University Civil Research Articles

Theory Applied—Experience Tours at the Naval Postgraduate School

The Operations Research Department at the Naval Postgraduate School (NPS) in Monterey, California educates analysts who are fully capable of conducting independent analytical studies of military problems. Significant to this education is an opportunity to apply theory from the classroom to a problem from the real world. Halfway through the two year program, each student is encouraged to participate in a three to six week experience tour at a Department of Defense (DoD) analytical organization. During this tour students obtain hands-on experience working military operations research problems alongside experienced analysts. They also identify a thesis topic for follow-on research when they return to the NPS. Faculty members supervise the students' thesis research during the remainder of their time in Monterey. The theses are more than just a graduation requirement, some result in publications in refereed journals and most solve pressing problems for the DoD. We recognize that the unique set of circumstances here at NPS makes this all possible but hold strongly to the idea that applied experience is essential to our graduates and that aspects of our program are exportable to civilian universities.

Student Affairs Professionals, Black 'Greek' Hazing, and University Civil Liability

Violent hazing within black Greek-letter organizations (BGLOs) has cost lives and millions of dollars in civil damages to BGLO members, BGLOs, and host institutions. To date, little scholarship has focused on the role of the law as it relates to BGLO hazing. This article explores the role student affairs professionals play in BGLO collegiate chapter advising and how their advising may place their academic institutions at risk for hazing liability. Prophylactic measures are recommended.

Artificial neural network approach for assessing harbor tranquility: The case of Trabzon Yacht Harbor, Turkey

The basic functions of a harbor are to provide safe anchorage for vessels and to facilitate the smooth and unhindered transfer of passengers and cargo between vessels and land. To perform these functions, harbor basins must be tranquil. Traditionally, the tranquility level can be determined by physical and numerical model studies. In this study, physical and artificial neural network (ANN) models of wave height within a harbor were performed, and their results were compared for Trabzon Yacht Harbor, Turkey. Physical model studies were carried out in the Karadeniz Technical University Civil Engineering Department Hydraulics Laboratory wave basin. Models were simulated for 180 cases with various wave and breakwater conditions. Wave heights were measured at 24 points in the harbor basin. Experimental data were divided into 144 training, 24 testing, and 12 validation patterns in the ANN model. Comparison of the results from the physical and ANN models revealed that the maximum average and average relative errors computed for the validation data set were 19.8% and 15.9%, respectively. The ANN model was separately simulated for artificial input values of different wave and breakwater conditions.

