budget. The logistics concerns are
ordering, processing and paying for the subscription. The long-time storage and
retrieval is concerned with cataloging, shelving, retrieving issues, and with
binding and preservation issues. <br style='mso-special-character:line-break'
wp=br1>
<![if !supportLineBreakNewLine]><br style='mso-special-character:line-break'>
<![endif]><o:p></o:p></span></p>
<p><b><span style='font-family:Arial'>Scholarly vs. Popular</span></b><span
style='font-family:Arial'> <o:p></o:p></span></p>
<p><span style='font-family:Arial'>The libraries make policies concerning
how long to keep scholarly Judaica periodicals. Scholarly periodicals may be kept indefinatly.
Certain newspapers may be kept one week, others are kept three months. For trade magazines perhaps only two or three back issues
are kept. Some libraries depend on back issues kept electronically by JStor or Project MUSE.<o:p></o:p></span></p>
<p><span style='font-family:Arial'>While there is no precise definition that
would define a scholarly periodical, here are a few of the features. Scholarly
journals *1*are written by and for scholars. This is not circular reasoning.
Scholars in a field have a certain base of knowledge, vocabulary and background
that makes communication more efficient. Intelligent people can read scholarly
articles in many fields of interest. Scholarly articles are documented with
footnotes, quotes, and research data. They frequently have a thesis and attempt
to prove it with data and analysis. While articles in <em><span
style='font-family:Arial'>Time </span></em>or <em><span style='font-family:
Arial'>Newsweek </span></em>may take weeks of research, they are rarely
documented. Writers in <em><span style='font-family:Arial'>Time </span></em>or <em><span
style='font-family:Arial'>Newsweek </span></em>are paid reporters or
journalists, not scholars advancing human knowledge. Scholars are usually not
paid for their articles. They write because of an institutional requirement, a
love of learning, or a desire to share knowledge. <o:p></o:p></span></p>
<p><span style='font-family:Arial'>Examples of scholarly Jewish periodicals in
our library <span class=GramE>are :</span> <em><span style='font-family:Arial'>Jewish
Bible Quarterly, Jewish Journal of Sociology</span></em>, <em><span
style='font-family:Arial'>Journal of Jewish Studies</span></em> and<em><span
style='font-family:Arial'> Tradition.</span></em> Examples of popular Jewish
periodicals in our library <span class=GramE>are :</span> <em><span
style='font-family:Arial'>Jewish Action, Jewish Observer, </span></em>and<em><span
style='font-family:Arial'> Moment</span></em>. The designations have nothing to
do with the quality of information in the articles. <br style='mso-special-character:
line-break' wp=br1>
<![if !supportLineBreakNewLine]><br style='mso-special-character:line-break'>
<![endif]><o:p></o:p></span></p>
<p><span style='font-family:Arial'>Scholarly articles are peer-reviewed. The
editor of the publication or another scholar will review and check the facts
and conclusions before publication. The editors will try to make the article
better. Newspapers are not peer-reviewed. I talked to one CRC member last week
who said that he hates to talk with a newspaper reporter because the reporters
turn around his words and use quotes out of context. Anyone who was at an event
that is reported by a newspaper often wonders if the reporters attended the
same event. <o:p></o:p></span><br2></p>
<p><b><span style='font-family:Arial'>Accessing Periodical Information</span></b><span
style='font-family:Arial'> <br style='mso-special-character:line-break' wp=br1>
<![if !supportLineBreakNewLine]><br style='mso-special-character:line-break'>
<![endif]><o:p></o:p></span></p>
<p><span style='font-family:Arial'>The three most common ways that readers find
citations in periodicals <span class=GramE>are :</span> 1) References from
sources in books and articles that are being read; 2) Checking paper indexes;
and 3) Checking computer-based indexes. <br style='mso-special-character:line-break'
wp=br1>
<![if !supportLineBreakNewLine]><br style='mso-special-character:line-break'>
<![endif]><o:p></o:p></span></p>
<p><span style='font-family:Arial'>Reference checking from sources in hand is a
way of following the trail of research. If you are reading an article and want
to check on the author's source, then you look for the source of the citation.
The author may be right, wrong, or lead you to more information. If you are
writing a paper, sermon, or teaching a class, then using an index helps you
find the materials you want. The library has the <em><span style='font-family:
Arial'>Index to Jewish Periodicals</span></em> and <span class=SpellE><em><span
style='font-family:Arial'>Rambi</span></em></span><em><span style='font-family:
Arial'> </span></em> to find article on Jewish topics. We can also check online databases such as
Rambi, EBSCO or ProQuest *2*</span></em>. <o:p></o:p></span></p>
<p><b><span style='font-family:Arial'>Conclusion</span></b><span
style='font-family:Arial'> <o:p></o:p></span></p>
<p><span style='font-family:Arial'>Periodicals are both a headache and gold
mine for the library staff and library users. Periodicals are gold mines
because they have information that does not appear in books. Periodicals are a
headache because finding the article requires a skillful search and a good
storage facility or database to keep issues. <o:p></o:p></span></p>
<p><span style='font-family:Arial'>============================ <o:p></o:p></span></p>
<p><span style='font-family:Arial'>1. The term 'journal' is often used by
scholarly publications. The word itself has no significance in the library
world. 'Journal' comes from the idea the publication is a record of
deliberations of a learned society. The <em><span style='font-family:Arial'>Wall
Street Journal</span></em> and <em><span style='font-family:Arial'>Ladies Home
Journal</span></em> are two totally non-scholarly <span class=GramE>publication</span>
that use 'journal' in their titles. Some daily newspapers have used 'journal'
to indicate they are a daily record of events. For example: <i> The Wall Street Journal. </i>
<o:p></o:p></span></p>
<p><span style='font-family:Arial'>2. <span class=SpellE>Rambi</span> is an
abbreviation for <span class=SpellE>Rishimat</span> <span class=SpellE>Ma'amarim</span>
<span class=SpellE><span class=GramE>biyahadut</span></span><span class=GramE>
:<em><span style='font-family:Arial'>Index</span></em></span><em><span
style='font-family:Arial'> of articles on Jewish Studies</span></em>. This
index is produced by the Jewish National and University Library. It is no
longer be published in print format. It is available online.
<a href="https://web.nli.org.il/sites/nli/english/infochannels/catalogs/bibliographic-databases/rambi/pages/rambi.aspx" target="_blank"> RAMBI. </a>
EBSCO and ProQuest are two major indexes and sources of full-text articles found in academic and large public libraries.
<br wp=br2>
<span style='mso-spacerun:yes'> </span><b><o:p></o:p></b></span></p>
<div class=MsoNormal align=center style='text-align:center'><b><span
style='font-family:Arial'>
<hr size=2 width="99%" align=center>
</span></b></div>
<p class=MsoNormal><b><span style='font-family:Arial'>Daniel D. Stuhlman </span></b><span
style='font-family:Arial'>is president of </span><b><span style='font-family:
Arial;color:#009900'>Stuhlman Management Consultants,</span></b><span
style='font-family:Arial'> Chicago, IL, a firm helping organizations turn data
and information into knowledge.
<p class=MsoNormal><span style='font-size:7.5pt;font-family:Arial'> <span
class=GramE>©2005 by Daniel D. Stuhlman.</span> All rights reserved. <br>
Last revised November 12, 2020 <o:p></o:p></span></p>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-40088044456938936252020-10-27T16:29:00.000-05:002020-10-27T16:29:01.082-05:00Device Errors 1988 style<p><span style="font-family: arial;">More computer fun from the thrilling days of 1988. What did you do when you got a disk error? Do you remember MS-DOS 3.3?</span></p>
<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSRx56_LJANKPOpj4WSZ6qvZljFF54R2xSKJD45ocoauQY39Phjl5eecmhgZpQ6u46_btYsLj1vEdJoC_cUJzS006cBcZN1Q-aVrSVQK5oP1AZ6gQ-SOnvWOLUoWLidDrnrrg17TiPGQ/s2048/Newsletter-6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1579" height="814" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSRx56_LJANKPOpj4WSZ6qvZljFF54R2xSKJD45ocoauQY39Phjl5eecmhgZpQ6u46_btYsLj1vEdJoC_cUJzS006cBcZN1Q-aVrSVQK5oP1AZ6gQ-SOnvWOLUoWLidDrnrrg17TiPGQ/w628-h814/Newsletter-6.jpg" width="628" /></a></div><br /><span style="font-family: arial;"><br /></span><p></p>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-28128163493848273852020-10-20T16:54:00.001-05:002020-10-27T16:26:31.008-05:00Knowledge Management Terms<html>
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<p><b><font face="Arial,Helvetica"><font color="#3366FF"><font size=+2> <center>
Knowledge Management Terms <br> <font size=1>
by Daniel D. Stuhlman</font></font></font></b></center>
<blockquote> <blockquote><font face="Arial,Helvetica">
Note: The first version of this document was published to my web site in 2006. It has been updated and edited many times since then. I am always open to suggestions for new terms and ideas. Please e-mail me. </blockquote> </blockquote> <br>
<blockquote><font face="Arial,Helvetica">
Organizations are complex organisms. For an organization to grow and prosper in this
information age, it must become a learning organization understanding both its
roots and branching out to new endeavors. One of the challenges in mastering
"Knowledge Management" is understanding the terminology of the field.
In any field one must have a common understanding of the nomenclature of both the terms
and concepts. People use the same words and phrases but the meanings could be different
based on gender, location, context, profession, etc. This document defines terms,
borrowed from other fields such as computer science, business, psychology and education
that may be applied to knowledge management in organizations.
Throughout this document I use the term "organization" rather than business.
All organizations, profit making, non-profit, and voluntary, share some of the same needs for
sound knowledge management practices. Even non-profit organizations must use sound
business practices to ensure prosperity.
<p> Knowledge management is a conscious, hopefully consistent, strategy implemented to
gather, store and retrieve knowledge and then help distribute the information and
knowledge to those who need it in a timely manner. The strategy includes rules,
procedures, and cultural aspects in addition to the hardware and software to help put
the knowledge management strategy into action. The best computers and software are not
useful without the people and procedures for using them. Knowledge management is a
framework and management mind-set that includes building on experience and creating
new avenues for exchanging knowledge. The strategy includes both the technological
infrastructure and the human aspects that uses the tools.
<p>The progression for a learning organization is: data, information, knowledge, and wisdom.
Data and information are gathered; knowledge and wisdom are applied as a result of
analysis.
<font face="Arial,Helvetica"> <hr size="4" width="90%">
<p><b>Analysis</b> is the process of interpreting data and information. One may order the
data for easier interpretation or take the raw data and use it to create information and
wisdom. Analysis requires data input and outputs something based on the data, experience,
and previously learned wisdom of the people involved.
<p><b>Artificial ignorance</b> occurs when truth is sacrificed in favor of reverence
or ritual. People practice artificial ignorance when they behave without thinking
about the reason behind the actions. They follow the rules, practices, procedures,
or laws exactly without thinking of the implications and results. Humorous fictional examples
include Amelia Bedilia in the books by Peggy Parish, Silly Jack in English folklore and
the Wise Men of Chelm in Jewish folklore.
