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This article is a summation of the emphases I place in my teaching about intelligence, both in academic settings and in courses presented to government and commercial clients. The main goal is to demystify and deromanticize intelligence, to present it as a normal function of government and one that has moral and ethical standards and can exist compatibly within a democratic government. The article also discusses suggested course readings, some successful term paper topics and the concept of graduate intelligence courses as a type of professional training. The article also notes some themes emphasized in courses on training new analysts in their required skill sets. [ABSTRACT FROM AUTHOR]

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This paper explores the rise of programs in television instruction in the USA during broadcasting’s postwar expansion period. Beginning in professional schools, television training entered the university first through extension school courses, then in full degree programs. This transition to institutions of higher learning entailed key shifts in demographics, pedagogical orientation, and legitimation strategies, while embroiling television in larger struggles over the shifting boundaries of the postwar humanities. Studying the education of early television workers, I argue, raises key questions about processes of worker professionalization vital for developing research on media industries and media labor. [ABSTRACT FROM PUBLISHER]

Commercial fishing is still the most dangerous occupation in the United States. Efforts to have more stringent safety regulations in this industry beginning in the 1960s, culminated in the Commercial Fishing Vessel Safety Act of 1988. The purpose of this paper is to provide a short history of the development of safety training in the United States and the current training infrastructure. This paper will also review studies available regarding the effectiveness of safety training in reducing fatalities among fishermen. The lack of familiarity and practice with marine survival equipment such as life rafts, immersion suits, and emergency-locating beacons has been noted in National Transportation Safety Board and US Coast Guard casualty reports as a contributing factor in fatalities. These reports have demonstrated the importance of not just having survival equipment onboard, but training in how to use it effectively in an emergency. There is evidence that safety training has made a measurable impact in surviving an emergency at sea and that recent training (within 5 years) is most effective in saving lives. More recently, studies have been completed to understand how skills may diminish over time since initial training. [ABSTRACT FROM AUTHOR]

Objective: This invited paper is intended to give an overview regarding the education and training pathways for the practice of neuropsychology in the United States. It is also meant to describe the types of activities engaged in by neuropsychologists, a description of their work settings and the amounts/ways in which they are compensated for their work.Method: The authors reviewed the literature and relied on their professional and organizational experiences to collect the necessary data.Results: The United States has well-defined pathways for one to follow to gain the experiences and knowledge necessary to practice clinical neuropsychology in a competent way. Compensation varies widely among workplace settings but overall neuropsychologists appear to be well-paid. Challenges now and in the foreseeable future include a need to develop tests that have better ecological validity and that better reflect the demographics of a changing population, and an increasing need for neuropsychologists to identify key roles as members of integrated care teams.Conclusions: The United States has played an important role in the development of the practice and science of neuropsychology. Its continued success will, at least in part, depend on innovations in test development and application, and further demonstration of its relevance to health care and academic settings. [ABSTRACT FROM PUBLISHER]

As the city with the largest charter-school market share in the United States, New Orleans, Louisiana exemplifies market-oriented models in education. For a city that is so ‘drenched in the past,’ the reform movement in New Orleans typically neglects historical context, often dismissing the education system pre-Katrina as simply corrupt and dysfunctional. This is an incomplete story. While national narratives and news media tend to downplay these features, there is no local consensus on the reforms. There is mistrust on both sides of the debate, and a growing opposition movement, which arises from decades of racial and political struggles, corrupt public officials, and previous experiences with the state exerting power over locally elected school boards, which disenfranchised African-Americans in New Orleans in particular. Although the new, post-Katrina educational system significantly altered political dynamics, it has not eradicated politics altogether. In this paper, I conduct a policy history of education reforms in New Orleans, connecting the historical and political context to current reform efforts. As researchers evaluate the effectiveness of the new reforms in terms of student achievement, it is important also to examine their impacts on communities and the democratic control of schools, as well as how they reproduce or break from historical patterns of political struggle and inequality. [ABSTRACT FROM PUBLISHER]

This paper explores Indian women's views on arranged marriages in the United Kingdom. It is based on research carried out with 32 Indian women studying at a university in the South East of England, UK. The article draws on Wenger's social theory of learning to explore how Indian women's participation in communities of practice in higher education contributes to their participation in arranged marriages. The concept of 'social capital' is used to discuss how women are able to negotiate their participation in arranged marriages, It is used to examine the knowledge and identity resources that women develop through their participation in higher education, which provides them with the means from which to develop the necessary 'bridging ties' leading to their active participation in the wider South Asian community. [ABSTRACT FROM AUTHOR]