Hispania Guest Editorial: Parallel Lines Should Cross

Hispania Guest Editorial: Parallel Lines Should Cross Lt. Col. Richard Dabrowski There are physical barriers to reaching the Department of Foreign Languages at the United States Air Force Academy (USAFA): security guards at the entrance to the base, additional security at the entrance to the Cadet Area, and badges to enter Fairchild Hall, etc. Then, there are the cultural barriers: an ethos for foreign languages usually associated with secretive military intelligence, an understanding of fluency as a war-fighting skill, and more. Similar barriers exist at all US government-sponsored institutions where foreign languages are taught, which discourages interaction between military and other agency professional educators and their civilian counterparts in academia. These barriers mark a pedagogical world apart, which during the Cold War was not only rigidly separate from university language training, but also effectively isolated the various US government-sponsored bureaucracies involved with language education, making cooperation among them difficult. The Department of Education did have some responsibility for encouraging the study of foreign languages, but it had nowhere near the funding and scope of the Department of Defense and other agencies. After 9/11, there was growing recognition of the need for the US government to streamline its foreign language training efforts and to reach out to civilian universities. The result was the 2006 National Security Language Initiative (NSLI), which looked to integrate the efforts of the Departments of State, Education, and Defense, as well as the Intelligence Community. The NSLI became the mandate of the Foreign Language Program Office of the Office of the Director of National Intelligence, and it resulted in increased funding particularly for the less-commonly taught languages. Of special interest to Hispania readers may be the K–16 STARTALK program (http://startalk.umd.edu), which funds student and teacher workshops for: ten languages, including Portuguese; the Flagship program (http://thelanguageflagship.org/), which funds best practices for reaching high levels of proficiency in various languages, also including Portuguese (at the University of Georgia at Athens); and the Center for the Advanced Study of Language at the University of Maryland (http://www.casl.umd.edu/), which sponsors basic and applied research in many areas of language study—including the use of neuroimaging to scientifically explore how the brain learns. While the bureaucratic mandate to improve cooperation in foreign language education between government and academia continues, true success depends on dedicated individuals willing to work through the barriers. For example, AATSP President Christine Campbell has made numerous presentations at the AATSP, ACTFL, and other national conventions to promote awareness of the foreign language and culture products available from the Defense Language Institute / Foreign Language Center (http://www.dliflc.edu/products.html) that could be useful to civilian educators. And, it is not just government reaching out to academia—sometimes academics find their way past the guard shacks into government institutions, such as Hispania Editor Sheri Spaine Long, who is the current Distinguished Visiting Professor at the USAFA from the University of Alabama at Birmingham. We have also had Eileen Glisan (Indiana University of Pennsylvania), Jean LeLoup (formerly of SUNY College at Cortland and now at USAFA), Carmen Ferrero (Moravian College), and Kendra Douglas (Western Washington University) as visiting professors of Spanish or Portuguese. It is thanks to such individuals who see the value of cooperation that the parallel pedagogical worlds can intersect—to the betterment of both. [End Page 1] Lt. Col. Richard Dabrowski Spanish/Portuguese Division Chief United States Air Force Academy Copyright © 2012 American Association of Teachers of Spanish and Portuguese, Inc

The Effect of "Twice Cycle" Practice Teaching System for Economics and Management Specialty: A Case of Sichuan Agricultural University

Economics and management specialty are characterized with a high demand for practice, thus field work is an essential part of curriculum system. This paper takes the practical teaching of College of Economics and Management of Sichuan Agricultural University for instance, exploring its practical education system, “twice cycle”, originally created by its teaching staff and catering for the economics and management majors of civil universities. This paper expounds the necessity, the procedure and the effect of this practice teaching system, and finally puts forward recommendations for further improvement. Key words: Universities; Practice teaching system; Economics and management specialty; Twice cycle; Combination of virtuality and reality

Post-War Modernism: Maxwell Fry's buildings at the University of Liverpool

This paper considers the architecture and design process of Liverpool University's Veterinary School and Civil Engineering building, designed by the modernist pioneer architect, Edwin Maxwell Fry (1899–1987) in the period 1955–60. The architecture of Britain in the aftermath of the Second World War marked a departure from the modernism associated with the International Style, ‘white cubes’ and ‘primitive functionalism’, and there was a move amongst architects and reports in the architectural press that sought to review architecture through the agendas of ‘expressive’, ‘formal’ and even ‘vernacular’ design. Both of Fry's buildings initially appear as subscribers to the functionalist doctrine, adopting a sombre, even aloof exterior, but a closer inspection reveals that they are not just the routine, clichéd modern buildings that became so prevalent and scorned throughout the 1950s. They demonstrate some of the wider concerns architects had at that time, namely: monumentality, the use of art and murals as a means of conveying meaning, and a concern for context within a functional-vernacular tradition. These notions were also astutely tracked through the architectural journals along with ‘formalism’ (leading to Brutalism) and perhaps most significantly through Nikolaus Pevsner's determination to bind the English picturesque tradition with the lineage of Modernism.

