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    <title><![CDATA[Children and Youth in History]]></title>
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    <pubDate>Wed, 11 Aug 2021 03:20:46 +0000</pubDate>
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      <title><![CDATA[Samoan Baby and Baby-Tender [Anthropology Text]]]></title>
      <link>https://cyh.rrchnm.org/items/show/366</link>
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                                    <div class="element-text">Samoan Baby and Baby-Tender [Anthropology Text]</div>
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                                    <div class="element-text"><p>In 1928, Margaret Mead published <em>Coming of Age in Samoa</em>, an anthropological work based on fieldwork she had conducted on female adolescents in Samoa. In 1925, Mead observed, interviewed, and interacted with 68 girls between the ages of 9 and 20 living in three villages on the island of Ta‘ū in American Samoa. After 9 months of study, Mead concluded that unlike stressed American girls, the well-balanced and carefree nature of sexually active Samoan girls was due to the cultural stability of their society free of conflicting values, expectations, and shameful taboos.</p>

<p>According to Margaret Mead, Samoan girls' healthy adolescence was shaped by their upbringing. In this excerpt from her study, Mead describes Samoan birth rituals, infancy, childhood as well as such child-rearing issues as nourishment and punishment.</p> 

<p>The focus of the final excerpt is the role of baby-tender thrust on the 6-or 7-year-old girl. This tyranny of toddlers represents "the worst period"
in the life-cyle of Samoan females. How do Samoan girls' work responsibilities compare with the komori in Japan and "little mothers" in the U.S.?</p>
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                                    <div class="element-text">Margaret Mead, <em>Coming of Age in Samoa: A Psychological Study of Primitive Youth for Western Civilisation</em> (New York: Morrow Quill, 1961), 20–24. Annotated by Miriam Forman-Brunell.</div>
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                                    <div class="element-text"><p>Birthdays are of little account in Samoa. But for the birth itself of the baby of high rank, a great feast will be held, and much property given away. The first baby must always be born in the mother's village and if she has gone to live in the village of her husband, she must go home for the occasion. For several months before the birth of the child the father's relatives have brought gifts of food to the prospective mother, while the mother's female relatives have been busy making pure white bark cloth for baby clothes and weaving dozens of tiny pandanus mats which form the layette. The expectant mother goes home laden with food gifts and when she returns to her husband's family, her family provides her with the exact equivalent in mats and bark cloth as a gift to them. At the birth itself the father's mother or sister must be present to care for the new-born baby while the midwife and the relatives of the mother care for her. There is no privacy about a birth. Convention dictates that the mother should neither writhe, nor cry out, nor inveigh against the presence of twenty or thirty people in the house who sit up all night if need be, laughing, joking, and playing games. The midwife cuts the cord with a fresh bamboo knife and then all wait eagerly for the cord to fall off, the signal for a feast. It the baby is a girl, the cord is buried under a paper mulberry tree (the tree from which bark cloth is made) to ensure her growing up to be industrious at household tasks; for a boy it is thrown into the sea that he may be a skilled fisherman, or planted under a taro plant to give him industry in farming. Then the visitors go home, the mother rises and goes about her daily tasks, and the new baby ceases to be of much interest to any one. The day, the month in which it was born, is forgotten. Its first steps or first words are remarked without exuberant comment, without ceremony. . .</p>

<p>Babies are always nursed, and in the few cases where the mother's milk fails her, a wet nurse is sought among the kinsfolk. From the first week they are also given other food, papaya, cocoanut milk, sugar-cane juice; the food is either masticated by the mother and then put into the baby's mouth on her finger, or if it is liquid, a piece of bark cloth is dipped into it and the child allowed to suck it, as shepherds feed orphaned lambs. The babies are nursed whenever they cry and there is no attempt at regularity. Unless a woman expects another child, she will nurse a baby until it is two or three years old, as the simplest device for pacifying its crying. Babies sleep with their mothers as long as they are at the breast; after weaning they are usually handed over to the care of some younger girl in the household. They are bathed frequently with the juice of a wild orange and rubbed with cocoanut oil until their skins glisten.</p>

<p>The chief nurse-maid is usually a child of six or seven who is not strong enough to lift a baby over six month sold, but who can carry the child straddling the left hip, or on the small of the back. A child of six or seven months of age will assume this straddling position naturally when it is picked up. Their diminutive nurses do not encourage children to walk, as babies who can walk about are more complicated charges. They walk before they talk, but it is impossible to give the age of walking with any exactness, though I saw two babies walk whom I knew to be only nine months old, and my impression is that the average age is about a year. The life on the floor, for all activities within a Samoan house are conducted on the floor, encourages crawling, and children under three or four years of age optionally crawl or walk. . .</p>