The Immigration Restriction League (IRL) made literacy, and by extension education, a major aspect of immigration reform in United States in the early twentieth century. Appealing to an educated, conservative constituency, it promoted a literacy test aimed at systematically excluding "undesirable" immigrants. Literacy was initially treated as a learned skill, but eventually became linked to fixed, presumably heritable traits. The justification for requiring these tests was directly influenced by the growing Eugenics Movement. Literacy thus became intricately tied to an expanded conception of race and, consequently, the imagined worthiness of different ethnic and nationality groups. The 1917 Literacy Test Act, also referred to as the Immigration Act of 1917, limited migration to the United States and marked the IRL's eventual success. By that time, however, such tests had become seen as a proxy for presumably rigid, racialised, national characteristics, and the IRL pushed for even more restrictive measures. IRL members remained active beyond the First World War and contributed to the extension of immigration restriction policies in 1921 and 1924. [ABSTRACT FROM AUTHOR]

“Clinical ethics consultants” have been practicing in the United States for about 50 years. Most of the earliest consultants—the “pioneers”—were “outsiders” when they first appeared at patients' bedsides and in the clinic. However, if they were outsiders initially, they acclimated to the clinical setting and became “insiders” very quickly. Moreover, there was some tension between traditional academics and those doing applied ethics about whether there was sufficient “critical distance” for appropriate reflection about the complex medical ethics dilemmas of the day if one were involved in the decision making. Again, the pioneers deflected concerns by identifying and instituting safeguards to assure professional objectivity in clinical ethics consultation services. One might suggest that in moving inside and establishing normative practices, the pioneer clinical ethics consultants anticipated adoption of their routines and professionalization of the field. [ABSTRACT FROM AUTHOR]

This essay begins with a look at several ingredients – such as subject mastery and careful course planning – that, combined, can lead to effective teaching. It then turns to some classroom activities that have proven to catch the attention of students and help them to learn about the intricacies of national security intelligence. These activities include the preparation of congressional briefing books related to mock hearings on intelligence programs; ‘murder boards’ that sharpen the critiquing skills of students, as well as their ability to speak more forcefully and convincingly; and the use of dramatic scenarios to spark classroom discussions about ethical challenges faced by intelligence agencies. [ABSTRACT FROM AUTHOR]

This study investigates the American presence and influences in the physical education press to understand the way in which that presence influenced and contributed to the production of a sports culture in the first half of the twentieth century. As historical sources, the study uses periodicals in the field that were published in the period 1932–1950. As a theoretical frame of reference, it uses the repertoire of the New Cultural History in terms of strategy, tactics and devices. It is written in a narrative way, following Ginzburg's style, presenting data and contextualizing them with the historic scene. Clues enabled us to infer that the American presence, which was catalysed by the Brazilian Young Men's Christian Association (YMCA), sought to shape a sports culture from physical education and society. This effort reflected the yearning of Brazilian intellectuals for modernisation and an attempt at cultural colonisation by the government of the USA. [ABSTRACT FROM PUBLISHER]

Art is about freeze framing life and making it available for contemplation. This article describes creative strategies for teaching meaning-making and critical thinking through the use of imagery and the visual arts and how they have been influenced by the wisdom and guidance of Dr. Hannelore Wass. Dr. Wass’s passion for encouraging death educators to explore “other ways of knowing” is reflected in the connections between visual imagery and topics such as caregiving, aging, self-care, and professional boundaries. The group known as Women in Thanatology as a mechanism for professional mentoring and support is described, including Dr. Wass’s role in its history and evolution. [ABSTRACT FROM PUBLISHER]

A substantial body of literature argues that government funding motivated by the Cold War shaped (or distorted) the content of the American academic disciplines. This article tests the impact of such funding on the academic study of the Soviet economy, a small field created to help fight the Cold War. It documents the amount of attention given by researchers to the military sector of the Soviet economy, the topic of central importance for the Cold War, and finds that their publications largely ignored it. Considerations other than the interests of the sponsors determined the choice of topics in the discipline. [ABSTRACT FROM AUTHOR]