The Socially Responsible Engineer: Assessing Student Attitudes of Roles and Responsibilities

BackgroundA state university's Civil and Environmental Engineering (CEE) programs initiated curricular reform efforts that incorporated systems thinking and service learning as part of a National Science Foundation Department Level Reform (DLR) grant.Purpose(Hypothesis)The purpose of this study was to examine changes in students' perceptions of engineers' social responsibilities and technical knowledge that were influenced by the programs' DLR curricula reforms. A secondary goal was to test the validity and reliability of a student attitude survey.Design/MethodA longitudinal, concurrent, mixed method study was implemented over a four‐year period. A survey was developed and administered to 125 graduating CEE seniors. Qualitative analyses included open‐ended survey responses and interviews with faculty, students, and focus groups.ResultsStudent attitudes declined during the first two years of implementation with students citing dissatisfaction with course changes. Yet, no statistically significant difference was found for students' self‐reported technical knowledge and social responsibilities by graduating class or major. Female students, however, showed a positive statistically significant difference in their self‐perceptions of increased technical knowledge and engineers' social responsibilities. Adoption of new language was noticeable for students in the Class of 2009, indicating that concepts of systems thinking and service learning were beginning to be assimilated. The student attitude survey was determined to be a valid and reliable instrument.ConclusionStudents caught in the middle of program reform are likely to resist change and express dissatisfaction. Assessments of student attitudes allowed implementers to evaluate their reform efforts' successes and shortcomings and enabled them to adapt and modify their strategies accordingly.

Academic year based on the competent approach for the preparation of reserve officers of military department of civil university

Academic year based on the competent approach for the preparation of reserve officers of military department of civil university

Online Surveying Engineering Education Initiatives

University civil engineering departments have historically been the home of surveying education in the United States. This close academic association of complementary professional occupations has served engineers and surveyors well for many years. However, as is so characteristic of today’s constant developments in most areas of science and engineering, the core knowledge and work strategies of civil engineering and surveying are evolving rapidly. To do justice to cutting-edge innovations, civil engineering departments should consider augmenting their curricula with courses covering state of the art surveying technologies. For many civil engineering projects, application of these emerging surveying methodologies is vital. The best-known example is the Global Navigation Satellite System GNSS . The American global positioning system—GPS, as it is well known— was its initial component circa late 1980s . Modern investigations have proven that GPS is not only useful in traditional applications such as high-accuracy deformation monitoring and vertical referencing, but also in transportation, timing and many other scientific and social activities that have a wide range of georeferencing needs whether in postprocessing or real-time modes. Other digital data transfer techniques such as terrestrial scanners, airborne LiDAR light detection and ranging , and terrestrial and aerial photogrammetry serve a multitude of civil engineering endeavors i.e., raw data observations as they relate to working drawing . Unfortunately, in-depth educational opportunities in these new technologies are very limited in the United States. Often, isolated “emergency solutions” exists in that only one of these scientific subjects is addressed in a specific curriculum, primarily because of a lack of faculty expertise. Perhaps one way to complement this shortage of specialized education and the scarcity of trained scientists to meet the scholastic demands of the standard face-to-face classroom environment is via the implementation of the relatively new paradigm of cyberlearning the application of network computing and communications to support learning . The recent advancements in information technologies and the swift progress in the computational and Internet disciplines have drastically changed the traditional conception that students and teachers need to share a common

Civil Rights Memorials and the Geography of Memory (review)