<p><b>Artificial intelligence</b> occurs when analysis and the search for truth takes
precedence over the creative and human activities of a job. People who practice
artificial intelligence behave with so much thinking and analysis that the feeling,
intuition, and art of making decisions is sacrificed.
<p><b>Barriers</b> are objects, ideas, practices, structures, systems, etc. that prevent
or discourage action. Sometimes physical barriers are necessary for physical safety.
Security barriers are important for an organization to protect assets. Barriers are
not good when they discourage, sharing, creativity, service and other forms of positive
business activity.
<p> <b>Cataloging</b> is the systematic organization of information, data, or materials
so that they can be retrieved when the requester needs them. Cataloging follows rules
and practices to enable users to understand the system. Putting words in alphabetical
order in a dictionary or index is one example of cataloging. Alphabetical order has
rules so that the lexicographer and the end user can find words. A librarian-cataloger
follows rules established by national and global organizations. The rules are flexible
enough to enable interpretation and localization. Rules also include controlled
vocabulary for subject headings.
A business cataloger follows the business rules of the organization.
<P><b> Explicit Knowledge </b>is the captured and cataloged information and knowledge
that is made ready for people to use.
<p>Sometimes within businesses the term,<b> taxonomy,</b> is used for the classification
of knowledge. A good taxonomy or catalog enables the same knowledge to be accessed
via multiple paths.
<P><b>Classification</b> is a system of arranging ideas or physical objects in hierarchal
and enumerative schemes. Schemes may be based on national standards such library
classification systems (for example: Library of Congress Classification, Dewey Decimal
Classification, or National Library of Medicine Classification) or internally developed.
Classification systems arrange materials in an order. In libraries multiple orders
may exist such as reference collections, children collections or branch libraries.
In businesses multiple orders many include departments, branches or other segregations
of materials. Library classifications are based on subjects. Business classifications
are based on logical arrangements for each business. Linear or systematic arrangements
impose limits on the classifiers. The classification of digital documents does not
have physical and temporal limits on accessibility as books or physical documents.
Numbers, letters or symbols are the shorthand codes for arranging materials. These
codes help people who don't have expert knowledge of the subjects store and retrieve
materials in the correct places.
<p>
For classification systems to work they must 1) Encompass the whole field of knowledge
or business activity and allow for future revisions; 2) Be systematic 3) Be logical;
4) Be flexible enough so that new subjects may be inserted without dislocating current
materials; 5) Be kept current; and 6) Employ terminology that is clear, consistent,
and unambiguous for the classifier and end users.
<p><b>Communities of Interest</b> include the people within the organization or those
outside the organization who share interests in an aspect of the business or profession.
For example professional staff may join professional organizations to share common
interests and offer each other support. This is especially important when the organization
has few people in that profession. Within the organization staff may share business
interests separate from their professional interests. These communities may be formal
and organized such as professional organizations or informal such as people talking
to people in other departments about common business interests.
<p> People are linked by proximity, electronic communications, printed documents,
published articles, or books. Electronic links could include Internet mailing lists,
wikis, RSS, web sites, or news groups. Print resources may include newsletters,
trade journals, professional periodicals and scholarly journals. Members of the
community do not possess equal levels of expertise, but they are associated by their
desire to share and learn from others. The nature of the association changes and
develops over time. A neophyte may need a lot of support at the beginning and later
evolve into knowledge provider.
<p>Communities may or may not be open to all who wish to join. professional organizations
may place educational or experience requirements on membership. Restricted membership
organizations are communities of practice for experts. In businesses, these experts,
based on their knowledge, are designated for specific subjects. Other groups may be
open to anyone who wants to contribute, share, or learn.
<p>
<b>Critical thinking</b> is an intellectual process that questions assumptions, data and
information. Children are very literal in their understanding of lanuage and the world.
(see above <i></i>Artificial ignorance</i>)
Education and maturity teach students to examine any claim, idea, or text to determine
if it is true, partially true, false, or somewhere in between.
<P>Critical thinking relies on a body of data and information to create wisdom which is
based on sound logical conclusions. While the body of knowledge changes from one disciple
to the other, process of seeking the truth is common to all. A mature, critical thinker
raises questions, examines facts, and confronts issues before formulating conclusions.*</P>
<p> <b>Culture</b> is a combination of organizational
history, shared experiences, group expectations, unwritten or tacit rules, ethics,
and social interactions that affect the behavior of everyone in the organization.
Culture is developed dejure (organizational rules and pronouncements from upper management)
and defacto based on shared experience. Culture is a complex social structure. Sometimes
it evolves slowly based on worker actions and sometimes change is enacted by management.
We simultaneously participate in many cultures such as families, localoties, religious groups,
nations, and organizations. One culture may permit an action, while another forbids it.
<p>In organizations culture can be consciously changed with a new rule from an executive.
Culture can als be changed by external stimuli (for example a new law or government regulation
that affects business practices). If culture places barriers to sharing knowledge,
the organization needs to take actions to create an atmosphere that reduces barriers
and becomes more supportive and collaborative.
<p> <b>Data</b> are the smallest units of measure. The word is technically the plural of <i>
datum </i> but often used as a singular. Data are the components of information. They
may be the 1's and 0's of computer memory, names and addresses in a demographic file, or
the raw facts and figures before interpretation. Data are stored in data bases. Data
processing is the electronic manipulation of data.
<p> <b>Data Mining </b>(also known as Knowledge Discovery in Databases - KDD) is extraction
of implicit, previously unknown, and potentially useful information from data bases.
The process uses machine learning, statistical correlations, statistical analysis,
and sophisticated search strategies to extract data in such a way that the information is
easily comprehensible. Then the human decides how to turn this information into
knowledge. The source data bases are usually already owned by the organization.
Data mining is frequently used by marketing departments to learn more about customers
and how to better market products and services. The skilled knowledge manager will help
create data base search strategies that enable successful data mining. However, in some
ways data mining is the antithesis of what a knowledge manager is trying to accomplish in an
organization. A knowledge manager sets up systems to store and retrieve information on
a timely basis; a data miner seeks information in data bases that was previously
underutilized.
<p><b>De-acquisition</b> is the intential removal of items from a collection. It is the opposite of acquisitions and done with the
same care and deliberation. *</p>
<p><b>Discussion Forum</b> is an in-person or electronic forum for staff or like-minded
individuals to exchange ideas, post questions, offer answers, or offer help on relevant
subjects. Electronic forums also provide ways of archiving (or storing) and searching
for previous exchanges. "Listserv" is a type of electronic forum.
<p><b>Ethics</b> is a process of applying or breaking the rules to get the right answers.
Making ethical decisions envolves knowing the cultures and the rules of the organization and the laws of the land.
<p><b>Ideas</b> are mental pictures, or dreams that are unproven. They may or may not be
verbalized or recorded. They are not yet substantiated by data, but may be based
on the person's knowledge. Good ideas may have a positive impact on the organization
if they can be substantiated or validated by data or input from others. Bad ideas
are those that have no ability to be implemented. Both good and bad ideas
may help in the process of determining the best course of action.
<p><b>Ignorance</b> is the state of not knowing.
Ignorance occurs when those who can benefit from knowledge are unwilling or unable
to find or assimilate the knowledge. The flip side of ignorance is having
knowledge and not having any way of sharing that knowledge.
<p><font face="Arial,Helvetica"><b>Information</b> is
organized data that has been arranged for better comprehension, understanding and/or
retrieval. What is one person's information can become another person's data. </font>
<p><font face="Arial,Helvetica"><b>Intellectual Capital </b>is the same as the knowledge asset
of an organization. Knowledge assets help achieve business goals. This capital is the set of
intangible assets that includes the internal knowledge of employees have of information processes,
external and internal experts, products, customers and competitors. Intellectual
capital includes internal proprietary reports, libraries, patents, copyrights,
and licenses that record the company history and help it plan for tomorrow.</font>
<p><font face="Arial,Helvetica"><b>Knowledge </b>is the result of learning.
Knowledge is the internalization of information, data, and experience.
<b>Tacit Knowledge </b>is the personal knowledge resident within the mind, behavior
and perceptions of individual members of the organization. <b>Explicit Knowledge </b>
is the formal, recorded, or systematic knowledge in the form of scientific formulae,
procedures, rules, organizational archives, principles, etc., and can easily be accessed,
transmitted, or stored in computer files or hard copy.
<p><font face="Arial,Helvetica"><b>Knowledge Management Staff</b> are the people in the
organization assigned the task of providing the leadership and implementation of the
policy for the creation, capture, storage, cataloging, and sharing of organizational
knowledge. Sometimes the organization appoints a chief knowledge officer (CKO) and
sometimes the tasks are performed by other managers. The person in charge is the
focal point or switching point for all knowledge related tasks. This person works
with those in technology, human relations, and operational units to create the
requisite infrastructure and management policies. Alternative job titles for the
person in charge of knowledge management might be director of knowledge mobilization,
director of global knowledge exchange, and senior vice president over strategic
knowledge capabilities.
<blockquote><font face="Arial,Helvetica">A<b> Knowledge architect </b>is the staff member
who oversees the definitions of knowledge and intellectual processes and then identifies the
technological and human resources required to create, capture, organize, access and
use knowledge assets. Architecture is the technology and human infrastructure to support
the organization's KM initiatives. It includes physical (e.g., hardware and tools)
and logical (e.g., knowledge policies) dimensions.<br>
<p><b>Knowledge assets, </b>also called intellectual capital, are the human, structural and
recorded resources available to the organization. Assets reside within the minds of members,
customers, and colleagues and also include physical structures and recorded media. <br>
<p><b>Knowledge audit </b>is the formal process to determination and evaluation of how
and where information knowledge is used within the organization. The audit examines policies,
forms, procedures, storage and any other ways that knowledge is collected, stored, cataloged and stored.<br>
<p> <b>Knowledge bridge</b> is the connection that a KM expert builds between the business
processes and the technological, sociological, personal, financial, sales, creative, and customer
oriented functions of the organization. Building a knowledge bridge is the 'glue'
making the long-term connections between the functions that sometimes compete for resources. <br>
<p><b>Knowledge creation</b> is the process that results in new knowledge, or organizes current
knowledge in new ways making techniques to use existing knowledge. Once knowledge is created
the organization has a <b>Knowledge flow</b>, which is the way knowledge
travels, grows, is stored and retrieved. Knowledge flows 1) Up and down
from management; 2) Within circles of sharing (such as shared interests
between staff performing similar or complementary roles) 3) Through
planning, investigation, and training; or 4) Through common sources such
as books, reports, data bases or knowledge bases. <BR>
<p><b>Knowledge facilitators</b> help harness the wealth of knowledge in the organization.
