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Ample evidence has been provided that women historically have suffered numerous social, political, and institutional barriers to their entrance and success in the sciences. The articles in this anthology refocus the discussion and reflect the interdisciplinary nature of the issues surrounding women in the sciences. While the barriers that women have faced as researchers, subjects of research, students of science, and theorists have been well documented, this anthology breaks new ground. It presents the ways women succeed in the sciences, overcome these historical barriers, and contribute to the social practice of science and the philosophy of science in both theory and practice.
Dr. Sloop and her husband began their lifelong dedication to the mountain people when they rode horseback into the remote hill region of North Carolina in 1909. The conditions they encountered were shockingly primitive. The people had neither doctors, nor schools and were suspicious of medicine and "larnin’." Electricity and running water were unheard of, roads were rough mountain paths and the diet consisted of "hog meat, greens and grease." The main industry was moon shining. Dr. Sloop declared a personal war on moonshiners, tracking down hidden still with a reluctant sheriff in tow. She fought against child marriages and in a region where girls often married at the age of fourteen. With the help of the mountain people, she reinvigorated the weaving trade, built a church and a modern well equipped hospital. Her spirited support of education resulted in a modern twenty-five-building school. An amazing story of a unique crusade in the hill country of North Carolina.
Why are carefully designed, sensible policies too often not adopted or implemented? When they are, why do they often fail to generate development outcomes such as security, growth, and equity? And why do some bad policies endure? World Development Report 2017: Governance and the Law addresses these fundamental questions, which are at the heart of development. Policy making and policy implementation do not occur in a vacuum. Rather, they take place in complex political and social settings, in which individuals and groups with unequal power interact within changing rules as they pursue conflicting interests. The process of these interactions is what this Report calls governance, and the space in which these interactions take place, the policy arena. The capacity of actors to commit and their willingness to cooperate and coordinate to achieve socially desirable goals are what matter for effectiveness. However, who bargains, who is excluded, and what barriers block entry to the policy arena determine the selection and implementation of policies and, consequently, their impact on development outcomes. Exclusion, capture, and clientelism are manifestations of power asymmetries that lead to failures to achieve security, growth, and equity. The distribution of power in society is partly determined by history. Yet, there is room for positive change. This Report reveals that governance can mitigate, even overcome, power asymmetries to bring about more effective policy interventions that achieve sustainable improvements in security, growth, and equity. This happens by shifting the incentives of those with power, reshaping their preferences in favor of good outcomes, and taking into account the interests of previously excluded participants. These changes can come about through bargains among elites and greater citizen engagement, as well as by international actors supporting rules that strengthen coalitions for reform.
This book reviews the history of the Highlander Folk School (Summerfield, Tennessee) and describes school programs that were developed to support Black and White southerners involved in social change. The Highlander Folk School was a small, residential adult education institution founded in 1932. The first section of the book provides background information on Myles Horton, the founder of the school, and on circumstances that led him to establish the school. Horton's experience growing up in the South, as well as his educational experience as a sociology and theology student, served to strengthen his dedication to democratic social change through education. The next four sections of the book describe the programs developed during the school's 30-year history, including educational programs for the unemployed and impoverished residents of Cumberland Mountain during the Great Depression; for new leaders in the southern industrial union movement during its critical period; for groups of small farmers when the National Farmers Union sought to organize in the South; and for adult and student leadership in the emerging civil rights movement. Horton's pragmatic leadership allowed educational programs to evolve in order to meet community needs. For example, Highlander's civil rights programs began with a workshop on school desegregation and evolved more broadly to prepare volunteers from civil rights groups to teach "citizenship schools," where Blacks could learn basic literacy skills needed to pass voter registration tests. Beginning in 1958, and until the school's charter was revoked and its property confiscated by the State of Tennessee in 1961, the school was under mounting attacks by highly-placed government leaders and others because of its support of the growing civil rights movement. Contains 270 references, chapter notes, and an index. (LP)
In August 1964, thousands of Simba rebels attacked and captured the city of Stanleyville in the newly independent Republic of the Congo and took more than 1,600 European and American residents as hostages, threatening to kill them if any attempt was made to recapture the city. In November of that year, after months of increasingly tense and complex discussions among the governments whose nationals were being held, an airborne assault by Belgian paracommandos dropped by American Air Force planes, combined with a CIA-piloted air strike against the Stanleyville airport, liberated most of the hostages, but only after a Simba-initiated massacre. "Dragon Operations: Hostage Rescues in the Congo, 1964-1965" provides both the political background to these events and a detailed account of the actual operations: Dragon Rouge, the operations in Stanleyville, and Dragon Noir, focused on the city of Paulis, several hundred miles away. The book highlights the difficulties in organizing an international rescue effort with insufficient joint planning and inadequate command and control among the Belgian and American forces, as well as their differing political ideas and goals. The ad hoc nature of the planning was exemplified by an initial American Special Forces plan to air drop its forces east of Stanleyville and float down the river to Stanleyville. This plan was aborted when it was pointed out that the existence of Stanley Falls between the drop zone and the city was an insuperable obstacle. The operation also suffered from the Belgian commander's colonial-era contempt for the numerical strength of the Simbas and American fears of what was in reality a non-existent Communist element in the rebel movement."Dragon Operations" demonstrates that, despite the slapdash nature of their planning and communications aspects, as well as the distance involved, the austere support, the large number of hostages, and a lack of intelligence data, they were remarkably successful in rescuing most of the hostages. Although less than ideal, the operations worked better than expected, given the conditions under which they were conducted. This important study of an almost forgotten episode of the Cold War has much to offer to military strategists and tacticians, political scientists and students of contemporary history alike. Orginally published in 1988: 236 p. maps. ill.