T H E A L A B A M A R E V I E W 228 dialogue into how the forces of tourism exploit or revitalize a culture or community. Beard-Moose’s affable writing style and sharp wit make this a readable book for the student, regionalist, or scholar. I look forward to her next “update.” SUSAN M. ABRAM Western Carolina University Civil Rights Memorials and the Geography of Memory. By Owen J. Dwyer and Derek H. Alderman. Chicago: Center for American Places at Columbia College Chicago, 2008. viii, 144 pp. $49.50 (cloth). ISBN 978-1-93006671 -7. $27.50 (paper). ISBN 978-1-930066-83-0. In the not very distant past of thirty-odd years ago, African Americans were nearly totally absent from American public history sites. In public parks and the courthouse lawns, memorials celebrated elite white men, many of whom had in fact participated in upholding slavery and racial inequality. But in the last thirty years, in the wake of a successful movement to achieve civil rights, America’s memorial landscape has been radically reshaped. Today, there are over a dozen museums dedicated to remembering the civil rights movement. Sites of horrific violence, such as Kelly Ingram Park in Birmingham, have been turned into commemorative landscapes, while plaques and markers honoring the black freedom struggle have appeared in southern cities and along the region’s highways. The most mundane but powerful example of the immense changes in the American landscape might be the rapid rise in the number of streets being renamed for movement luminaries, especially for Martin Luther King Jr. By 2003, 730 streets in thirty-nine states and the District of Columbia had been named for King. Civil Rights Memorials and the Geography of Memory explores the meaning and significance of this memorialization of the civil rights movement. By focusing on the politics of producing and locating the memorials, as well as the histories they relate, Dwyer and Alderman demonstrate that memorials do not establish “an authoritative recounting of the past” (p. 14). Rather, they provide a new means of contesting the legacies and meanings of the past. In the case of civil rights memorials, these confrontations offer a window into the nature and extent of racism in contemporary American society. In this concise and cogently written book, Dwyer and Alderman offer a useful introduction to many of the questions central to the study of memorials and historical memory. The first of their three chapters J U L Y 2 0 1 0 229 examines which stories civil rights memorials relate, and which histories they tend to ignore. The second chapter looks at the politics and economics of creating civil rights memorials, while the third analyzes the location and distribution of civil rights memorials, both on a regional and a local scale. Dwyer and Alderman find that, for the most part, civil rights memorials relate a celebratory story of a “won cause” that focuses on the dramatic victories toppling legal segregation. This rendering of history highlights major events and elite, male leaders. Thus while civil rights memorials offer a departure from traditional public history in that they commemorate the black past, they hew closely to other memorial conventions by focusing on “great men” rather than everyday people or grassroots organizing. The book also offers fascinating portraits of the many interests at stake in building memorials, from white politicians and businessmen who believe a new civil rights museum will remake their city’s image and bring in tourist dollars, to long-committed black activists, or “memorial entrepreneurs ,” who desperately want to keep the past alive in order to offer lessons for today. Building these memorials, Dwyer and Alderman make clear, is a form of political work that requires major collaboration and cooperation. The authors offer an engaging introduction to the field of memorial studies, and it would make an excellent teaching text. It is also a useful guide to how geographers think about memorials. Explicitly pedagogical , the epilogue focuses on teaching visitors how to “read” memorial landscapes like a book by listing thirty helpful questions to ask about memorial sites. For students of Alabama history, the book offers an extended...

Teaching Ethics to Engineers: Ethical Decision Making Parallels the Engineering Design Process

In order to fulfill ABET requirements, Northern Arizona University's Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to "grey" or multiple possible solution technical problems. To identify and solve these problems, the engineering design process is used. Ethical problems are also "grey" problems and present similar challenges to students. Students need a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues, relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader, global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue.

S2001-1-1 戦後の大ダム機械化施工の発展に貢献した大学同窓生による技術コミュニケーション(機械技術史・工学史(1),社会変革を技術で廻す機械工学)

S2001-1-1 戦後の大ダム機械化施工の発展に貢献した大学同窓生による技術コミュニケーション(機械技術史・工学史(1),社会変革を技術で廻す機械工学)

Manufacturing Performance

AbstractThe use of rapid prototyping to produce scale models has in recent years become commonplace in architectural practices and universities. Employing such layer manufacturing processes at the scale of construction opens up entirely new possibilities for articulating and manufacturing a performative built environment. Achim Menges discusses Freeform Construction, a collaborative effort between Loughborough University's Civil & Building Engineering Department and Loughborough's Wolfson School of Manufacturing and Mechanical Engineering to develop construction‐scale rapid manufacturing processes. Crossing conventional boundaries of the manufacturing domain, the research is not only concerned with developing new modes of production, but also contributes to establishing an alternative approach for designing performative architecture where form, material, structure and performance are understood as inherently related and integral aspects of the manufacturing and construction process. Copyright © 2008 John Wiley & Sons, Ltd.

