------------------------------------------------------------------- F.A.C.T.Net, Inc. (Fight Against Coercive Tactics Network, Incorporated) a non-profit computer bulletin board and electronic library 601 16th St. #C-217 Golden, Colorado 80401 USA BBS 303 530-1942 FAX 303 530-2950 Office 303 473-0111 This document is part of an electronic lending library and preservational electronic archive. F.A.C.T.Net does not sell documents, it only lends them according to the terms of your library cardholder agreement with F.A.C.T.Net, Inc. ------------------------------------------------------------------- \Teacher's Guide\Page.00001 'When you meet the friendliest people you have ever known, who introduce you to the most loving group of people you've ever encountered, and you find the leader to be the most inspired, caring, compassionate and understanding person you've ever met, and then you learn that the cause of the group is something you never dared hope could be accomplished, and all of this sounds too good to be true it probably is too good to be true!" -- Jeannie Mills TOO GOOD TO BE TRUE: RESISTING CULTS AND PSYCHOLOGICAL MANIPULATION Teacher's Guide A Lesson Plan for Middle Schools and High Schools by Marcia R Rudin, MA Director, International Cult Education Program Developed by the International Cuit Education Program Copyright 1992 American Family Foundation International Cult Education Program (ICEP) PO Box 1232, Gracie Station NewYork,NY 10028 (212) 439-1550 \Teacher's Guide\Page.00002 The International Cult Education Program (ICEP) helps professionals in colleges, universities, high schools, middle schools, churches, synagogues, and other settings educate themselves and their young people about cults, psychological manipulation, and occult rituals by providing educational programs and materials. ICEP is a joint program of the American Family Foundation and the Cult Awareness Network. The American Family Foundation (AFF) is a nonprofit research and educational organization that collects information on cultic groups and manipulative techniques of persuasion and control, analyzes this information in order to advance understanding of the problem and possible solutions to it, and shares it with other professionals, the general public, and those requesting help with cult involvements. The Cult Awareness Network (CAN) is a national, nonprofit organization founded to educate the public regarding the harmful effects of mind control. CAN is a network of 21 local affiliates located throughout the U.S. The author would like to express her appreciation to the following people who assisted in the conception and development of this lesson plan: Dr. Sandy Andron, Linda Blood, Michael Caslin, Priscilla Coates, Hope Evans, Robert Fellows, Dr. Doris Holloway-Abels, Dr. Michael Langone, Amold Markowitz, Dr. Herbert Nieburg, Nadia Preyma, Herbert Rosedale, Esq., Judy Safransky, and Dr. Robert Safransky. Table of Contents of Teacher's Guide Page To the Teacher ................... ................... ............... 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 What is a Cult? ................... ................... ............... 6 The Harm Cults Can Cause ................... ................... ...... 6 Mind Control and Psychological Manipulation ..............................6 Saying "No" to Mind Control and Psychological Manipulation ................... 6 Occult Rituals ................... ................... ................ 6 How to Avoid Getting Into a Cult and Getting Involved in Occult Rituals .......... 6 Supplementary Writing Project ................... ... ................. 6 Post-Test .......................................................... 6 Where to Go for Additional Information and Assistance ................... .... 6 Student Evaluation ................... ................... ............. 6 Teacher Evaluation and Questionnaire ................... ................. 7 Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 11 \Teacher's Guide\Page.00003 To the Teacher With all the other problems youngsters face today and with all the other material you have to cover in your classroom, why is it so important to teach this unit? There are more cults around than ever before. Experts estimate there are 3,000 to 5,000 groups. They have one to three million members, and they can be found throughout the world. Cults seriously and sometimes permanently disrupt their members' educations and lives. A survey of 308 former cult memoers from more than 100 different cult groups completed in 1992 by American Family Foundation Research Director Michael Langone confirms this: of those 308 who were students when first contacted by cults, 38% dropped out of school after joining the group. While cult groups have changed their "pitch" and are now also recruiting older, established and more affluent people, young people are still their ~rimary targets. Twenty-seven percent of the 308 former cult members in Dr. Langone's 1V92 survey were undergraduates at a college or university when they first made contact with their group. Six percent were graduate students