<p>The weight of the punishment usually falls upon the next oldest child, who learns to shout, “Come out of the sun,” before she has fully appreciated the necessity of doing so herself. By the time Samoan girls and boys have reached sixteen or seventeen years of age these perpetual admonitions to the younger ones have become an inseparable part of their conversation, a monotonous, irritated undercurrent to all their comments. I have known them to intersperse their remarks every two or three minutes with, “Keep still,” “Sit still,” “Keep your mouth shut,” “Stop that noise,” uttered quite mechanically although all of the little ones present may have been behaving as quietly as a row of intimidated mice. On the whole, this last requirement of silence is continually mentioned and never enforced. The little nurses are more interested in peace than in forming the characters of their small charges and when a child begins to howl, it is simply dragged out of earshot of its elders. No mother will ever exert herself to discipline a younger child if an older one can be made responsible. . . .</p>

<p>This fear of the disagreeable consequences resulting from a child's crying, is so firmly fixed in the minds of the older children that long after there is any need for it, they succumb to some little tyrant's threat of making a scene, and five-year-olds bully their way into expeditions on which they will have to be carried, into weaving parties where they will tangle the strands, and cook houses where they will tear up the cooking leaves or get thoroughly smudged with the soot and have to be washed—all because an older boy or girl has become so accustomed to yielding any point to stop an outcry.</p>
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      <pubDate>Sun, 22 Nov 2009 20:10:15 +0000</pubDate>
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      <title><![CDATA[Komori [Nursemaid] Songs (kazoe-uta) [Song Lyrics]]]></title>
      <link>https://cyh.rrchnm.org/items/show/341</link>
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                                    <div class="element-text">Komori [Nursemaid] Songs (kazoe-uta) [Song Lyrics]</div>
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                                    <div class="element-text"><p>During the modern Imperial period (1868-1945), daughters of poor Japanese families worked as <em>komori</em> taking care of their own siblings or working as indentured servants for other poor families. The state's efforts to foster Japanese citizenship and feminize the <em>komori</em> led to programs aimed at making them more maternal.</p> 

<p>The first song is one that was sung by a teacher who taught <em>komori</em> girls in the town of Matsumoto around the turn of the century. This song was part of the broader educational curriculum designed to replace the songs of the <em>komori</em> that were deemed  "coarse" and "vulgar" by teachers and other adults who represented the interests of the modern state.</p>

<p>The second counting song, typical of others by the <em>komori</em>, described exploitative working conditions and grave injustices. Based on peasant songs, those songs sung by the <em>komori</em> (of which there are many versions) enabled workers to express resistance to those who exploited them as well as those who sought to feminize them. Some songs mocked their mistresses and masters; other focused on the foods they were not allowed to eat as well as the inadequacies of their rations. The lyrics of others expressed hostility toward their charges: "What can we do with a naughty child?/Let's put him on the drum/and hit him with green bamboo sticks." The third song included here is representative of those that expressed the emotional pain of the <em>komori</em> and their need for their mothers. Not only did the <em>komori</em> sing about love but also lust, their bodies, sexual desire, and intercourse.</p> 

<p>These songs and others that describe their daily lives (working, playing, trysting, venting) are useful sources of information that shed light on the everyday experiences of the <em>komori</em> and the lyrical cultural practices that expressed their alienation and resistance. In what ways are the <em>komori</em>  similar to and different from babysitters in other cultures and at different times?</p> 

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                                    <div class="element-text">Mariko Asano Tamanoi, "Songs as Weapons: The Culture and History of Komori (Nursemaids) in Modern Japan." <em>The Journal of Asian Studies</em>, Vol. 50, No. 4, (Nov., 1991), pp. 793-817. Annotated by Miriam Forman-Brunell.</div>
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                                    <div class="element-text"><p>One, childhood is the function of personhood; the role of komori is important.<br />
Two, play carefully; don’t choose dangerous play.<br />
Three, you can play, but don’t forget your charge on your back.<br />
Four, copy the good deeds; use the polite language.<br />
Five, always be cheerful; if you smile, your charge will smile.<br />
Six, don’t force your charge to wake up or to sleep. <br />
Seven, whatever you do, do for your charge; don’t do anything your charge may not like.<br />
Eight, a child will soon grow into an adult; treat your charge as if it were an adult.<br />
Nine, the role of komori is important; komori replaces the mother to protect the child.<br />
Ten, don’t give any poisonous food or a dangerous toy to your charge.</p>
<p>(Kozo 1985)</p>

<hr />



<p>One, we are all bullied.<br />
Two, we are all hated.<br />
Three, we are all forced to talk.<br />
Four, we are all scolded.<br />
Five, we are all forced to carry babies who cry a lot.<br />
Six, we are all fed with terrible food.<br />
Seven, we are all forced to wash diapers in the cold water of the river.<br />
Eight, we are all impregnated and shed our tears.<br />
Nine, we are all persuaded to leave, and finally,<br />
Ten, we all must leave.</p>


<hr />
<p>I want to go home<br />
I want to see my house.<br />
I want to see my mother’s face.<br /> 
Even if I cannot see her, I want to talk to somebody about my wretched life.</p>
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      <pubDate>Fri, 06 Nov 2009 17:52:52 +0000</pubDate>
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      <title><![CDATA[Baby Sitter and the Man Upstairs [Urban Legend]]]></title>
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                                    <div class="element-text">Baby Sitter and the Man Upstairs [Urban Legend]</div>
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            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>Many children, young people, and adults (especially Americans) are likely to be familiar with this story about the babysitter menaced by the maniac that has gripped the popular imagination for the last half century. First appearing in the early 1960s, the story spread spontaneously among friends, family, and neighbors who claimed it to be a "true." Scholars of modern folklore have since identified it as an urban legend that, like other second-hand stories of its kind, expresses anxieties and contains moral messages.</p> 