The PfP Consortium as a Change Management and Integration Tool: Ten Years of Experience

The PfP Consortium was born in 1999 at NATO’s Fiftieth Anniversary at the Washington Summit, although the idea of the Consortium was first tested in 1998 at ISF in Zurich. Bulgaria had the privilege of hosting the Second PfP Consortium Annual Conference in Sofia—the first gathering dedicated to the new initiative to define the roadmap for the future “troika council” that had been established to provide continuity between the annual conferences. The objectives defined in Washington were “fostering greater academic and educational opportunities within the defense and security community; encouraging high standards for professional military education; promoting cost-effective education through collaborative distance learning and distributed training; expanding dialogue, understanding, and cooperation through security-related research in EAPC countries; and, exploring complementary relationships with institutions such as the NATO Defense College.” About ten years later it is time to see how these goals were pursued, and to assess to what extent they have been achieved in EAPC area. The Statement of the Principles of the Consortium and the Statement of Operation and Administration were approved at the conference in Sofia. This marked the formal start of the new initiative, which was prepared by a team led by Dr. Kennedy and Dr. Winkler at the George C. Marshall European Center for Security Studies in GarmischPartenkirchen, Germany. The following year, in 2000, Dr. Winkler took over the Geneva Centre for Democratic Control of Armed Forces (DCAF), an organization that played a key role in moving the Consortium forward. From the very beginning, the Consortium—having been established in the spirit of PfP—was an effective change management instrument that provided the opportunity for defense academies to work with civilian universities and security studies institutes, many of them NGOs from PfP countries. The development of the Consortium was facilitated by annual conferences, and through its relationships with other forums such as the International Security Forum (ISF), the George Marshall Center Alumni Association, the NATO Defense College Alumni Association, and the Conference of the

The effects of over-education on earnings in the graduate labour market

This paper uses a new survey of graduates from one large civil university in the UK to examine the determinants of over-education and its subsequent impact on labour market earnings. Multiple measurements of over-education were collected to assess the effect of measurement error on the estimated pay penalty associated with over-education. Panel estimates suggest that the upward bias in standard OLS estimates is offset by an equal downward bias resulting from measurement error.

A Part and Apart: Lesbian and Straight Feminist Activists Negotiate Identity in a Second-Wave Organization