It's important, therefore, to prepare your students to meet the challenge of cult re'cruitment in college. However, your students must also learn to meet this challenge now, because youngsters are being aggressively approached by recruiters at earlier ages. Ten oercent of the 308 former members in Langone's research study reported they were in high school when they were recruited. Earlier research also documents the extent of attempted recruitment of high school youngsters by cults. Fifty-four percent of high school students surveyed by psychologist Phil_ip Zimbardo in 1985 reported that they had been approached by cult recruiters, and 3% reported they belonged to cultic groups. Surveys of hlgh school students in the Boston area in 1984 found that 1.5% of the students in a working-class suburb and 3% in an affluent suburb reported that they had belonged or did belong to cultic groups. Other statistics from the 1992 American Family Foundation study further confirm the need for early preventive education. Seventy-two percent of the 308 former members questioned report that group pressures made it difficult to leave the group. This illustrates the importance of teaching young people how to resist pressure and psychological manipulation. It's also important to make adolescents and teens aware of psychological manipulation in general, ~especially because they are so sensitive to peer pressure. One of the goals of this lesson plan is to enable youngsters to apply what they learn here about ps~chological manipulation to other areas of their life and to sharpen their critical-thinking slulls. There are other reasons why teachers should be aware of cults and psychological manipulation. You may have a youngster in ypur class who has joined, or Is thinking of joining a destructive cult. You may have a chlld in your class who is being raised in a cult group, or -- and this is more likely -- one whose family has left a group and is trying to adjust to the outside world. It's important that teachers, school counselors, and administrators be aware of the cult phenomenon, know what to do in these cases, and know where to turn for further advice and assistance. Occult Rituals In the last few years, concern has grown about the apparent increase of participation of Copyright 1992 American Family Foundation Page 1 \Teacher's Guide\Page.00004 young people in occult rituals. These activities are often classified under the term "satanism." But not all of these rituals are based on the specific ideology of satanism. Therefore, the broader and more accurate term "occult rituals" will be used here. No one knows how much occult-ritual activity goes on because it is done secretlv. Some believe the problem is very serious; others believe it's overblown. But in the lastfewyears reports to law-enforcement officials have increased, and clergy, parents,school administrators, and mental-health professionals have deluged resource organizations with requests for information and educational materials. The International Cult Education Program (ICEP) believes teachers and school staff should know about occult rituals, be aware of the danger signs and the general profile of youngsters who might become involved, be able to assess the seriousness of occult-ritual involvements of their students, and know where to turn for additional information and assistance. When presenting material about occult rituals to youngsters one must be very careful to do it in a way that does not make these activities sound attractive. Some believe this material should be given only to parents, teachers, and school staff, and not to the youngsters themselves. However, ICEP believes it should be presented responsibly to students also, emphasizing the potential harm and dangers of these practices. The student text of this lesson plan does not include a listing of general personality characteristics of young people who participate in occult rituals or a list of danger signals. They are listed below for you. Refer also to the article "Satanism and Occult-Ritual Activity: Questions and Answers" in the handout Cults & Mind Control which accompanies this lesson plan. For a fuller discussion, see the book Satanism and Occult-Related Violence: What You Should Know by Michael D. Langone, Ph.D. and Linda O. Blood, which you can obtain from ICEP (see Page 9). Characteristics of Youngsters Involved with Occult Rituals The general personality profile of youngsters who might become involved with occult rituals differs from that of the general profile of a cult member. Young people who get recruited into cults are often high achlevers and model students; youngster who might become involved with occult rituals are often · Alienafed, troubled teens or pre-teens with low self-esteem who exhibit problems with ~ggressive behavior and/or suicidal tendencies, both of which can be aggravated by mvolvement in occult rituals · Offen come from dysfunctional families · Bright, creative, and intellectually curious but · Usually underachievers and loners who do poorly in school and/or have learning disabilities · May be bored and