Facilitators engender a sense of ownership in those involved, by helping them arrive at a
jointly developed solution.<br>
<p><b>Know-how</b> is the technical expression of knowledge or how to physically apply
knowlege in the physical world. Examples are the manual and mental skills of a master
craftsman or tradesman. <br>
<p><B>Knowledge lens</b> is the perspective or viewpoint of the problem or situation. A KM
expert brings experience from many industries or disciplines to focus valuable insights or
illuminate new ideas. Through this lens the KM expert synthesizes the situation and helps makes
sense of disparate pieces.
<p><b>Knowledge map (K-Map)</b>
is a tangible representation or catalog of the concepts and relationships of knowledge. The
catalog is a navigational aid that enables a user to find the desired concept, and then
retrieve relevant knowledge sources.
<p><b>Knowledge source</b> is the person, document, non-print source, or place that is the
origin or prime cause of knowledge. Others may see you as a source and you turn to your own
sources for knowledge.<br>
<p><b>Knowledge owner</b> is the person or people who are responsible for knowledge, a knowledge
domain, or set of documents. The knowledge owner is responsible for keeping the knowledge
and information current, relevant, and complete. The knowledge owner usually acts at a local
or decentralized level. The knowledge owner may or may not be the author or creator of the
specific content. The owner may be the expert in the subject area or a skilled editor.
<br>
<p><b>Knowledge use</b> is the effective integration of knowledge by people or organizations.
It is the result of understanding and application of knowledge and the knowledge gathering
process. It is hard to define because it is the result and application of all the terms defined
on this page.
<br>
<p><b>Knowledge worker</b> is a member of the organization who uses knowledge to be a more
productive worker. These workers use all varieties of knowledge in the performance of
their regular business activities. Everyone who uses any form of recorded knowledge could
be considered a knowledge worker.<br>
<p>Alternative job titles for person in charge of knowledge management: <i>Director of
knowledge mobilization, Director, global knowledge exchange, </i>and <i>Senior VP,
strategic knowledge capabilities.</i> </font>
<br></blockquote>
<font face="Arial,Helvetica"><b>Learning</b> is the complex process of assimilating stimuli and
changing behavior. The stimuli can be received by any of the senses. Many learning situations
use stimuli of multiple senses. For example one listens, practices with the hands,
and then explains. Learning happens in situations when people are using their minds best.
Learning styles vary by person and situation. While most people learn with a combination of
seeing, hearing, and motion (tactile or physical), some people show a preference to one
of these types of input or stimuli. Adults as well as children learn using a methodology
that is suitable for their condition and the subject they are learning. Everyone has to figure
out what methodology and stimuli combination works best for them and the job of a teacher is
to help the student in this journey of discovery. Learning is a process that is self perpetuating
because each step of learning creates a foundation for the next step. <br>
<blockquote> <p>An alternative view of the definition of <b>learning --</b> Learning in the
context of a business is a process to acquire knowledge or skills to enhance the ability
to perform business or professional activities. The end result is the person can help
better the business's bottom line. Learning helps an individual or group work better,
faster, more efficiently, or smarter.
</blockquote>
<p> <b>Magic</b> is the use of words, actions, or reading of signs to influence nature or people.
Magic has no place in knowledge management. One must use solid techniques with a scientific
basis to change people and organizations. Change is not caused by magic.
<p> <b>Management</b> is the organizational process that includes strategic planning,
setting objectives, managing resources, deploying the human and financial assets needed
to achieve objectives, and measuring results. Management also includes recording and
storing facts and information for later use or for others within the organization.
Management functions are not limited to <i>managers </i>and <i>supervisors.</i>
Every member of the organization has some management and reporting functions as part of their job.
<p><b>Metadata</b> is structured information that describes, explains, locates, or otherwise
makes it easier to retrieve, use or manage an information resource. The Dublin Core is an
example of a standard. It was developed for libraries to be simple and concise. The current
Dublin Core standard defines fifteen metadata elements (title, subject, description, source,
language, relation, coverage, creator, publisher, contributor, rights, date, type, format,
and identifier) for resource description in a cross-disciplinary information environment.
A library catalog is an example of metadata for books and other library materials. A product
catalog is metadata for the products a company sells or distributes.
<P>Metadata has become a "buzz" word and is mis-used. In a library the catalog contains "metadata"
on each item (book and non-books) in the library. In an organization "metadata" is used
to describe the products, items, raw materials, or human resources. The human resources metadata
contains the demographic description (name, address, office, etc.) for each person. The product metadata
contain the name, physical description, quantity, etc. for each product bought and sold.
<p><b>Motivation</b> is the push of the mental forces to accomplish an action. Unsatisfied
needs, motivate. On the biological level basic human needs of food, shelter and survival
are powerful motivators. On the psychological level people need to be understood, affirmed,
validated and appreciated. On the business level motivation occurs when people perceive a
clear business reason for pursuing a transfer of knowledge or practices.
<p><b>Personal Competence</b> is a collection of behaviors including concentration, intensity,
persistence, and self-sufficiency. Concentration is required to examine, contemplate and make
decisions. Intensity refers to the depth of involvement in an activity. Time is an important
component of both concentration and intensity. One must invest the proper amount of time to
accomplish the task. People must take the time to concentrate which enables persistence.
Self-sufficiency is measured by the number and duration of responses that solve problems.
<p> <b>Practices </b>are the techniques, methodologies, procedures, and processes that are
used in the organizations to get the job done. Good practices are those practices that
have fostered improved business results and continue to enable the organization to improve.
Bad practices are those that are detrimental to good business results. Data are gathered to
create information that is used to measure results and determine if the practice is good,
bad, or worth further investigation.
<blockquote><b>Best practices</b> are any practices, use of knowledge, or experience
that have been proven by data or experience to be valuable or effective to individuals,
groups, or organizations. These best practices may be useful or be applicable
to others.
<p> <b>Local best practices</b> are practices that have been used by a department or other
unit of an organization. Based on analysis, these practices have been determined to be
helpful to other departments or units of the organization.
<p><b>Industry best practices</b> are practices that have been determined from outside of
the organization as helpful approaches to large numbers of organizations within that industry.
These best practices may be reported in written sources based on investigative reporting
or based on agreements or conventions of trade or professional groups. For example articles
or books may be written about a practice that one company does that has improved their
performance. This is a very common occurrence in the literature. </blockquote>
<p><b>Query</b> is a question or series of questions that are presented to a knowledge
management system or information retrieval system. Data and information can be retrieved
with a query. The most precise queries are those which return the fewest false drops.
The result of a query needs interpretation by the requestor. A query may return sorted or
unsorted replies.
<p><b>Relationships</b> are the connections people have with other
people. Relationships may be between people with personal connections or those with
connections based on print, media or correspondence. People absorb more knowledge when the
bond is with someone they know and respect. Good relationships create a unity necessary to
run effective organizations. One is more likely to share knowledge with those who share
personal relationships. Building relationships is a mutually helpful activity for creating
interdependence.
<p><b>Sharing</b> is the human behavior that describes the exchange of knowledge.
Sharing and learning are social activities and may occur in face-to-face meetings or via
aural, written or visual stimuli. At least two people are required for sharing. Sharing knowledge
is a positive activity in an organization. Coveting knowledge is the opposite of sharing.
<P><B>Storytelling </b> is the skilled delivery of stories use to present anecdotal evidence,
clarify a point, support a point of view and crystallize ideas. A story can present material
that research data can not. Stories use verbal pictures to spark interest, add variety, and
change the pace of a discussion. Stories make dull speeches sparkle. Storytelling is the
connecting device between data and reality. Stories can share a "truth" that data can not.
Storytelling can help bridge the gap between data and knowledge. It also could be the result
of integrating information. A well chosen story gets the audience's attention. Knowledge
managers use storytelling as a device and tool for sharing knowledge. Storytelling allows
you to present dreams and tell about the past.
<P><B>Stupid</b> in the exact opposite of what should be in a collection of knowledge management terms because "stupid" means one has not used
knowledge or wisdom to make a decision. Knowing the facts and choosing not to use them is stupidity in action. For a full discussion see my
article, "What is Stupidity" <a href="http://kol-safran.blogspot.com/2016/07/new-president-interview-part-36-what-is.html"> parts 1 </a>
<a href= "http://kol-safran.blogspot.com/2016/08/new-president-interview-part-37-what-is.html"> and 2. *
</a>
<p><b>Technology </b>is the set of tools both hardware (physical) and software (algorithms,
philosphical systems, or procedures) that help us act and think better. Technology includes
all the objects from a basic pencil and paper to the latest electronic gadget. Electronic and computer
technology help use share information and knowledge quickly and efficiently. What
was previously slow and tedious is now easier and more realistic. Any tool has the
potential to remove the tedium and repetition that will allow us to perform that which is
most human-- thinking, dreaming, and planning.
<p><b>Thinking </b>is an internal mental process that uses data or information as input,
integrates that information into previous learned material and the and results in either knowledge
or nothing. It may occur at any moment including while eating, sleeping or working
on an unrelated task. Problem solving, planning, information integration, and analysis
are four kinds of thinking.
<p><b>Wisdom</b> is the result of learning and using knowledge for a strategic advantage.
After gaining knowledge, wisdom is used to meet new situations. Wisdom resides in the minds
of the users. Organizational wisdom is the goal of knowledge management system.</font>
<p> A version of this web page appears as a chapter in: <i>Perspectives in Knowledge Management,</i>
published in May 2008 by Scarecrow Press.
<p>* Changed since last revision.
<hr size="4" width="90%">
<p><b><font face="Arial,Helvetica"><font color="#993300">Bibliography</font></font></b>
<p><font face="Arial,Helvetica"><font size=-1>Cohen, Stuart. <b>Child
Development</b> : a study of the growth process. Itasca, IL, F.E. Peacock
Publishers, 1971.</font></font>
<br><font face="Arial,Helvetica"><font size=-1>Covey, Stephen R. <b>The
Seven Habits of Highly Effective People </b>: restoring the character ethic.
New York, Simon & Schuster, 1989.</font></font>
<br><font face="Arial,Helvetica"><font size=-1>Glasser, William.
<b>Schools Without Failure</b>. New York, Harper & Row, 1969.</font></font>
<br><font face="Arial,Helvetica"><font size=-1>Holt, John. <b> How
Children Learn</b>. New York, Pitman Publishing Corp., 1969.</font></font>
<br><font face="Arial,Helvetica"><font size=-1>O'Dell, Carla and C. Jackson
Grayson, Jr. <b> If Only We Knew What We Know</b> : the transfer of
internal knowledge and best practice. New York, Free Press, 1998.</font></font>
<br><font face="Arial,Helvetica"><font size=-1>Rosenberg, Marc J. <b>E-Learning</b> :
strategies for delivering knowledge in the digital age. New York, McGraw-Hill, 2001.
<p><font face="Arial,Helvetica"><font size=-1>Note: This is a work in progress.
It is not exhaustive and will have new terms and revisions added as needed.
Please send me any ideas or comments to improve this list.
</font></font>
<BR> </font> </font>
<P> <font size=-1> <b>Suggested bibliographic citation: </b> Stuhlman, Daniel D. <i>Knowledge management terms.</i>
Chicago, Stuhlman Managment Consultants, 2020. Retrieved from: Http://stuhlmanmancon.epizy.com/defin1.htm on
{today's date}.