A Part and Apart: Lesbian and Straight Feminist Activists Negotiate Identity in a Second-Wave Organization Stephanie Gilmore Trinity College Elizabeth Kaminski Central Connecticut State University Civil Marriage is a Civil Right!" proclaimed a flyer advertising a Valentine's Day action in Toledo, Ohio, in February 2005. Penned by the Toledo chapter of the National Organization for Women (NOW), the flyer announced that the event would involve gay and lesbian couples seeking marriage licenses while heterosexual allies demonstrated in support of same-sex marriage. The action also highlighted the chapter's opposition to Ohio's Issue 1, a successful referendum on the November 2004 ballot that had codified marriage as a legal union only between a woman and a man. This action was not unique to Toledo; same-sex marriage activists within and beyond NOW chapters across the United States held similar Valentine's Day demonstrations, including in Beverly Hills, California; Albuquerque, New Mexico; Milwaukee, Wisconsin; and Portland, Oregon.1 California NOW encouraged its members to "ask legislators to 'have a heart' and support same-sex marriage" on Valentine's Day, while Chicago NOW and [End Page 95] Maryland NOW joined broad coalitions of civil rights groups and elected officials in their respective states to oppose the proposed Federal Marriage Amendment.2 Through local chapters and state organizations and at the national level, NOW members at the beginning of the twenty-first century have been unwavering advocates of same-sex marriage. On its website, national NOW also applauds its history as "a leader in the struggle for lesbian rights" since the early 1970s and has joined with other civil rights groups to push for same-sex marriage as a feminist issue. Although NOW's support of same-sex marriage as a civil right in cities and states across the country may seem logical and consistent today, the history of publicly merging feminist and lesbian identities and activism within NOW is not a smooth or a linear narrative. Leaders and rank-and-file members disputed lesbian involvement and visibility in NOW shortly after the organization was formed. Twenty-six women founded NOW in June 1966; in October of that year over three hundred people attended NOW's first meeting. Within the space of five years thousands of women and men joined NOW in chapters across the country, making the "National Organization for Women" truly national and one of the largest feminist organizations of the second wave. Realizing, however, that NOW and the women's movement drew large and visible numbers of lesbians, NOW president and founder Betty Friedan commented in 1969 that lesbians constituted a "lavender menace" and suggested that they threatened the political efficacy of the organization and of feminism. In response to this epithet, forty-plus lesbians and heterosexual supporters, many from the New York City chapter of NOW, stormed the stage at the 1970 meeting of the Congress to Unite Women in New York City—wearing purple shirts bearing Friedan's words—and insisted that lesbians' rights were women's rights. Despite fears among some national board members that a strong and visible lesbian presence would diminish the organization's political clout, many rank-and-file members supported the protest and its message. At the 1971 national meeting of NOW members confronted the intersection of feminism and lesbians' rights as cultural philosophies and social movement goals by passing a resolution acknowledging lesbians' rights as part of the organization's national agenda.3 Since that time NOW has formed national task forces on lesbians' issues and rights; it has supported lesbian candidates for political office at the local, state, and national levels [End Page 96] of government; and in 1991 it elected Patricia Ireland, an openly bisexual woman, as its national president. This article explores the history of lesbian and straight feminists within NOW and analyzes how activists negotiated the sexual identity of this organization in the earlier years...

Teaching Context-Sensitive Design to Undergraduates

Context-sensitive design (CSD), also referred to as context-sensitive solutions, is an increasingly important topic for transportation design engineers. More and more projects need to incorporate community wishes and environmental and land use constraints, integrate historic elements, and blend aesthetically with environs. Introducing CSD explicitly in undergraduate civil engineering classes is a good way to encourage our future engineers to think about design challenges. Resources for teaching CSD are presented here, as well as descriptions of activities and assignments used in university civil engineering courses. A casual survey of students who had been exposed to CSD as undergraduates was conducted. Their responses are provided here. CSD has the benefit of attracting students to transportation design, asking engineers to consider public involvement and interdisciplinary elements in their projects, and addressing some of the new skills recommended for professional engineers. This paper describes why undergraduate engineers should be taught CSD, how CSD should be taught, and what the benefits of teaching CSD to undergraduate engineers are.

Teaching Context-Sensitive Design to Undergraduates

Context-sensitive design (CSD), also referred to as context-sensitive solutions, is an increasingly important topic for transportation design engineers. More and more projects need to incorporate community wishes and environmental and land use constraints, integrate historic elements, and blend aesthetically with environs. Introducing CSD explicitly in undergraduate civil engineering classes is a good way to encourage our future engineers to think about design challenges. Resources for teaching CSD are presented here, as well as descriptions of activities and assignments used in university civil engineering courses. A casual survey of students who had been exposed to CSD as undergraduates was conducted. Their responses are provided here. CSD has the benefit of attracting students to transportation design, asking engineers to consider public involvement and interdisciplinary elements in their projects, and addressing some of the new skills recommended for professional engineers. This paper describes why undergraduate engineers should be taught CSD, how CSD should be taught, and what the benefits of teaching CSD to undergraduate engineers are.