<p>This urban legend, that by the 1970s became the basis of slasher movies (e.g., <em>Halloween</em>; <em>When a Stranger Calls</em>) and horror fiction, reflected the intense anxieties of: (1) parents worried about the safety of their children while under the care of babysitters; (2) mothers apprehensive about leaving the home for work; (3) fathers frustrated by their decreasing authority; (4) society growing increasingly uneasy about girls’ accelerating rejection of conventional feminine expectations set into motion by the counter culture, second-wave feminism, and the sexual revolution); (5) girls uncertainties about the dangers they faced in their pursuit of independence; and (6) children’s fears of strangers in an increasingly mobile society.</p> 

<p>Among the many morals this urban legend issued were those directed at girls. (1) As babysitters girls were exhorted to behave responsibly. (2) Girls were informed that they should conform to gendered expectations (e.g., submission, maternity and domesticity) or else. (3) Girls were warned about the high cost of pursuing independence.</p>  



<p>Different versions of this urban legend and many others that involve children and young adults are widely accessible. Students and teachers are likely to serve as a good source for many. Who told them and why? How did different listeners understand the tale? As with folktales and other fictional works, urban legends can be analyzed for the light they shed on children and childhood, generation and gender, among other topics. Urban legends can also be compared across cultures that feature boogey men. Longnose was a Seneca Indian boogeyman who threatened to consume unruly
children. Similarly, the pre-Christian folk figure, "Krampus" or "Grampus," has threatened generations of badly behaved children in Austria,
Switzerland, Bavaria, Slovenia, and Italy. In these countries, it is often young men who dress up as the devil figure, rattle chains and scare children
on December 5th.</p> 
</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Baby Sitter and the Man Upstairs, File I B3 M2, Folklore Archives, University of California, Berkley. Annotated by Miriam Forman-Brunell.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-identifier" class="element">
        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-coverage" class="element">
        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Edit</h3>
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        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
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        <h3>Publisher</h3>
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        <h3>Creator</h3>
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        <h3>Date</h3>
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><p>There was this girl babysitting in a two-story house in New York and she received a phone call from a man laughing and he tells her she better go check the children. She doesn’t believe him and she goes back to watch TV. She receives a second call and the man with a deeper voice is laughing and tells her she better check the children up stairs. And then she gets scared and calls the police and the police tell her if it happens again that they’re going to trace the next call. So, the third time, he called and he was really laughing hard and she got more scared. The police call her back and tell her to leave the house right away without going upstairs or anything. The police come over and told her the call was coming from upstairs and the man had been calling after he killed each child.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Mon, 19 Oct 2009 02:47:32 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Two Girls Carrying Children [Photograph]]]></title>
      <link>https://cyh.rrchnm.org/items/show/137</link>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Two Girls Carrying Children [Photograph]</div>
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            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Description</h3>
                                    <div class="element-text"><p>One of the major obstacles to consistent attendance at the new elementary schools was the fact that children played an important role in the household economy. One such role was that of caregiver for younger children. In this picture, we see an image that was striking to many European and American observers in the 19th century: older daughters–perhaps no older than nine or ten themselves–with younger siblings strapped to their backs. Japanese officials and educational reformers of the Meiji era often complained that rural parents were unwilling to send girls to school because they were needed to care for younger siblings– or, that they arrived at school with infants on their backs. This picture, therefore, captures one of the conflicts between the ideal of compulsory schooling and the realities of rural life.</p></div>
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            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">"Two girls carrying Children." <em>Metadatabase of Japanese Old Photographs In Bakumatsu-Meiji Period</em>, Nagasaki University Library,  <a class="external" href=http://oldphoto.lb.nagasaki-u.ac.jp/en/target.php?id=1701>http://oldphoto.lb.nagasaki-u.ac.jp/en/target.php?id=1701</a> (accessed September 25, 2008). </div>
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        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-09-23</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Brian Platt</div>
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">125</div>
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        <h3>Format</h3>
                                    <div class="element-text">image/jpeg</div>
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        <h3>Language</h3>
                                    <div class="element-text">en</div>
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Edit</h3>
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        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Still Image Item Type Metadata</h2>
        <div id="still-image-item-type-metadata-physical-dimensions" class="element">
        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-image-description" class="element">
        <h3>Image Description</h3>
                                    <div class="element-text">Color photograph of two young Japanese girls--perhaps 9 or 10 years old--carrying younger siblings strapped to their backs. </div>
                    </div><!-- end element -->
            <div id="still-image-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/78/fullsize"><img src="/files/display/78/square_thumbnail" class="thumb" alt="Two Girls Carrying Children [Photograph]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Fri, 26 Sep 2008 00:55:05 +0000</pubDate>
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