<br><font color="#000000"><font size=-2> ©2006, 2008, 2009, 2010, 2012, 2015, 2020 by Daniel D. Stuhlman. Plagiarism will be detected. All rights reserved.
<br>
Last revised October 26, 2020
</font></font></font>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-24617950776126967772020-10-16T11:26:00.000-05:002020-10-16T11:26:31.061-05:00Word Processing -- 1988 style<p><span style="font-family: arial;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWndjJaMeMyY1jd2HiUK1KkqRaY73OL5cp0IU4-TvAaDymwCQVK0fvd-c0jr0DmoJ3tVYKopq2UP1zqLu5Li-5tdTfGZPW0mNh__oR3gvWNRIxmAoFkuEYT7Xtvp3DGO6HxPBxK150ag/s249/tandon.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="249" data-original-width="202" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWndjJaMeMyY1jd2HiUK1KkqRaY73OL5cp0IU4-TvAaDymwCQVK0fvd-c0jr0DmoJ3tVYKopq2UP1zqLu5Li-5tdTfGZPW0mNh__oR3gvWNRIxmAoFkuEYT7Xtvp3DGO6HxPBxK150ag/w105-h130/tandon.jpg" width="105" /></a></span></div><span style="font-family: arial;">Let's go back to 1988 before Chicagoland had multiple area codes or even cell phones. A time before everyone had computers in their homes. To those thrilling days of yesteryear when a fast computer was a 286 and a word processing system with a fast computer, full page monitor, full-featured word processing and a laser printer cost about $5000 and I worked in a computer store. I published a newsletter for customers. Here is Newsletter # 3 from June 1988.</span><p></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAEz3LwW2ErdxA2Jygx-qd56y-0SgX5PyEserFmPEVI-AeU87CbafkwlmVZxWbNhwJuXcgGnJIJGxAcVzdJobju4QBWdK2_sNdcJzNVD1sD8QPDpvzGnAOFRLZc8vcnT9XOowK8duhlQ/s2048/BRW485F993819EB_000161.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1570" height="877" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAEz3LwW2ErdxA2Jygx-qd56y-0SgX5PyEserFmPEVI-AeU87CbafkwlmVZxWbNhwJuXcgGnJIJGxAcVzdJobju4QBWdK2_sNdcJzNVD1sD8QPDpvzGnAOFRLZc8vcnT9XOowK8duhlQ/w670-h877/BRW485F993819EB_000161.jpg" width="670" /></a></div><br /><p><br /><span style="font-family: arial;"><br /></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhovmh2UqLhpn-rCnm4DGSXF7WzjD26EB9YL8uyCG7mJZ2rMv08s8AWnTUc13Q1ZnaojqB6qQnRQ-WrJ-H41KL_EEm7ScvQRwJZJUU0Ifdote8Wc918y_YU4rF270TDsxmS9nR2hywVpw/s2048/BRW485F993819EB_000162.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1570" height="828" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhovmh2UqLhpn-rCnm4DGSXF7WzjD26EB9YL8uyCG7mJZ2rMv08s8AWnTUc13Q1ZnaojqB6qQnRQ-WrJ-H41KL_EEm7ScvQRwJZJUU0Ifdote8Wc918y_YU4rF270TDsxmS9nR2hywVpw/w634-h828/BRW485F993819EB_000162.jpg" width="634" /></a></div><br />Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com1tag:blogger.com,1999:blog-7042596096231582762.post-12532509333365988682020-09-22T16:10:00.000-05:002020-09-22T16:10:14.519-05:00<p><span face="Arial, sans-serif" style="color: #003cff; font-family: arial; font-size: 16pt; line-height: 107%;"><b>New President Interview part 42</b></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: 16pt; line-height: 107%;"><span style="color: #003cff;"><b>What Do You Really Want?</b></span><b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span style="font-family: arial;"><span>September 22, 2020</span><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Question</span></b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">> How should
we remember Ruth Bader Ginsburg (of blessed memory)?<o:p></o:p></span></span></p>
<p class="MsoNormal"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhj_7bXzGAVSJaFyD3LFtexRJ-HsMDJ3-_rpQymgUMo7vC1eWkbOhgYWs3i0keFTRbF1SeGxenQ7OQpRqlROIaPcSB522qtUgGEDxCbx-HQwbIprDBVseQeUNQDXdPMU2EdYxIkFK2iTQ/s300/tzedek.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><span style="font-family: arial;"><img border="0" data-original-height="168" data-original-width="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhj_7bXzGAVSJaFyD3LFtexRJ-HsMDJ3-_rpQymgUMo7vC1eWkbOhgYWs3i0keFTRbF1SeGxenQ7OQpRqlROIaPcSB522qtUgGEDxCbx-HQwbIprDBVseQeUNQDXdPMU2EdYxIkFK2iTQ/s0/tzedek.jpg" /></span></a><span style="font-family: arial;"><b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Answer></span></b><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The most
powerful message is “T<i>zedek, Tzedek, Tirdof <a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_42.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span face=""Arial",sans-serif" style="font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-bidi; mso-bidi-language: HE; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-bidi;">[1]</span></b></span><!--[endif]--></span></span></a></i><span style="mso-spacerun: yes;"> </span>Justice, Justice shall you </span><span face=""Arial",sans-serif" style="mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">pursue.”<span style="mso-spacerun: yes;"> </span>Justic</span><span face="Arial, sans-serif">e and
equality are part of the message that RGB stressed her entire life.</span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">From the time she was a law student to her
end of days as Supreme Court Justice. The root of </span><i>tzedek</i><span face="Arial, sans-serif"> (</span><span dir="RTL" face="Arial, sans-serif" lang="HE">צדק</span><span dir="LTR" face="Arial, sans-serif"></span><span dir="LTR" face="Arial, sans-serif"></span><span dir="LTR" face="Arial, sans-serif"></span><span dir="LTR" face="Arial, sans-serif"></span><span face="Arial, sans-serif">) is the same </span><i>tzdakah</i><span face="Arial, sans-serif">.</span><span face="Arial, sans-serif">
</span><span face="Arial, sans-serif">While </span><i>tzdakah</i><span face="Arial, sans-serif"> is commonly translated as “charity,” what it really
means is establishing justice.</span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">When one
donates money to a food bank is it not the feed the poor, but to help create a
just society so that people are able to afford their own food. One does not
donate food to gain favor with God or other people. </span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">Giving </span><i>tzedakah</i><span face="Arial, sans-serif"> is not an act of
kindness meant to gain grace, but as a way to balance the scales of justice.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">RGB passed away on the first
night of Rosh Hashanah (the New Year). It is said that one who dies on that day
has the special merit of a <i>tzedeket/</i> <i>tzadik</i> a righteous person.<a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_42.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black; font-size: 11pt; line-height: 107%;">[1]</span></span><!--[endif]--></span></a> </span><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Correcting injustice, balancing
the scales, evaluating the distribution of power and creating equity is
tzedakah, the work of righteousness. Being a <i>tzedeket</i>, the feminine of <i>Tzadik,</i>
does not mean she was a nice person. She
was a thoughtful, intellectual person who worked tirelessly to create a more
just world. A world that was better for people she knew or didn’t know; those
alive today and those not yet born. A <i>tzedeket
</i>does not do this for fame, but because it is the way we must all act.<o:p></o:p></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "inherit",serif; font-size: 11.5pt; mso-bidi-font-family: "Segoe UI Historic"; mso-fareast-font-family: "Times New Roman";"> </span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> What does this say for the needs
of the college?</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">A>
</span></b><span style="color: #050505; font-family: Arial, sans-serif;">At the end day, the faculty,
students, and administration need the same goals. The faculty want to share knowledge, teach
critical thinking, the skills for learning on the next step and how to be
life-long learners. The students want to
learn to get a credential for a job or the next step in the academic process.
The administration wants to make sure resources are in the right place at the
right time and the institution is on solid financial grounds. However, everyone has to agree the college is
in the business of education. Education
that benefits the students and the community.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><b> </b></span><span style="color: #050505; font-family: Arial, sans-serif;"><b>Q>
</b>Many colleges have unions and negotiate union contracts.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">How does this common mission fit into union
negotiations?</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><b> </b></span><span style="color: #050505; font-family: Arial, sans-serif;"><b>A></b>
In general the sides refuse to think of the common goals.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">In the early days of unions owners thought
they held all the money and they had all the power.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">All the owners wanted was to make money.
Unions were formed for a united voice for better wages and working conditions.
When workers unionized there was labor power to match the owners’ financial power.
Sometimes unions needed to lobby for laws to protect their rights.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Theoretically, they needed each other to
succeed. I can’t give a history of labor unions, but you can read such history
books as: </span><i style="color: #050505; font-family: Arial, sans-serif;">A History of America in Ten Strikes</i><span style="color: #050505; font-family: Arial, sans-serif;"> by Erik Loomis. New York :
The New Press, 2018; </span><i style="color: #050505; font-family: Arial, sans-serif;">Law and the Shaping of the American Labor Movement </i><span style="color: #050505; font-family: Arial, sans-serif;">/
by William Forbath. Cambridge, Mass : Harvard University Press, 1991. If you
want fiction, then read </span><i style="color: #050505; font-family: Arial, sans-serif;">The Jungle</i><span style="color: #050505; font-family: Arial, sans-serif;"> / by Upton Sinclair, New York : Penguin
Books,1985 (and many other editions).</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Education
is not the same as a business process that produces a product one can hold or
see.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Our product is an educated soul and
a better community.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Please
do not think I’m anti-union.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I am
anti-greed, anti-narcissism, and anti-stupidity. I am pro-win-win results.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;"><b>Q></b>
I heard that some colleges take a long time to negotiate union contracts.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">What advice can you give them?</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Were you ever called in as an outside
mediator?</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"><b> </b></span><span style="color: #050505; font-family: Arial, sans-serif;"><b>A></b>In
business classes one is taught about financial processes. One has to account
for dollars in and dollars out. Business managers make sales and product goals.