Assessment by employers of newly graduated civil engineers from the Islamic University of Gaza

The evaluation process is very important to identify and recognize the strengths and the weaknesses of graduated students. The purpose of this paper is to evaluate the performance of the newly graduated civil engineers from the Islamic University of Gaza in Palestine. The methodology was based on questionnaires and informal interview. The population of this study consisted of 35 contractors and 7 Owners. The questionnaire was developed to evaluate the quality of the Islamic University civil engineers who have obtained their degrees in the past five years. The evaluation involved several aspects such as practical, social, ethical, technical writing, communication skills, and computer skills. The results indicate that most of the Islamic University civil engineers have some practical problems in construction sites. On the other hand, they have several strong characteristics such as computer skills, ability to develop themselves, and an understanding of ethical responsibilities. Some recommendations and suggestions are proposed to improve the performance of the graduate civil engineers in the practice.

Introduction: America's Disposable Children: Setting the Stage

The connection of crime and prejudice is neither simple or direct. The (Negro) boy who is refused promotion in his job as a porter does not go out and snatch somebody's pocketbook. Conversely the loafers... and the thugs in the county prison are not usually graduates of high schools who have been refused work. The connections are more subtle and dangerous; it is the atmosphere of rebellion and discontent that unrewarded merit and reasonable but unsatisfied ambition make. The social environment of excuse, listless despair, careless indulgence and lack of inspiration to work is the growing force that turns Black boys and girls into ... rascals. (DuBois, 1899, p. 351) Childhood is generally perceived of as a time of innocence. The intersection of childhood and criminality in our society has created some uncomfortable tensions and unwarranted solutions. When violent crimes are committed by young offenders, what is a society to do? Shall we sentence children as though they were adults? Shall we warehouse them or shall we attempt to rehabilitate them? Complicating matters is the nexus between race, class and the overrepresentation of children of color, young African American males, in particular, committed to residential facilities in the justice system. Because of their disproportionate representation in the justice system, African American males in the juvenile justice system is the focus of this special issue of The Journal of Negro Education. Information on residents in juvenile custody, drawn from the Census of Juveniles in Residential Placement, indicates that nationally, custody rates for Black juveniles is twice the rate for Latinos and five times the rate for Whites (U.S. Department of Justice, 2000). Related data report minority proportions of the total population of juveniles in residential placement at 75% or greater in seven states: California, Connecticut, Delaware, Louisiana, New Jersey, New Mexico and Texas (U.S. Department of Justice, 2000). In maximum-- security facilities, the rates are even higher. America's young Black males have become America's disposable children. As our society enters the millennium, because of increasing immigration and a second baby-boom generation, our youth population will double, primarily among juveniles of color. One can only speculate as to the potential consequences of an exploding juvenile population of color in a growing climate of intolerance. Generically speaking, the topic of juveniles of color in the justice system intersects some of the crucial issues of the day: disproportionate sentencing for the same crime, racial profiling, inadequate legal representation, mandatory minimums, the War on Drugs, family instability, academic underachievement, dropout rates, female offenders, and the role of race, poverty and gender in juvenile sentencing as well as incarceration. Often overlooked is the staggering increase of Black female offenders in the justice system. The high recidivism rate of juvenile offenders in maximum facilities, who graduate into adult facilities, speaks to a profound loss and waste of human potential, of human capital. That youth from certain racial groups bear the brunt of disproportionate arrests and incarceration deeply impacts social interaction and social cohesion in a democratic society. The intended and unintended consequences of our present policies of discarding and disposing of certain segments of our population have and will continue to have dire consequences on both an individual as well as societal scale. In the wake of America's climate of law and order, policymakers have taken steps to ensure the safety of children and of society. However, in the haste for swift and immediate punishment, rhetoric has replaced logic. The result is zero tolerance, a policy adapted from criminal justice policies, that has set in motion a series of events disproportionately affecting children of color, their families, and their communities (The Harvard University Civil Rights Proiect. …