rebellious, but may also feel the need to belong and may be vulnerable to influence by strong, charismatic personalities Signs ofPossible Involvement with Occult Rituals [Please note: It's important not to jump to conclusions. Many of these signs, in and of themselves, have nothing to do with occult-ritual participation and may be associated with other types of problems. Look at the whole picture and remember that destructive occult-ritual involvement will often be associated with, if not in fact result from, more Copyright 1992 American Family Foundation Page 2 \Teacher's Guide\Page.00005 traditional psychological problems such as low self-esteem, depression, alienation, etc. Not all of the factors listed below need to be oresent in order to indicate oossible involvement, and any one factor present alone needn't indicate possible involvement. Also, it may not be possible to observe some of these factors even if they are present.] · DiIILinished intellectual ability, falling grades · Drug and/or alcohol abuse · Accumulafin~ occult ritual paraphernalia, such as books about Satan, witchcraft, the occult, etc., Knives and other weapons, whips, black or red candles and robes, bones, posters depicting sex, violence, or occult images · Use of occult signs and symbols in jewelry, sewn on clothing, or drawn on papers, books, or walls · Preoccupationwith silverjewelry · Developing an obsession with movies, videos, books, and heavy-metal music with themes of occultism and demonism, violence, rape, mutilation, suicide, and death · Obsession with fantasy role-playing games; obsession with ouija boards and/or tarot cards and means of predicting the future · Displaying signs of ritualistic mutilation such as unexplained cuts on the left arm or chest area, especially if these are in the form of occult symbols; tattoos, excessive piercing of ears or other parts of the body · Maintaining a "book of shadows" -- a notebook in which rituals and other activities are recorded · Use ofinverfed religious symbols such as an upside-down cross · Preoccupafion with suicide and with death, particularly the morbid side of it, perhaps expressed verbally or through dress, drawings, poetry, or music · Parficipafion in antisocial, violent, and/or criminal acts · Deteriorafion in physical health · Making a pact to sell one's soul to Satan in return for power, money, fame, and success · Adopfing unusual nicknames, especially if related to the occult, horror movies, and fantasy role-playing games · Belief by youngster that he/she is possessed by demons · Alienation from family and old friends; secretiveness about new friends and activities · Unexplained disappearances, especially at night Lesson Plan Objectives See page 1 of the student text. An additional objective is to provide you with resources for further information and assistance for both you and the students. Copyright 1992 American Family Foundation Page 3 \Teacher's Guide\Page.00006 Educational Methods In keeping with its primary objective of encouraging critical thinking and evaluation skills, this lesson plan emphasizes questioning and class discussion, provides thought-provoking questions and discussion prolects, and encourages students to contribute their ideas and experiences. How to Use this Lesson Plan If you copy the student text for your students, in keeping with copyright regulations we ask that you reproduce the entire oane of every page used, including the copyright notice on the bottom of the page. · AdlTLiniSfer the pre-test on page 1 of the student text before you begin the unit to help students assess how much they know about cults and psychological manipulation. Assure them they're not being graded and their answers will be seen by no one else. · Distribufe the Cults & Mind Control handout as homework (order additional copies from ICEP -- see prices below) and ask students to read it before you begin the class work together. Students are instructed to re-read specific articles relating to specific sections of the lesson plan when that specific subject matter comes up later m the lesson plan. · If you have obtained the ICEP videotape "Cults: Saying No Under Pressure," show it at the beginning of the lesson. It provldes a good introduction to the topic and will stimulate interest and discussion. · If you have obtained Cults: euestions & Answers, use the material in it to supplement the abridged version found in the handout Cults & Mind Control and in the lesson plan. Especially useful is the detailed definition of cults, discussions of different types of groups, the changes of personality cult members undergo, how cults can harm people and society, and how people leave cults. · Administer the post-test on page 28 of the student text at the end of the lesson plan so you and your students can assess what's been gained from it. · Some of the words and terms used in this lesson plan will be unfamiliar to your students. Many of the concepts are sophisticated and are difficult even for adults to understand. Urge your students to refer to the alphabetized glossary on pages 3-5 in the student text where difficult