In the eyes of the accountants, making a profit is a goal.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">In the eyes of the shareholders, increasing
the share value is succeeding. Applying financial goals to educational
institutions does not work.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">While the
need to forecast enrollment numbers is important for making sure there are
classes and sections, enough physical space and other resources, having more
students this semester over last does not mean more success or increased
revenue. Increasing graduation rates is one measure indicating success that can
be misinterpreted because it does not take into account students who take a
course or two with no intention of matriculation. </span><span style="color: #050505; font-family: Arial, sans-serif;"> </span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">When
the business staff sees numbers, it has a narrow vision of the
institution.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">As my friend, a professor
at a large public university says, “It is all about the money.” When the
business people cut budgets, they see money, not the effect on the students,
faculty, or staff. They don’t always see the big picture such as not having the
right equipment will lead to fewer students.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">A common tactic by administration is to tell everyone, “We don’t have
the money.”</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">A common answer is “But you
have money for highly paid administrators and new buildings.”</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">How can you afford </span><i style="color: #050505; font-family: Arial, sans-serif;">that</i><span style="color: #050505; font-family: Arial, sans-serif;"> and not better
salaries?</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I
was invited to help mediate a contract at a large public institution. A first
step is to try to get them to an equal place.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">That is a place where the negotiations are between groups with
equivalent powers. </span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I asked, “What do you
really want?” Administrators almost always say, teach the students and balance
the budget. I ask, “What is the long term plan? How will it take to be a
successful institution? What do you really want?”</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Mostly they give answers that come out of a
book of platitudes such as: </span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">“We want
students to come to our institution and learn. We want to create life-long
learners.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">We want high retention rates.”</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Then
I ask, “How does one become a teacher in this college?” I remind them a masters
degree in the field they want to teach and probably a doctorate or second
masters is required.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I ask what they
think is the minimum wage for high school graduates, no college.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Amazon is hiring people with no
post-secondary education at $15 /hour. The minimum wage by law is
$10/hour.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">That translates for a
full-time job of about $20,000-30,000 per year.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">At $30,000 after taxes that leaves about $1000 per month for housing.
What kind of apartment can one get for $1000 per month?</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I remind them that part-time faculty teach
over 50% of the courses in the institution and when they keep track of time,
they earn about $7.50-8.00 per hour.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">Again, I ask, “What do you really want?”</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: Arial, sans-serif;">By
this time some of these highly paid lawyers or administrators are either
demanding I shut up because I don’t understand their college and finances, or
they do not believe me. I tell them that once I was a part-time faculty member
for a large university system.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I didn’t
get a paycheck until the end of the semester. I didn’t know if I would return
the next semester.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">I earned about $7.50
per hour because I was not paid for prep time.</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">I was not paid for any follow-up activity after the semester was over.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">If this is new stuff, they didn’t believe me.
If they know this was how colleges operate, they didn’t understand how far they
are from understanding the mission of colleges and education in general.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">If
I still had their attention, I would quietly ask which they prefer, graduates
with a valuable education from reputable school or lots of graduates with
worthless pieces of paper?</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Of course,
none of they would tell me what they really want.</span><span style="color: #050505; font-family: Arial, sans-serif;"> </span><span style="color: #050505; font-family: Arial, sans-serif;">Do they want to go home at the end of the day
and tell their spouse or significant other, they saved the college millions of
dollars or we worked with everyone and agreed to a plan that will benefit all
parties and make our community a better place?</span><span style="color: #050505; font-family: Arial, sans-serif;">
</span><span style="color: #050505; font-family: Arial, sans-serif;">Most of the time they will lie and never say, what they really want.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Mediation
required both sides to understand the needs and wants of the other. I try to get them to reveal all aspects of
the financial picture. I try to get the
faculty to tell the administrators the process of preparing and teaching. I try to get them on the same side. They represent different parts of the
community. If they learn that teaching is an art, life-long education is a
goal, and an educated community is better than a non-educated community, I
succeed. Many times, people are just set
in their ways, think they are always right, and unwilling to get to “yes.”</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: Arial, sans-serif;"> </span><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span style="color: #050505; font-family: Arial, sans-serif;"> How does this tie into the theme
of justice that RBG represented?</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">A></span></b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> The goal of the individual is
act with justice. To treat everyone with
the respect and honor they deserve as human beings. Understanding our history, culture, arts, and
science makes us a better society. If everyone acts with justice, we have a
just society.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Answer
the question, “What do I really want?” When one can answer the question with
maturity, knowledge and wisdom, the educational system can claim a victory.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">Q></span></b><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;">As always you have given me much
to think about. We are out of time. Thank you.<o:p></o:p></span></p><div style="background: white; border-bottom: double windowtext 2.25pt; border: none; mso-element: para-border-div; padding: 0in 0in 1.0pt 0in;">
<p class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; line-height: normal; margin-bottom: 0.0001pt; padding: 0in;"><span style="color: #050505; font-family: "Arial",sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-bidi;"> </span></p>
</div><p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;">Part forty-two of imaginary interviews with the president of the
College. After more than 40 interviews the president is no longer “new,” but
since we are all works in progress, I am continuing the series as if s/he were
a “new president.” Please feel free to suggest new ideas for interviews and
presidential comments. This article is for your information, amusement, and
edification. Everything is true, but some details have not yet happened. Any
connection to a real college or president is strictly coincidental. <o:p></o:p></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;">
</p><div><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1">
<p class="MsoFootnoteText"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20president%20Interview_42.docx#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span style="font-family: "Arial",sans-serif; font-size: 9.0pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 9pt; line-height: 107%;">[1]</span></span><!--[endif]--></span></span></a><span style="font-family: "Arial",sans-serif; font-size: 9.0pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">
Librarian Gary Price curated a collection of videos of interviews and
lectures with RBG. Most are available for free from C-SPAN. </span><a href="https://www.infodocket.com/2020/09/18/justice-ruth-bader-ginsburg-1933-2020-a-selection-of-interviews-and-lectures/" target="_blank"><span style="background: white; color: #1155cc; font-family: "Arial",sans-serif; font-size: 9.0pt; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">https://www.infodocket.com/2020/09/18/justice-ruth-bader-ginsburg-1933-2020-a-selection-of-interviews-and-lectures/</span></a><o:p></o:p></p>
</div>
</div><div style="mso-element: footnote-list;"><div id="ftn2" style="mso-element: footnote;">
</div>
</div>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-79685550932576153322020-09-20T23:18:00.000-05:002020-09-20T23:18:23.168-05:00New President Interview -- Part 41 The Big Picture in the College<p><span style="font-family: arial;"> (Originally written April 14, 2019)</span></p><p class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: .5in;"><b><span style="font-family: "Arial",sans-serif; font-size: 16.0pt;">New
President Interview -- Part 41<o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: .5in;"><b><span style="font-family: "Arial",sans-serif; font-size: 16.0pt;">The Big Picture in the College<o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: .5in;"><b><span style="font-family: "Arial",sans-serif; font-size: 16.0pt;">April
14, 2019</span></b><b><span style="font-family: "Arial",sans-serif;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-family: "Arial",sans-serif;">Preliminary remarks<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">It has been more
than 8 months since we heard from the College President. The last installment
concerned tacit knowledge, the non-verbal and non-recorded quiet
knowledge.<span style="mso-spacerun: yes;"> </span>This interview concerns
another aspect of college administration.<span style="mso-spacerun: yes;">
</span>What is the big picture in the operation of the college?<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span></b><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> What is
the role of tacit knowledge in the running of the College? Are institutional stories recorded?</span></b></p><p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br /></span></b></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"></span></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimeG4LXnzwSMgeBjrdtJWp7mPKQXJoqplXyxzzg4AfPjmzB04VhdgYF6DZ9frZ8v2t2csFBRDhjioXr5BFfY0B83RR5-hBBcl0N6XoY4CmLvTebb49q57SrYLp0_YsheJrpEu2V3OuGw/s500/tacit.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="278" data-original-width="500" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimeG4LXnzwSMgeBjrdtJWp7mPKQXJoqplXyxzzg4AfPjmzB04VhdgYF6DZ9frZ8v2t2csFBRDhjioXr5BFfY0B83RR5-hBBcl0N6XoY4CmLvTebb49q57SrYLp0_YsheJrpEu2V3OuGw/w281-h156/tacit.jpg" width="281" /></a></b></div><b><br />Answer></b><span style="font-family: Arial, sans-serif;"> The accountants can’t measure
tacit knowledge. Tacit knowledge is not
stored in the college files or library. Tacit knowledge is not recordable in
rules, plans, or documents. Tacit knowledge includes the ability to read faces,
understand emotions, and decipher how objects and processes work so that the
tasks can be done. The acquisition of tacit knowledge comes with experience and
that is reason veteran, experienced workers are more valuable than neophytes
and recent graduates.</span><span style="font-family: Arial, sans-serif;"> </span><p></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Let me tell
you a story that happens in highly functional organizations.<span style="mso-spacerun: yes;"> </span>Person AB has been with the organization for
many years.<span style="mso-spacerun: yes;"> </span>AB has created many systems
within his department and the organization to enable people to work more
efficiently and in concert.<span style="mso-spacerun: yes;"> </span>Today AB
announces he is leaving for a new job.<span style="mso-spacerun: yes;">
</span>Everyone is happy for him including his managers.<span style="mso-spacerun: yes;"> </span>The manager wants to hire a replacement as
soon as possible so that AB can train him.<span style="mso-spacerun: yes;">
</span>AB agrees to stay and help hire and train a replacement.<span style="mso-spacerun: yes;"> </span>The hiring process goes well.<span style="mso-spacerun: yes;"> </span>The organization has a good-bye party and the
company even gives him certificate of appreciation. AB leaves the company in
good hands and goes on to his next organization with good connections and
bridges to the old place.<span style="mso-spacerun: yes;"> </span></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Arial, sans-serif;">Hold on
---</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">This is not how it goes.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">My colleague in another college told me how
his college “works.”</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">Person XYZ held an
important administrative role and announced two months in advance a plan to
retire at the end of the semester.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The
college gave him a good-bye party.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The
accountants say (to themselves) that this is an opportunity to save money.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">We will not hire a new person until XYZ
leaves. We will not even advertise the position is open.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The president of the college does nothing to
start the hiring process or even figuring out the role of a potential new
person.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">No one even discusses, the job
requirements or the needs and wants of the college.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">In the end, XYZ says “good riddance” and
never shares the tacit knowledge.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The
college cleans out his office of all papers and the computer files are wiped
clean.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">Nothing is saved.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The college loses XYZ’s knowledge and the
students suffer.</span></p></blockquote>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> Wow! Are you exaggerating?</span></b></p>
<blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p class="MsoNormal" style="text-align: left;"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Answer></span></b><span style="font-family: Arial, sans-serif;"> Yes, a little. Experience is a powerful teacher. Our pay scale is designed so we can hire experienced
faculty and staff and pay them more than new graduates. Experience is valuable in the way we teach,
run the organization, and influence the community. Learning to ask the right
questions is as important as learning from a book or class. If we know the right questions, seeking the
answers are easier. Training, expertise,
and academic preparation are only part of what we bring to the job. While colleges claim to teach research skills
and encourage life-long learning, the organizational culture at many colleges
does not practice what they teach.</span></p></blockquote>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> Let’s return
to the first question. What tacit
knowledge needs to be saved? How does
one save it?</span></b></p>
<blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p class="MsoNormal" style="text-align: left;"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span></b><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Answer></span></b><span style="font-family: Arial, sans-serif;"> Our college has someone<b> </b>assigned the task of archivist and
chief knowledge officer. The person
helps develop policies concerning what to save and how best to save it. In the archivist role, this person supervises
the saving, storage and retrieval college records and documents. College
records means documenting events and processes.