Racialization and assimilation offer alternative perspectives on the position of immigrant-origin populations in American society. We question the adequacy of either perspective alone in the early twenty-first century, taking Mexican Americans as our case in point. Re-analysing the child sample of the Mexican American Study Project, we uncover substantial heterogeneity marked by vulnerability to racialization at one end but proximity to the mainstream at the other. This heterogeneity reflects important variations in how education, intermarriage, mixed ancestry and geographic mobility have intersected for Mexican immigrants and their descendants over the twentieth century, and in turn shaped their ethnic identity. Finally, based on US census findings, we give reason to think that internal heterogeneity is increasing in the twenty-first century. Together, these findings suggest that future studies of immigrant adaptation in America must do a better job of accounting for heterogeneity, not just between but also within immigrant-origin populations. [ABSTRACT FROM AUTHOR]

Educational access was central in the racial inscription of class identities in the late nineteenth century. In Atlanta and New Orleans, white newspapers, politicians and ordinary citizens launched vigorous campaigns against integrated schools, which resulted in limited access to elite public schooling for upwardly mobile Blacks. Jewell's study analyses these cases to explore social reproduction as a link between race and class as social structures. Whites in both cities used the concept of miscegenation, or racial mixing, to define Blacks' access to elite cultural knowledge and social networks as a violation of the colour line. Jewell argues that analyses of racial formation should give attention to discursive links between race and class in struggles over social reproduction because maintaining racial hierarchies in periods of social change requires constructing new cultural narratives that reproduce economic dominance over racial minorities. [ABSTRACT FROM AUTHOR]

Religious organisations have long relied on education to transmit cherished values, working within society to preserve their worldview. Therefore, when a religious education system is restructured, it can act as a barometer of change, revealing societal values and reflecting negotiated roles. Like other faiths, the Church of Jesus Christ of Latter-day Saints (Latter-day Saint or Mormon) has used education to shape its society. In its early history, the faith adopted an isolationist paradigm. Threatened by a Protestant-led common school crusade, Church leaders established a private school system, attempting to augment or even compete with public schools. However, during the early decades of the twentieth century, the programme was folded into the very public school system it was designed to replace. Teachers trained in the faith’s worldview replaced students nurtured in a Church-controlled environment. Accommodation and cooperation supplanted isolation and separation as Mormonism learned to live in two worlds – one with a particularistic religious view and another characterised by a pluralistic society. [ABSTRACT FROM PUBLISHER]

Responsible conduct of research (RCR) education is now common throughout the United States, primarily in response to federal requirements beginning with the National Institutes of Health in 1989. Despite this long history, RCR education programs remain highly disparate, often with ill-defined content, format, and goals, and minimal evidence for effectiveness. However because it is widely believed that such programs can have value, it is hoped that a review of what is available, and how that came to pass, will highlight what has been done well and where gaps still remain. [ABSTRACT FROM AUTHOR]

Politicization as a term used in intelligence studies is poorly defined, conceptualized and operationalized. Despite the negative connotations associated with the word politicization that equate it with a form of corruption, it is not entirely clear what it is a corruption of. In short, the concept of politicization is for the most part analytically useless. This article critiques the existing status quo conceptualization for being overly broad and insufficiently nuanced, explores the nature of analytic politicization as a subset of politicization writ large, and replaces it with a narrower conceptualization that explains what makes analytic politicization bad and deserving of condemnation. Based on this evaluation, one can conclude that much of what is considered to be politicization in a corrupted sense is really just a naturally-occurring consequence of analysis and interpretation in a policy or political context. [ABSTRACT FROM AUTHOR]

Each of the criteria most frequently used to evaluate the quality of intelligence analysis has limitations and problems. When accuracy and surprise are employed as absolute standards, their use reflects unrealistic expectations of perfection and omniscience. Scholars have adjusted by exploring the use of a relative standard consisting of the ratio of success to failure, most frequently illustrated using the batting average analogy from baseball. Unfortunately even this relative standard is flawed in that there is no way to determine either what the batting average is or should be. Finally, a standard based on the decision-makers' perspective is sometimes used to evaluate the analytic product's relevance and utility. But this metric, too, has significant limitations. In the end, there is no consensus as to which is the best criteria to use in evaluating analytic quality, reflecting the lack of consensus as to what the actual purpose of intelligence analysis is or should be. [ABSTRACT FROM PUBLISHER]