words and terms are defined as clearly as possible. Where necessary, define them further in class. · Ask students to fill out their evaluation forms on page 30 of the student text and collect them. Also fill out your evaluation form and the questionnaire in this teacher's guide, and send all of them to ICEP. · In order to build up your own active file on cults and psychological manipulation, cut out articles you find in newspapers and magazines and put them in a special notebook. This will assist you in using the lesson plan in the future and, when you share the articles with your students, will illustrate to them how the cult scene constantly changes. Check your local radio and TV listings for programs on cults. Tell your students to listen to/watch them and talk about them in class afterwards. This wlll illustrate how prominent cults are in the news today and will help to update you and your students on their activities. As a followup exercise for the rest of the year ask your students to clip out and bring to class stories about cults and psychological manipulation they spot in Copyright 1992 American Family Foundation Page 4 \Teacher's Guide\Page.00007 newspapers and magazines or to report to the class about stories on radio and TV. Send the material they and you have collected to ICEP. Lesson Plan Time Frame This lesson plan is designed to be taught over three to five class sessions. Following is a suggested breakdown of subjects covered in this lesson plan into a three-day, four-day, and five-day time-frame: · Three-day time frame: If ICEP videotape "Cults: Saying No Under Pressure" is purchased · Day 1 - Pre-test, ICEP videotape, What is a Cult? · Day 2 - The Harm Cults Can Cause, Mind Control and Psychological Manipulation · Day 3 - Saying "No" to Mind Control and Psychological Manipulation, Occult Rituals, Post-test If ICEP videotape is not purchased · Day 1 - Pre-test, What is a Cult?, The Harm Cults Can Cause · Day 2 - Mind Control and Psychological Manipulation · Day 3 - Saying "No" to Mind Control and Psychological Manipulation, Occult Rituals, Post-test · Four-day time frame: · Dayl - Pre-test, ICEP videotape, What is a Cult? · Day 2 - The Harm Cults Can Cause, Mind Control and Psychological Manipulation · Day 3 - Saying "No" to Mind Control and Psychological Manipulation · Day 4 - Occult Rituals, Post-test, summary · Five-day time frame: · Day 1 - Pre-test, ICEP videota~e, What is a Cult? · Day 2 - The Harm Cults Can Cause, Mind Control and Psychological Manipulation · Day 3 - Mind Control and Psycholo$ical Manipulation (continued), Saying "No" to Mind Control and Psychological Ma~pulation · Day 4 - Saying "No" to Mind Control and Psychological Manipulation (continued) · Day 5 - Occult Rituals, Post-test, summary Ordering of Additional Materials Since Cults & Mind Control should be distributed to every student in the class, you may order additional copies from ICEP. The prices are (including postage and handling charges): 1 - 25 copies:.50 each; 26 - 50 copies:.40 each; 51 - 100 copies:.30 each; over 100 copies:.25 each. Additional copies of other items included in this lesson plan may also be obtained @rices include postage and handling charges): · Addifional student texts: $3.50 each (may be duplicated with permission from ICEP - see duplication permission form, page 11) · Addifional teacher's guides: $2.00 each · Addifional copies of Cults: euestions & Answers: $3.00 each · Addifional copies of videotape, "Cults: Saying No Under Pressure": $78 each ICEP can p_rovide you with supplementary information and materials. See the list on pages 9 and 10. To obt~un a complete list of materials available and prices, contact ICEP. Copyright 1992 American Family Foundation Page 5 s\Teacher's Guide\Page.00008 Introduction See student text, page 3. What is a Cult? See student text, page 6. The Harm Cults Can Cause See student text, page 9. Mind Control and Psychological Manipulation See student text, page 11. Saying'No' to Mind Control and Psychological Manipulation See student text, page 17. Occult Rituals See student text, page 23. How to Avoid Getting: Into a Cult and Getting Involved in~Occult Rituals See student text, page 26. SupplementaIy Writing Project See student text, page 28. Post-Test See student text, page 28. Where to go for Additional Information and Assistance See student text, page 29. Student Evaluation See student text, page 30. Copyright 1992 American Family Foundation Page 6 \Teacher's Guide\Page.00009 Teacher Evaluation and Questionnaire Part I: Attach on the left to each statement the number from 1 to 5 best representing your feelings about the effectiveness of this lesson plan. The numbers mean: 1 I stronglv disagree 2=ldisagree 3 = I feel neutral (I don't have strong feelings and/or opinion about) 4=lagree 5 I stronnlv agree 1. My students enjoyed this lesson plan. 2. My students learned a substantial amount of new material from this lesson plan. 3. This lesson plan helped me achieve the objectives listed on page 3. 4.Because of this lesson plan, my students want to learn more about cults and psychological manipulation. 