The storing and retrieving of student records is part of another
department’s role. For example, if a
department is undergoing a reaccreditation process we have procedures and
policies to save the documents from the preparation of the self-study. The people in charge must also write reports
describing the process including what they learned that could make the next
round go easier. The lessons learned in
the process are saved for the next person who may be tasked with this job. While this report is not tacit knowledge, the
narratives help others understand the tacit knowledge that was part of the
process.</span></p></blockquote>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> How does one save tacit
knowledge?</span></b></p>
<p class="MsoNormal" style="margin-left: .25in;"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Answer></span></b><span style="font-family: Arial, sans-serif;"> Using my definition it is not
possible to teach tacit knowledge with documents. Tacit knowledge cannot be
recorded with words or symbols. Tacit knowledge is used when you “go with your
gut” or answer, “how do you feel about the situation?” One needs a personal connection such as a
mentor or colleague. They will point out
what is going on in the organization in a way that documents do not
preserve. The mentor may be able to show
the new person the people and processes that are needed to get a task
done. The mentor may be able to pass on
some of the people knowledge gained over the years. Empathy, which involves the reading of the emotional
needs of others and social skills, which enable us to act artfully and
professionally are skills that can be taught with words but one needs
experience to use these skills effectively.
</span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> How
does knowledge get transferred?<span style="mso-spacerun: yes;"> </span>Is the transfer
of knowledge one of the college’s goals?<o:p></o:p></span></b></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span></b><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Answer> </span></b><span style="font-family: Arial, sans-serif;">One theory of education is the
knowledge provider has a broad overview of what the learner needs to know. Knowledge
is the result of understanding and interpreting data and information. Explicit knowledge is the written and recorded
knowledge that is presented to the learner.
The provider needs ways to give the learner multiple sensual experiences
to help internalize the information.
Through practice and mentoring the knowledge provider will give a path
to internalize knowledge. The learner will develop a “feeling” about the
knowledge that will influence behavior. We
call this influence or change in behavior <i>education.</i> The mastery of knowledge is both a science
dependent on rules that are always present and an art, which is situationally
dependent. The “art” is also called “a gut
feeling.” The learner who becomes an
excellent student or worker is one who balances the rules with the feeling to
do what is right. Sometimes doing the
“right thing” is counter to following the rules</span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><span style="mso-spacerun: yes;"> </span></span></p></blockquote>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> Are
you confusing classroom learning for credit with learning how the organization
works?<o:p></o:p></span></b></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span></b><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Answer> </span></b><span style="font-family: Arial, sans-serif;">Classroom learning is needed
to give a conceptual approach to a discipline.
Without understanding the historical or scientific process, one cannot
have “gut feelings” that are correct when problem solving. The character of Jethro Gibbs on <i>NCIS</i> knows his agents are trained
well. He frequently says, “go with your
gut” rather than telling his subordinates exactly what to do. Creativity and solving tough problems always
requires both following the rules and thinking out of the box.</span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif;">In her
doctoral dissertation in 2013 Linda Guzzo</span><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20President%20Interview_41.doc#_ftn1" name="_ftnref1" style="font-family: Arial, sans-serif;" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[1]</span></span></span></a><span style="font-family: Arial, sans-serif;"> “Case
Study: The Transfer of Tacit Knowledge from Community College Full-Time to
Adjunct Faculty” says that knowledge is a valuable commodity.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">She questions whether the inadequate
transfer of tacit knowledge from the full-time faculty to the adjunct faculty
affects student outcomes, student success and institutional effectiveness.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The answer, without even reading her
conclusion, based on my experience and talking with fellow college presidents
is, “yes, performance is affected.” </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">If
there is not transfer of tacit knowledge, it is likely the whole communications
process is lacking.</span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif;">If I contact
an organization and no one, can tell me who is in charge to solve a particular problem
that is a symptom of poor knowledge transfer.</span><span style="font-family: Arial, sans-serif;">
</span><span style="font-family: Arial, sans-serif;">If one of my faculty or staff members does not know how to direct a
student to finding the correct person to solve the problem, that is a symptom
of poor knowledge management.</span></p></blockquote>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><o:p> </o:p></span><b><span style="font-family: "Arial",sans-serif; mso-bidi-language: HE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Q> We are
out of time for this interview. Thank
you very much.</span></b></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="https://d.docs.live.net/9cea1f83476b7437/Donnie/Blog_entries/New%20President%20Interview_41.doc#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="font-family: "Arial",sans-serif;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Arial",sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN;">[1]</span></span><!--[endif]--></span></span></span></a><span style="font-family: "Arial",sans-serif;"> Guzzo, Linda R. “Case Study: The
Transfer of Tacit Knowledge from Community College Full-Time to Adjunct Faculty.”
<i>ProQuest LLC</i>, ProQuest LLC, 1 Jan. 2013. Retrieved from <span style="mso-spacerun: yes;"> </span><i>EBSCOhost</i>, <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
</div>
</div>Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-88901889696634270682020-08-20T12:37:00.001-05:002020-08-20T13:03:20.275-05:00New Senior Management -- President Interview -- Part 38 <br />
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<span style="color: blue;"><span style="background-color: white;"><b><span style="font-family: "arial" , sans-serif; font-size: 16.0pt;">New President Interview --
Part 38</span></b></span></span></div>
<span style="color: blue;"><span style="background-color: white;">
</span></span><br />
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<span style="color: blue;"><span style="background-color: white;"><b><span style="font-family: "arial" , sans-serif; font-size: 16.0pt;">New Senior Management and Team
Building</span></b></span></span></div>
<span style="color: blue;"><span style="background-color: white;">
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<span style="color: blue;"><span style="background-color: white;"><b><span style="font-family: "arial" , sans-serif; font-size: 16.0pt;">August 20, 2020</span></b></span></span></div>
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<b><span style="font-family: "arial" , sans-serif; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN;">Preliminary remarks</span></b></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-hansi-theme-font: minor-bidi;">It has been four years since we last heard
from our new president. He is now a veteran in the academic administration
world, but for us he is still “new” because part of his philosophy is “learning
never ends.”<span style="mso-spacerun: yes;"> </span>He recently wrote an
article on team building in academia and he is consulting for a university in
another city concerning hiring a provost.</span></b></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-hansi-theme-font: minor-bidi;">Q> Why does
another university need to hire an outside consultant?</span></b></div>
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> Hiring a senior administrator such as president,
vice-president or provost is difficult </span><br />
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg23a-4bu1V9NlWS-N6F4QzdLFFde2aAh1lJRkpw9PJQstXmKJup0uBZ-VcrfFEibrd_dWc_XoQdl7tRyahyphenhyphenYZsDl733aDYXlZ3T3Vh2zxNlRTBJPFrkD9cMqU8lZLaaFo48yVf8NTEYQ/s1600/communicate.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="888" data-original-width="850" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg23a-4bu1V9NlWS-N6F4QzdLFFde2aAh1lJRkpw9PJQstXmKJup0uBZ-VcrfFEibrd_dWc_XoQdl7tRyahyphenhyphenYZsDl733aDYXlZ3T3Vh2zxNlRTBJPFrkD9cMqU8lZLaaFo48yVf8NTEYQ/s200/communicate.jpg" width="191" /></a></span></div>
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">because there are so many stakeholders
to satisfy including the senior staff that he works with every day, the
faculty, the administrative staff, the students and the board of directors.<span style="mso-spacerun: yes;"> </span>Each have their own agenda.<span style="mso-spacerun: yes;"> </span>While the public thinks the university is in
the business of educating students, not all the stakeholders buy into that idea.<span style="mso-spacerun: yes;"> </span>A board of directors (or trustees) may think
they look out for the prestige of the institution and/or community.<span style="mso-spacerun: yes;"> </span>Faculty may want a leader who will help them balance
teaching and research. <span style="mso-spacerun: yes;"> </span>A dean or department
head may want a good strategist who can balance needs and wants justly. Staff
may just want someone who is a nice person, who recognizes their contribution
to the organization and lets them to their jobs. The business and money people
want someone who can be financially efficient and enable compliance with a
budget. Students want to learn and get the diploma or credential that gets them
a job.</span></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> Isn’t
this too simplistic for the pressures of the job?</span></b></div>
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> Yes, I gave some examples of what people
want from the new administrators.<span style="mso-spacerun: yes;"> </span>I was
chosen to help the search process because I have many years or experience helping
people figure out the right questions.<span style="mso-spacerun: yes;"> </span>Hiring
in a business or non-profit is not the same as an academic hire.<span style="mso-spacerun: yes;"> </span>The owner(s) may hire whomever they like without
paying attention to any stakeholders. I was called to make sure the university
does not have too many independent voices that make a good choice impossible. My
job is to facilitate communication and help them listen to the voices outside
their domain. Once I get them on the same path and recognize the same goal, their
work is more efficient.</span></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> Does part
of your job involve reading resumes and evaluating credentials?</span></b></div>
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> No.<span style="mso-spacerun: yes;">
</span>I help them learn home to uncover a candidate’s story. I want them to
find ways to say, “yes” and distinguish who has the skills to grow into the
job. The skills that help improve scientific research differ from what is needs
to analyze a candidate’s potential. Learning the strengths of the candidate pool
should help the hiring committee differential between needs and wants.</span></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> How does
the university’s recent memory affect the hiring process?</span></b></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A><span style="mso-spacerun: yes;"> </span>A committee
may want someone who is <span style="mso-spacerun: yes;"> </span>like the previous
occupant because the previous occupant retired and left on good term.<span style="mso-spacerun: yes;"> </span>Or very they may a person with a different
skill set because they were disappointed with the performance.<span style="mso-spacerun: yes;"> </span>I help them decide the best ways to figure
out what is best. Sometimes old conflicts surface during a search.<span style="mso-spacerun: yes;"> </span>At that time an outsider can help smooth the
road. We don’t want a pessimist to worry about the old problems won’t be solved
or an optimist who thinks the new leader will magically push aside the <i>mishugas</i>
(craziness) and create an end to conflict.<span style="mso-spacerun: yes;">
</span>Internal conflicts should be resolved, litigated or mediated before
meeting any candidate.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: auto; mso-pagination: widow-orphan; text-autospace: ideograph-numeric ideograph-other;">
<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q>How does
one balance the great interviewer, the person who looks great on paper, with
the finding the right person for the position?</span></b></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb4atm-iKnw387dg0S5_N-5ry42c4MiKyum49pNYcEJJv6PaoVZixoLaWZTwbaCOFkZTAjB0Du2qPweUJ4EY7J_9K5Cnxv_bb8PpXHhC-Rt6IJEDQ1ndBw87v1Bsi4RDZ-nUc9D0O-ug/s1600/pileOFpapers.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="183" data-original-width="275" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb4atm-iKnw387dg0S5_N-5ry42c4MiKyum49pNYcEJJv6PaoVZixoLaWZTwbaCOFkZTAjB0Du2qPweUJ4EY7J_9K5Cnxv_bb8PpXHhC-Rt6IJEDQ1ndBw87v1Bsi4RDZ-nUc9D0O-ug/s200/pileOFpapers.jpg" width="200" /></a><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. There are always people who have the gift of gab. They know the
buttons to push to get people to think they are great candidates. <span style="mso-spacerun: yes;"> </span>I just read a biography of a 19<sup>th</sup>
century German rabbi who was a great orator, brilliant writer, yet couldn’t make
friendly small talk (i.e. the opposite of the “gift of gab.”). Jobs applied to
him because of his reputation and who he knew. <span style="mso-spacerun: yes;"> </span>A consultant has to warn the committee when
someone who is “too good to the true” yet hops from job to job every three
years this candidate is not the right person when the university needs long
term loyalty.<span style="mso-spacerun: yes;"> </span>The University should not
be so infatuated with the candidate, that the limitations are ignored. People
are full packages and the committee needs to work hard to pick the right
person, not the one they “love.”</span></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> How does
the search process fit into building a team?<span style="mso-spacerun: yes;">
</span>What is a team approach for an organization?</span></b></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<br /></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> Team building
means building a culture that has a common goal or mission, but diverse
intellectual backgrounds and abilities.<span style="mso-spacerun: yes;">
</span>The president does not need a bunch of “yes-men” who always agree even
when the path is not prudent. If the current team has some members who are
analytical, then perhaps you need more creative and “think-out-of-the-box” thinkers.<span style="mso-spacerun: yes;"> </span>If you have data driven people, perhaps you
needs emotional or “seat-of-the pants” thinking.<span style="mso-spacerun: yes;"> </span>If you have people who know one culture, then
you need people who know other cultures.<span style="mso-spacerun: yes;">
</span>The team needs to be aware that no one has a monopoly on the truth.<span style="mso-spacerun: yes;"> </span>A path that is right today may be wrong tomorrow.