Education in the twenty-first century requires that all students learn the social studies skills that help them understand the complex issues related to civic ideals and practices. One of these skills is developing multiple perspective-taking. Many educators believe that this critical thinking ability is not only for upper level students but also plays an important role in elementary social studies education. The author shows how he has worked with elementary preservice teachers to develop multiple perspective-taking. Immigration history is one of the areas that is especially appropriate for using multiple perspective-taking. This article shows how to develop these skills by comparing two main immigration stations, Ellis Island and Angel Island, during the first half of the twentieth century. It challenges the commonly held perspective that both immigrant stations served very similar functions. Indeed, it shows how to teach the perspective that the treatment of the Chinese immigrants at Angel Island was more inhumane and racially discriminating than that experienced by their counterparts on Ellis Island. It is important for students of all ages to learn that the immigration policies of our nation have not always lived up to the civic ideals and practices of a democratic pluralistic society. [ABSTRACT FROM AUTHOR]

Given the current national debate over immigration reform and the plethora of anti-immigrant policies, practices, and laws, school curriculums should include materials that will allow students to learn about, and reflect on, the impact this debate has on the lived realities of those most impacted. Specifically, teachers and their students will greatly benefit from a more in-depth investigation of a time in U.S. history when U.S. Mexicans were unconstitutionally deported in the 1930s. The goal of this article is to illuminate this critical piece of history that has either been ignored and/or misunderstood. It documents the experiences of the survivors—specifically, the children of Mexican descent born in the United States—and offers supporting lessons and resources for teachers and their students. [ABSTRACT FROM AUTHOR]

The Black Adoption Research and Placement Center is a nonprofit organization delivering culturally specific adoption and foster care services. The organization developed as a response to concerns in the African-American community about the high numbers of African-American children entering and not exiting the public foster care system. The organization has undergone significant transformations over its 25-year history in relation to social, political, and economic changes that have altered the ways that the agency finances and delivers services. The history of Black Adoption Research and Placement Center presents an organization that has weathered many challenges because of its strong leadership, its committed governing body, its external relationships, and its internal operations. [ABSTRACT FROM AUTHOR]

Current explanations for the gap between African-American and white school achievement are inadequate; most cannot explain the high level of black school achievement in the decade after Emancipation. Further, traditional accounts of the origins of educational discrimination against African-Americans are inaccurate. The roots of educational discrimination began at the moment African-Americans first demanded access to education as slavery collapsed. White southerners responded to that demand with overwhelming force and violence, ranging from simple intimidation through incendiarism, physical violence, shootings and murder against students and teachers. [ABSTRACT FROM AUTHOR]

The United States' civil rights history provided the impetus for changes in schools regarding multicultural education. However, definitions and theoretical perspectives of multicultural education remain convoluted. No Child Left Behind (NCLB), the legislation in place purported to equalize achievement, and the National Council for the Accreditation of Teacher Education (NCATE), an accreditation agency which sets standards by which teacher education programs prepare future teachers, have elements which maintain and/or fail to change schooling conditions which leave children in the status quo. [ABSTRACT FROM AUTHOR]

The article discusses the development of comparative studies on apartheid in South Africa and slavery and Jim Crow laws in the U.S. The author describes the state of comparative literature on the two subjects and argues that a complete comparison may not be appropriate due to the differing circumstances. According to the author, a comparison between the two cultures is useful for scholars of either field but the cultural context of both must be taken into consideration first.

The article presents the history of public mathematics education in the U.S. in the 20th century and how it relates to military service, World War II, and federal involvement in public education. The author describes a letter on mathematics education written by U.S. Navy Admiral Chester Nimitz, called the Nimitz letter, which described failure rates in math testing for Navy recruits. The author discusses national curriculum revision to emphasize algebra, arithmetic, and geometry. [ABSTRACT FROM PUBLISHER]

The article comments on African-American literature and the insight it provides to the current position and future prospects of African-American education in the U.S. Key issues discussed include a comparison of the education of African Americans in the U.S. with the education of minorities in other societies, an historical background on the alleged educational deprivation of African Americans documented in social, economic and political history and in contemporary social criticism and the issues' implications for comparative education.

Social work education at the baccalaureate level has become a rigorous educational endeavor. This is borne out by both the number of currently accredited BSW programs and the standards that BSW programs must meet to gain and maintain accredited status. This article provides a brief history of BSW education as an accredited educational enterprise, and reports descriptive data on BSW programs' experience with accreditation from 1989 through 1991. The author also identifies and discusses those CSWE Evaluative Standards and areas in the Curriculum Policy Statement that are most problematic for BSW programs. [ABSTRACT FROM AUTHOR]