5.Because of this lesson plan, I want to learn more about cults and psychological manipulation and I want to teach my students more about them. 6. On the whole I found this lesson plan to be very useful. 7. Some items should be added to this lesson plan. 8. Some items should be omitted from this lesson plan. Use this space to give more details explaining your answers to questions 7 and 8. Part II: Please take the few moments necessary to answer these questions in order to help ICEP collect accurate information and to improve its programs and resources. Your answers, as well as your identify and your school's identity, will be kept confidential. Thank you for your assistance. 1 Are there cult groups as defined by this lesson plan operating in your community or area? Yes No Not Sure 2. Are there adult, organized occult-ritual activities as defined by this lesson plan operating Copyright 1992 American Family Foundation Page 7 \Teacher's Guide\Page.00010 in your community or area? Yes No Not Sure 3. Are there youngsters participating in occult-ritual activities as defined by this lesson plan in your community or area? Yes No Not Sure If "Yes," approximately how many? 4. Are there youngsters participating in occult-ritual activities as defined by this lesson plan in your school? Yes No Not Sure If "Yes," approximately how many? 5. Have cults tried to recruit your students on your school premises? Yes No Not Sure 6.Have cults tried to recruit your students outside of your school premises? Yes No Not Sure 7. Do you have or have ~ou had cult-impacted youngsters (either in a cult presently or formerly in a cult) m your school? Yes No Not Sure If "Yes," approximately how many? 8.Do you have or have you had cult-impacted youngsters in your classroom? Yes No Not Sure If "Yes," approximately how many? If you wish, please elaborate on your answers (attach sheet if necessary) Please detach these ~pages and send them, along with the evaluations collected from your students, to ICEP, PU Box 1232, Gracie Station, New York, NY 10028. Copyright 1992 American Family Foundation Page 8 \Teacher's Guide\Page.00011 Additional Resources The best educational resource is the International Cult Education Program (ICEP), the developer of this lesson plan. ICEP provides expert speakers and educational materials and advice from a helping network of concerned educators. To obtain more information about the organization and how to become a member, contact ICEP at PO Box 1232, Gracie Station, New York, NY 10028, (212)439-1550. The resources listed below are only a small selection of the material available from ICEP. For information about prices and ordering procedures and to obtain a complete list of resources, contact ICEP. * = Suitable/appropriate reading for students Periodicals ·YOUng People and Cults. Semiannual newsletter providing news and advice to help clergy and educators conduct preventive-education programs for youth. Free to Cult Observer subscribers and ICEP members. ·Cult Awareness Network News.* Monthly newsletter containing cult news and Cult Awareness Network affiliate information. Published by the Cult Awareness Network (CAN), one of ICEP's sponsors. ·The Cult Observer.* Bimonthly press review of the legal, social, psychological, and medical aspects of cultism in society, published by the American Family Foundation (AFF), one of ICEP's sponsors. ·Cultic Studies JoumaL Semiannual scholarly, bound journal, now in its ninth year of publication. The only scholarly journal dealing with cults and psychological manipulation. Books · Combatting Cult Mind Control. * Steven Hassan, M.Ed. (1988). Published by Park Street Press. 226 pages. General introduction to topic, author's personal experiences. · Cults on Campus. Continuing Challenge.* Marcia R. Rudin (Ed.) (1991). American Family Foundation/An International Cult Education Program Book. 126 pages. Essays providing information about campus cult-recruitment techniques, why college students are so vulnerable, monitoring cult and occult ritual activities on campuses, counseling students and families, and providing cult-education programs to staff and students. · Culfs: What Parents Should Kitow.* Joan C. Ross, Ed.M. and Michael D. Langone, Ph.D. (1989). Published by Lyle Stuart, Inc. 133 ~ages. General information about cults and mind-manipulation and communications-slulls manual for dialoguing with cult members and those exiting from cults. ·Easily Fooled: New Insights and Techniques for Resisting Manipulatio~* 36 pages. Robert C. Fellows, M.T.S. (1989). A magician explains the deceptions m everyday life and encourages critical think [Excerpted in this lesson plan] · Safculirm ond Occulf-Relafe~ ~lence: What You ShouM Kizow.* Linda Blood and Michael D. Langone, Ph.D.American Famil;y Foundation. (1990). Overview of occult rituals with focus on teen activity. Advlce for educators, parents, and helping professionals. Copyright 1992 American Family Foundation Page 9 \Teacher's Guide\Page.00012 Articles and Information Packets · Child Abuse in Cults Packet. A collection of articles detailing ways in which children have been abused and neglected in cultic groups. 