The team needs a fair balance between listening and speaking up and continuing on
the same path versus exploring the new, untested ideas. . </span></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">An organization
needs good communications.<span style="mso-spacerun: yes;"> </span>That means
getting people the information and knowledge to do their jobs.<span style="mso-spacerun: yes;"> </span>For example, there is an organization I’ll call
ABC <span style="mso-spacerun: yes;"> </span>Tov. Everyone from the part-time
janitors to senior researchers has to have a professional development plan. ABC
Tov gives everyone at least one day a month for professional development and gives
everyone a budget.<span style="mso-spacerun: yes;"> </span>Professional development
may be internal or external classes, on-line classes, reading materials, etc. Everyone
week each department has a lunch and share.<span style="mso-spacerun: yes;">
</span>The time is used to share experiences, build friendships, teach each
other, and learn about the best practices that other use or have
discovered.<span style="mso-spacerun: yes;"> </span>Food helps lubricate the
conversation.</span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Communication
happens on many levels. The “sage on the stage” was once the standard for
education.<span style="mso-spacerun: yes;"> </span>The professor professed and
the students took notes.<span style="mso-spacerun: yes;"> </span>In some
organizations the presidents and upper management were the “sages.” <span style="mso-spacerun: yes;"> </span>This is not the way to create a dynamic
classroom or organization.<span style="mso-spacerun: yes;"> </span>People in the
university do not work in silos.<span style="mso-spacerun: yes;"> </span>The new
hire does not know everything.<span style="mso-spacerun: yes;"> </span>For example,
in the company ABC Tov, a new computer professional was hired. <span style="mso-spacerun: yes;"> </span>He had skills that the president wanted to
learn.<span style="mso-spacerun: yes;"> </span>The president became the learner
and a great relationship started. When it was time to promote, the president
know whom to select.<span style="mso-spacerun: yes;"> </span>In an organization
that have good communications, people know where to turn to get answers on how
to do their jobs.<span style="mso-spacerun: yes;"> </span>When a client, a student
or a customer calls, the first contact knows where to look for the answers.</span></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> What
makes a consultant strong</span></b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">?<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> Consultants
are unbiased outside voices.<span style="mso-spacerun: yes;"> </span>They do not
have to live with their advice, but you do.<span style="mso-spacerun: yes;">
</span>You want the university to have a successful search so that your reputation
is enhanced, but that is not the only goal.<span style="mso-spacerun: yes;">
</span>If the consultant gives good strong, experience, evidence based advice
then the search committee ignores it, the consultant can go home at the end and
know the job is done and not be bothered.</span></div>
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<br /></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> What is
good communications?</span></b></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> A great
communicator knows when to listen and when to talk. Teams building happens when
you train yourselves to know what the other members are doing. That is know
what you know and learn how to find the answers for what you do not yet know. <span style="mso-spacerun: yes;"> </span>Comedy is funny because of the use or misuse
of language.<span style="mso-spacerun: yes;"> </span>Jokes are funny cause of a
double meaning of words or phrases.<span style="mso-spacerun: yes;"> </span>A
team needs to be able to “read” other members and act accordingly. <span style="mso-spacerun: yes;"> </span>Examples of teamwork are police or crime
fighting procedurals where the characters train, learn the facts, and solve the
crime. In an organization, communications are on multiple platforms.<span style="mso-spacerun: yes;"> </span>There are rules and laws from the government,
there are business procedure documents, and in-person training on a macro level.<span style="mso-spacerun: yes;"> </span>That is, a level above the day-to-day
actions.<span style="mso-spacerun: yes;"> </span>On a daily basis one needs to
know what has changed since yesterday.<span style="mso-spacerun: yes;">
</span>Email, phone calls, message posts, meetings are all examples of communication
tools. One must be careful to balance too much information with the need to
know essentials for getting one’s job done. </span></div>
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<br /></div>
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<b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Q> Thank you,
I see that we are out of time for today.<span style="mso-spacerun: yes;">
</span>Any final thoughts?</span></b></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 19.0pt 0in; mso-pagination: widow-orphan; padding: 0in;">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A> Teamwork requires
members to know what to expect, when to listen, when to talk and how to ask the
right questions.<span style="mso-spacerun: yes;"> </span>They need the freedom
to think, cre</span><span style="font-family: "arial" , sans-serif;">ate, and build.<span style="mso-spacerun: yes;"> </span></span></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
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<![endif]-->Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-79375685080409131332020-08-18T19:11:00.001-05:002020-08-18T19:11:41.620-05:00Saving Jewish Books<html>
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<title>Librarian's Lobby June 1999, Daniel D. Stuhlman Saving Jewish Books</title>
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<blockquote><b><h3>Librarian's Lobby
<br> June 1999
<br><B>Saving Jewish Books</B> </H3>
</p>
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<p>The respect for books and their ability to transmit knowledge is a very important part of our
tradition. At some point a book gets worn through use or it turns yellow and becomes fragile.
When the books contains <em>shamot, </em>then we bury them.
<br>
<p>During the past few weeks of the <em>shamot,</em> collection project I found items that have no business being buried. Some of the items are amusing; for example : a plastic coin, empty bags and a
child's drawing. I found books that still smelled fresh. I found books that I immediately saved and put into the Library collections.
<br>
<p>Benjamin of Tudela (Rabbi Benjamin ben Yonah), 1163-1173, one of the most famous Jewish
travelers, describes the Jews of Cairo in approximately the year 1166, as being wealthy. Many
also had the gift of learning and great minds. Jews were active in many commercial enterprises
and were frequent purchasers of books. When the books and documents were no longer useful
they were placed into a store room (or <em>Geniza</em>). These documents and books were preserved
because of the dry climate. Because the <em>shamas</em> often thought it would bring bad luck, they
preserved <em>shamot</em>.
<br>
<p>The first non-residents who managed to visit the <em>Cairo geniza</em> were Simon van Geldern in 1752
Abraham Firkowitch, and Jacob Safire. Firkowitch, a Russian, collected and sold ancient
manuscripts from his visit to Egypt in the 1840's. Some of the documents were sold to the
Russian Imperial Library [1]. In 1896, with money secured from Charles Taylor, the Master of St.
John's College, Solomon Schechter. sailed from Egypt with the task of securing the documents
for the library in Cambridge.
<br>
<p>Some of the more famous documents discovered in the <em>Cairo geniza</em> were, the Hebrew text of Ben Sira, the Damascus covenant, <em>teshuvot</em> of Hai Gaon, and leaves from the Jerusalem Talmud that cleared up some difficulties in the previous standard-printed texts.
<br>
<p>What does the Cairo <em>Geniza</em> have to do with <em>Shamot</em> today? We are too quick to produce documents and too quick to discard documents. The Hebrew Theological College Library (Skokie, IL)has even put in display cases materials that were found in discard piles.
<br>
<p>The HTC Library collects materials for their ability to transmit knowledge from one person to another.
Sometimes the value of an object is in the content or text and sometimes it the object itself as an
artifact. For example a<em> birkhon</em> (bencher) is more valuable with a name imprinted than without. A book is more valuable with an autograph of the author than one bought new. A single Maxwell
House Haggadah is less valuable than a collection that spans the 64 years they have been
produced. [2]
<br>
<p>The HTC Library has a special collection of <em>Birkhonim</em> (books with blessings for after meals). The collection serves as a record of the<em>simhas</em> that are imprinted on the covers and gives people an idea of the variety of books people have given out. The collection has been used to find a <em>zemer</em> that is not in most of our Ashkanzi <em>zemirot </em>books. One book was used to show the continuity of the community. We displayed a picture of an early supporter alongside of <em>birkhonim</em> from his descendants. I have found someone who used the same <i>birkhon</i> for her bat mitzvah and wedding. (She did change the color and the cover inscription.) Some include special messages for the guests. Instead of collecting rebbe cards, what if we had a collection of benchers from the weddings of famous rabbis?
<br><BR>
<p><H3><B>A modest proposal</B></h3>
<p>We should educate the public to be careful and not create <em>shamot</em> needlessly. Photocopying of texts that will eventually need burial should be done judicially. Books and manuscripts (i.e. Sefrei Torahs, tephillen, etc.) should not be buried if someone else could use them or collect them.
Even a <em>pasul sefer Torah</em> would be welcome in our Library collections. Let's pass books that are no longer needed to those who could still learn from them.
<br>
<p>If you need an expert to determine if the object, document, or book has value to others, do not
hesitate to call me or another librarian.
<br>
<p>After preparing the above column I received word that three fires were set in synagogues in Sacremento, CA. One synagogue lost its library of 5000 books and 300 video tapes. Federal and local investigators were quickly on the scene, but have not come up with any suspects.
<br>
<hr WIDTH="66%">
<br>
Notes <br>
<p>1. This is the same library that holds the Leningrad Bible Manuscript. Firkowitch is the dealer
who sold the manuscript to the library, which is now called, The Russian National Library. See
the Librarian's Lobby of March 1998.
<br>
<p>2. Maxwell House Haggadot have changed over the years. In the 1920's they were a lot plainer
than the ones from the 1990's. The ones from 1998 and 1999 have color covers and a crisper layout
than the ones from the 1980's.
<br>
<p>
</blockquote>
<font face="Arial,Helvetica">
<font color="#000000"><font size=-2> ©2005 by Daniel D. Stuhlman.
