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Science and technology have played an important role in shaping twentieth century Texas. During the one hundred years between 1886 and 1986 there occurred growth and change of revolutionary magnitude.
When the crew of Apollo 11 splashed down in the Pacific Ocean on July 24, 1969, Americans hailed the successful completion of the most complex technological undertaking of the 20th century: landing humans on the moon and returning them safely to earth. This document records the engineering and scientific accomplishments of the people who made lunar exploration possible. It shows how scientists and engineers worked out their differences and conducted a program that was a major contribution to science as well as a stunning engineering accomplishment.
This official NASA history chronicles the behind-the-scenes conflicts and cooperation during the Apollo expeditions. It shows how the space agency's scientists, who were primarily interested in the moon itself, worked out their differences with the engineers, who were charged with the astronauts' safe landing and return. The close collaboration between the scientists and engineers ensured the success of a program that remains a major achievement for both fields. The first half of the book concerns the preparations for the Moon landings, tracing the development of the Apollo science program from the earliest days. The second half documents the flights that followed Apollo 11, during which twelve astronauts explored the lunar surface and returned with samples for investigation. The author drew upon the Lyndon B. Johnson Space Center's collection of more than 31,000 Apollo-related documents and conducted more than 300 interviews with program participants to assemble this definitive survey.
Despite the educational and professional advances made by minorities in recent decades, African Americans remain woefully underrepresented in the fields of science, technology, mathematics, and engineering. Even at its peak, in 2000, African American representation in engineering careers reached only 5.7 percent, while blacks made up 15 percent of the U.S. population. Some forty-five years after the Civil Rights Act sought to eliminate racial differences in education and employment, what do we make of an occupational pattern that perpetually follows the lines of race? Race, Rigor, and Selectivity in U.S. Engineering pursues this question and its ramifications through historical case studies. Focusing on engineering programs in three settings--in Maryland, Illinois, and Texas, from the 1940s through the 1990s--Amy E. Slaton examines efforts to expand black opportunities in engineering as well as obstacles to those reforms. Her study reveals aspects of admissions criteria and curricular emphases that work against proportionate black involvement in many engineering programs. Slaton exposes the negative impact of conservative ideologies in engineering, and of specific institutional processes--ideas and practices that are as limiting for the field of engineering as they are for the goal of greater racial parity in the profession.