35 pages. · Cults Go To High School: A Theoretical and Empirical Analysis of the Initial Stage in the Recruitment Process. Philip Zimbardo, Ph.D. and Cynthia Hartley, M.A. (1985). 56 pages. · Cults: euestiorts andAnswers.' Michael D. Langone, Ph.D. Succinct overview. (1988). 13 pages. [Offered as part of this lesson plan package] · Cults: Urhaf Clergy ShouMKnow. Rev. Richard L. Dowhower. (1989). 4 pages. · Desfrucfive Cult Conversior~ Theory, Research, and Treatment. John G. Clark, M.D. et al. (1981). 84 pages. ·Menfol Health Packer. Includes articles from the Journal of the American Medical Association, Social Casework, and other professional sources. 75 pages. · On Resisting Social Influence.* Susan Andersen, Ph.D. and Philip Zimbardo, Ph.D. (1984). 23 pages. Teaching Aids · CulfivcLting "Cult-Evading'~ A Teacher's Guide. Sandy Andron, Ed.D. Central Agency for Jewish Education, Miami(1983). 44 pages. $10.00 ($12.00). High schools, churches, synagogues. · "Culfs: Saying No Under Pressure."* (1990) Designed for youngsters, teachers, parents, and helping professionals. Developed by ICEP and the InService Video Network of the National Association of Secondary School Principals and produced by Instructivision, Inc. Twenty-nine minutes. Narrated by Charlton Heston. Focuses on deception and mind manipulation used to recruit and keep people in cults and how to resist them. Brief discussion of participation of young people in occult rituals. Discussion guide. VHS only. Also available in PAL format. Purchase only, no rental. [Offered as part of this lesson plan package] Resource Organizations These are only a few of the resource organizations located throughout the world. To obtain a complete and current list of resource organizations, contact the International Cult Education Program. · American Family Foundation, PO Box 2265, Bonita Springs, FL 33959, (212) 249-7693 · Cult Awareness Network, 2421 West Pratt Blvd., Suite 1173, Chicago, IL 60645, (312) 267-7777 · Infernational Cult Education Program, PO Box 1232, Gracie Station, New York, NY 10028,(212)439-1550 Copyright 1992 American Family Foundation Page 10 \Teacher's Guide\Page.00013 Duplication Permission Form If you wish to duplicate copies of the student text for your students rather than purchasing additional copies from ICEP, comp!ete this form and return it to ICEP, PO Box 1232, Gracie Station, New York, NY 10028, (212)439-1550. ICEP will return the form to you as soon as possible with the signature of the Director at the bottom of the form. Note: When you copy the student text for your students, in keeping with copyright regulations we ask that you reproduce the entlre oane of every page used, includlng the copyright notice on the bottom of the page. I request permission to reproduce approximately copies of the student text for the International Cult Educatlon Program lesson plan, Too Good to be True. Date of school year(s) in which lesson plan will be used: Number of students in course(s): Grade(s) of students: Name(s) of course(s): Name of School: Address of School: Signature of teacher or other instructor Position/Title Date of Signature ***+****** Permission is given to produce~photocopies of the student text of Too Good to be True for the use(s) described above during the schoolyear(s). This permission is not transferable to another instructor or to another school. Signed Director, International~Cult EducationProgram Date Copyright 1992 American Family Foundation Page 11 ================================================================= If this is a copyrighted work, you are acknowledging by receipt of this document from FACTNet that on the basis of reasonable investigation, you have not been to obtain a copy elsewhere at a fair price, and that you are and will abide by the following copyright warning. WARNING CONCERNING COPYRIGHT RESTRICTIONS: The copyright law of the United States (Title 17, United States Code) governs the making of photo copies or other reproductions of copyrighted material. Under certain conditions specified by law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be "used for any purpose other than private study, scholarship, or research." 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F.A.C.T.Net does not sell documents, it only lends them according to the terms of your library cardholder agreement with F.A.C.T.Net, Inc. ------------------------------------------------------------------- CARD CATALOG ENTRY DOS FILENAME OF TEXT FILE: E:\PCB\AFF\FILES\TEACHER.TXT DOS FILENAME OF IMAGE FILES: ADMINISTRATIVE CODE: SECURITY CODE: DISTRIBUTION CODE: DESCRIPTION FOR BBS FILE LISTING: SORT TO: CONTRIBUTOR: American Family Foundation (AFF) LOCATION OF ORIGINAL: American Family Foundation (AFF) NOTES: Back issues and selected reprints of the Cultic Studies Journal are available from the American Family Foundation, P.O. Box 2265, Bonita Springs, FL 33959-2265. For additional verification see the contributor of the document. UPDATED ON: UPDATED BY: =================================================================