Eugenic Ideology and Historical Osmosis

Issues of inequity in education are plentiful, but too little attention has been paid to the origins of this inequity which is more tangible than has been acknowledged. This paper traces the early twentieth-century formation of our modern system of education by eminent psychologists and statisticians who were enacting their allegiance to the dominant belief system about intelligence and ability as connected to race and class as expressed and formulated by the eugenics movement. Specifically, this paper explicates the role of eugenic ideology in creating a system designed to sort and classify students according to preconceived notions about their ability and worth to society resulting in a system of education that has served to fortify inequity ever since

Cockpit resource management at USAir

The current USAir CRM program is presented. The lessons learned and the program issues are combined. The training material was developed after an extensive literature search and pilot interview survey to determine the problem. The investigation led to the design, implementation, and evaluation of a behavioral science awareness training program. The need was found, and the target population was identified as the pilot group

Ariel - Volume 3 Number 6

Editors Richard J. Bonanno Robin A. Edwards Associate Editors Steven Ager Tom Williams Lay-out Editor Eugenia Miller Contributing Editors Paul Bialas Robert Breckenridge Lynne Porter David Jacoby Mike LeWitt Terry Burt Mark Pearlman Michael Leo Editors Emeritus Delvyn C. Case, Jr. Paul M. Fernhof

Seeing and unseeing Prevent’s racialized borders

This article provides a re-theorization of the Prevent strategy as racialized bordering. It explores how knowledge regarding the racist logics of British counter-terrorism are supressed through structures of white ignorance and how International Relations scholarship is implicated in this tendency to ‘whitewash’ Prevent’s racism. Building on the use of science fiction in International Relations, the article uses China Miéville’s novel The City and the City to undertake the analysis. Miéville evokes a world where the cities of Ul Qoma and Besźel occupy the same physical space but are distinct sovereign jurisdictions. Citizens are disciplined to ‘see’ their city and ‘unsee’ the other city to produce borders between the two. The themes of coding signifiers of difference and seeing/unseeing as bordering practices are used to explore how Prevent racializes Muslims as outsiders to a white Britain in need of defending. Muslim difference is hypervisibilized or seen as potentially threatening and coded as part of racialized symptoms which constitute radicalization and extremism. This article shows how the racial bordering of Prevent sustains violence perpetrated by white supremacists, which is subsequently ‘unseen’ through the case of Thomas Mair

Aerospace Medicine and Biology: A continuing bibliography (supplement 221)

This bibliography lists 127 reports, articles, and other documents introduced into the NASA scientific and technical information system in July 1981

Missing Class: Strengthening Social Movement Groups By Seeing Class Cultures

[Excerpt] At heart, this book is a comparison, not of twenty-five groups, but of the four major class categories I found among 362 meeting participants. Most of us frequendy guess wrong about our acquaintances\u27 class backgrounds and current class status. In doing this analysis, I had a special lens into social change groups, watching their conversations and their dynamics\u27while hold­ ing members\u27 class indicators in mind. In chapter 3 I introduce the com­ monalities within each class. I proftle the movement traditions into which the twenty-five groups fall in chapter 4. For a surprisingly large number of attitudes and behaviors, I found that class does predict how an activist may think or act, more so than race, age, or gender. The subde interplay between how things are done in each movement tradition and the effects of individual members\u27 class predispositions paints a complex picture of why activists tend to think and act as they do. The following five chapters each add a new layer to this understanding of intersecting class cultures and movement traditions. In interviews, activ­ists repeatedly raised the same few concerns about problems within their groups. Since one goal of this book is to help social change groups grow and thrive, each of these five chapters about my research findings focuses on one of these common organizational problems: (1) low turnout, (2) inactive members, (3) disagreements over antiracism, (4) overtalking, and (5) offensive behavior by activists. Class dynamics are woven into each of thesy troubles, and resolving them requires understanding class-culture differences. These problem-solving implications apply to other kinds of organizations as well, such as workplaces, schools, and social services agencies