All rights reserved. <br>
Last revised August 18, 2020
</div>
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Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0tag:blogger.com,1999:blog-7042596096231582762.post-89306642581214114942020-08-17T17:12:00.001-05:002020-08-17T17:12:26.772-05:00The Power of Law<!--[if gte mso 9]><xml>
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<span style="color: blue;"><span style="background-color: white;"><b><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">The
Power of Law</span></b></span></span><br />
<br />
<span style="color: blue;"><span style="background-color: white;">
</span></span><span style="color: blue;"><span style="background-color: white;"><b><span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">Introduction</span></b></span></span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYUZvAqkkcuYU0SQJrpMrs8fcV0f4MzI7aET3p1QWuPoKJhDGRBmpirKac7i5B4gDuecOTHQ4BbfKvi2lLrHyFY1RCMuArWuM9q0YU653-kQ7TMisfQlaby37QmjYLJclJoI06mo3KVA/s1600/law-and-justice.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="441" data-original-width="673" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYUZvAqkkcuYU0SQJrpMrs8fcV0f4MzI7aET3p1QWuPoKJhDGRBmpirKac7i5B4gDuecOTHQ4BbfKvi2lLrHyFY1RCMuArWuM9q0YU653-kQ7TMisfQlaby37QmjYLJclJoI06mo3KVA/s320/law-and-justice.jpg" width="320" /></a><span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">Every
week I prepare comments on the Torah reading with connections the business or
management issues.<span style="mso-spacerun: yes;"> </span>While my Jewish
friends understan<span style="background-color: white;"><span style="background-color: white;"></span></span>d the comments through the lens of Torah, non-Jewish
colleagues see through the lens of corporate or organizational life.<span style="mso-spacerun: yes;"> </span>Human nature has not really changed over the
thousands of years of history.<span style="mso-spacerun: yes;"> </span>We still
have people who seek personal gain at the expense of others, and we have people
who strive to make this a better world than when we entered.<span style="mso-spacerun: yes;"> </span>The Torah is not book of perfection.<span style="mso-spacerun: yes;"> </span>Biblical characters and groups have flaws. <span style="mso-spacerun: yes;"> </span>The Torah contains the laws and ideas so that we
can strive toward excellence that is walk humbly with God.<span style="mso-spacerun: yes;"> </span>The concept appears three times in book of
Devarim (Deuteronomy) in 10:12; 11:22 and 26:17. The Latin term <i>Imitation Dei</i>
is more succinct than any Hebrew or English term. </span><br />
<br />
<span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">The
power of law is that we are always surrendering to a higher power. Law creates
order and enables justice. We give up certain freedoms so that we create a
society and end up with more freedom and opportunities.<span style="mso-spacerun: yes;"> </span>As
the mayor of Chicago reminds us, we have to feel safe</span><br />
<div style="margin-bottom: 5.0pt; margin-left: .3in; margin-right: .3in; margin-top: 5.0pt;">
<span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">The
opposite of violence is justice. Justice is not something we can only look to
find in law enforcement or in the courts. Justice makes a demand of all of us.<a href="https://www.blogger.com/blogger.g?blogID=7042596096231582762#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "arial" , sans-serif; font-size: 11.0pt; line-height: 107%;">[1]</span></span></span></span></a></span></div>
<span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">Laws
made by human legislators can be created, changed, interpreted or struck
down.<span style="mso-spacerun: yes;"> </span>Human nature is harder to
change.<span style="mso-spacerun: yes;"> </span>Some people will never learn
from the mistakes of others.<span style="mso-spacerun: yes;"> </span>It is our job
to speak out against injustice and find ways to live in peace and prosperity
with justice and wisdom<a href="https://www.blogger.com/blogger.g?blogID=7042596096231582762#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "arial" , sans-serif; font-size: 11.0pt; line-height: 107%;">[2]</span></span></span></span></a>
for all. </span><br />
<br />
<span style="color: blue;"><b><span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">Parashat
Re’eh<span style="mso-spacerun: yes;"> </span>Shabbat shalom<span style="mso-spacerun: yes;"> </span></span></b></span><br />
<span style="color: blue;">
</span><span style="color: blue;"><b><span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">August
14, 2020</span></b></span><br />
<br />
<span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">I
have to depart from direct comments on the Torah reading. This week had some
very sharp contrasts.<span style="mso-spacerun: yes;"> </span>On Monday we awoke
to hear of destruction, burglary and looting in downtown Chicago and other
neighborhoods. The whole idea of laws is to create a just society.<span style="mso-spacerun: yes;"> </span>There is no excuse for the taking someone
else’s property or the destruction homes and businesses.<span style="mso-spacerun: yes;"> </span>On Tuesday about 4 PM a rare tornado ripped
through the neighborhood. I had already told my daughter that we don’t get
tornados in the City of Chicago.<span style="mso-spacerun: yes;"> </span>That is
because the last one was in 1983 and I didn’t remember it. Friday morning, I
heard that one of members had his car tires stolen off their two cars while
parked outside his home.<span style="mso-spacerun: yes;"> </span></span><br />
<br />
<span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">The
block I live in and the one north of us was without power for 36 hours.<span style="mso-spacerun: yes;"> </span>We were among the 600,000 customers who lost
electric power.<span style="mso-spacerun: yes;"> </span>Thankfully, the
neighbors helped each other. My shul (synagogue) was also without power and we
had to <i>davan</i> <span style="mso-spacerun: yes;"> </span>(pray) in the
parking lot. One shul a few blocks away had roof damage and no minyan. <span style="mso-spacerun: yes;"> </span>It was strangely quiet in the house without
any motors or fans running.<span style="mso-spacerun: yes;"> </span>I felt like
a Karaite on Shabbat who could only eat cold food. The first estimates for
repair time were uncertain and then ComEd couldn’t promise electricity until
Saturday.<span style="mso-spacerun: yes;"> </span>The neighbors were concerned
as to how to have food for Shabbat without refrigeration and ways to make hot
food.<span style="mso-spacerun: yes;"> </span>It all worked out, except the air
conditioning in shul didn’t work.<span style="mso-spacerun: yes;"> </span>It
hard to<i> davan</i> without air conditioning or any openable windows, but
thankfully no one melted. </span><br />
<br />
<span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">Thursday
afternoon (August 14), we heard of the deal between the United Arab Republic
and Israel.<span style="mso-spacerun: yes;"> </span>I am so elated to hear of
positive deals as a result of negotiations, not force or war. In the short time
since this agreement, progress has been made.<span style="mso-spacerun: yes;">
</span>As of August 16, phone calls can be directly made between the countries
and Israeli websites are no longer blocked.<span style="mso-spacerun: yes;">
</span>Several companies have already signed agreements and plans for direct airline
services are being planned.</span><br />
<br />
<i><span style="font-family: "arial" , sans-serif; font-size: 11.0pt;">Parashat
Re’eh</span></i><span style="font-family: "arial" , sans-serif; font-size: 11.0pt;"> is always read near Rosh Hodesh Elul.<span style="mso-spacerun: yes;"> </span>This year Elul starts next Friday. Elul is
the month we start to prepare for the high holiday season. We turn our thoughts
to the process of <i><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">teshuva.<span style="mso-spacerun: yes;"> </span></span></i><i><span style="font-family: "arial" , sans-serif; font-style: normal;">We can think of</span></i><i><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> teshuva </span></i><i><span style="font-family: "arial" , sans-serif; font-style: normal;">with
the simple meaning of repentance or the more complex concept of learning from
the past and thinking of how we can improve both our actions and thoughts. </span></i><span style="mso-spacerun: yes;"> </span>The <i><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Teshuva </span></i>season mandates us, Jew and non-Jew to have serious
introspection, honest evaluation and fundamental change, both personally and
communally. Rosh Hashana is the birthday of the world and it is time we all
start to practice as world citizens every day.</span><br />
<br />
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<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Devarim
chapter 16 reminds us of the Exodus and holiday of Pesah.<span style="mso-spacerun: yes;"> </span>This happened in the month of spring, Aviv. Remembering
the mistakes of the past is only meaningful if it causes one to work on a
better future. The future is one reason for Moshe's long speech to the people. Review
of laws in Devarim is a type instruction book for the foundations of a
functioning and prosperous state dedicated to the service of God.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The
business lesson is that negotiating and deal making that creates a win-win
situation is always better than win-lose deals. We are warned in Devarim 13 not
to pursue other gods.<span style="mso-spacerun: yes;"> </span>In the business
world we have to make sure that money is not a “god.” Money is a tool and a
symbol of power.<span style="mso-spacerun: yes;"> </span>People need money as a
symbol of the value they have in the organization. Money and imagined injustice
can make people bitter, but bitterness is not an excuse for crime. </span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">One
of the goals of the law is to acknowledge a higher power in our success.<span style="mso-spacerun: yes;"> </span>No matter how hard we work, there are factors
beyond our control.<span style="mso-spacerun: yes;"> </span>During this time of
pandemic and other unseen forces we still must work hard, share with our
communities, use our creativity and intelligence to overcome what we can’t
control to make our organization and our communities better places.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: blue;"><b><span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Postscript</span></b></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; mso-ascii-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">I
try every week to post my thoughts on the Torah reading on Friday afternoons to
my Facebook friends.<span style="mso-spacerun: yes;"> </span>For a select group
I include flowers sent via e-mail. <span style="mso-spacerun: yes;"> </span>If
you would like to receive the <i>davar Torah</i> and flowers, send me your
e-mail address with a note to add you to the list. </span></div>
<div style="mso-element: footnote-list;">
<br clear="all" />
<br clear="all" />
-------------------------------------------<br />
<br />
<div class="MsoFootnoteText">
<span style="font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="line-height: 107%;">[1]</span></span></span>
Lightfoot, Lori. ‘Stand for Peace': Retrieved from : <a href="https://www.nbcchicago.com/news/local/stand-for-peace-read-mayor-lightfoots-full-state-of-the-city-address/2283226/">https://www.nbcchicago.com/news/local/stand-for-peace-read-mayor-lightfoots-full-state-of-the-city-address/2283226/</a> Published June 2, 2020 on NBC5 Chicago. </span></span></div>
<span style="font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoFootnoteText">
<br /></div>
<span style="font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
<span class="MsoFootnoteReference"><span style="line-height: 107%;"><span class="MsoFootnoteReference"><span style="line-height: 107%;">[1]</span></span></span></span><span style="line-height: 107%;"> I purposely did not write “liberty.” The liberty
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<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin-top:0in;
mso-para-margin-right:0in;
mso-para-margin-bottom:8.0pt;
mso-para-margin-left:0in;
line-height:107%;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri",sans-serif;
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:Arial;
mso-bidi-theme-font:minor-bidi;}
</style>
<![endif]--><br />
<br clear="all" />
<div id="ftn1" style="mso-element: footnote;">
<span style="font-family: "arial" , "helvetica";">
<span style="color: black;"> ©2020
<br />
Last revised August 17, 2020</span></span>
</div>
</div>
Daniel D. Stuhlmanhttp://www.blogger.com/profile/05127089796740918570noreply@blogger.com0