Destructive Tension Research Articles

Diversity and citizenship education: global perspectives

Foreword (Will Kymlicka). Preface (James A. Banks). Contributors and Conference Participants. Reviewers. PART ONE: Crosscutting Issues and Concepts. Introduction: Democratic Citizenship Education in Multicultural Societies (James A. Banks). 1. Migration, Citizenship, and Education (Stephen Castles). 2. Higher Learning: Educational Availability and Flexible Citizenship in Global Space (Aihwa Ong). 3. Unity and Diversity in Democratic Multicultural Education: Creative and Destructive Tensions (Amy Gutmann). PART TWO: The United States and Canada. 4. Culture Versus Citizenship: The Challenge of Racialized Citizenship in the United States (Gloria Ladson-Billings). 5. Citizenship and Multicultural Education in Canada: From Assimilation to Social Cohesion (Reva Joshee). PART THREE: South Africa and Brazil. 6. Citizenship Education and Political Literacy in South Africa (Kogila A. Moodley and Heribert Adam). 7. Citizenship and Education in Brazil: The Contribution of Indian Peoples and Blacks in the Struggle for Citizenship and Recognition (Petronilha Beatriz Goncalves e Silva). PART FOUR: England, Germany, and Russia). 8. Diversity and Citizenship Education in England (Peter Figueroa). 9. Ethnic Diversity and Citizenship Education in Germany (Sigrid Luchtenberg). 10. Citizenship Education and Ethnic Issues in Russia (Isak D. Froumin). PART FIVE: Japan, India, and China. 11. Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan (Stephen Murphy-Shigematsu). 12. Crisis of Citizenship Education in the Indian Republic: Contestation Between Cultural Monists and Pluralists (T. K. Oommen). 13. Ethnic Diversity and Citizenship Education in the People's Republic of China (Wan Minggang). PART SIX: Israel and Palestine. 14. Diversity and Citizenship Education in Israel (Moshe Tatar). 15. Educating for Citizenship in the New Palestine (Fouad Moughrabi). PART SEVEN: Curriculum for Diversity, Democracy, and Citizenship Education. 16. Diversity, Globalization, and Democratic Education: Curriculum Possibilities (Walter C. Parker). Diversity, Democracy, Globalization, and Citizenship: A Bibliography. Name Index. Subject Index.

Gas in London: a Divided City

In late nineteenth-century London there were a number of amalgamations between gas companies but, despite conventional business logic, those to the north and those south of the River Thames never came together, while Paris, Berlin and Vienna were served by a single dominant company. This paper follows the course of the successful and failed amalgamations and describes the policies of the main protagonists. Responsibility for public lighting was very fragmented and therefore municipalization in the public interest, common elsewhere, was never practicable in London. The incipient threat of electrical competition, statutory regulation and inter-firm rivalry kept the protagonists on their toes. London companies were in the forefront of building new working-class markets for gas to compensate for the gradual loss of their traditional lighting market. No evidence is found for economies of scale foregone. Indeed the London companies performed better than their European counterparts in terms of sales of gas per customer. Personal rivalries between successive chairmen prevented the establishment of a single London gas company. It is proposed that this anomalous division in gas supply produced creative rather than destructive tension, and was not detrimental to the interests of Londoners.

Durability of Carbon Fiber-Reinforced Polymer/Epoxy/Concrete Bond in Marine Environment

This paper presents results from a 2-year exposure study to evaluate the durability of the epoxy bond formed with concrete and carbon fiber-reinforced polymers (CFRP) in a marine environment. The objective of the study was to assess the likely long-term performance of epoxy systems that had actually been used to repair highway bridge elements in the state of Florida. An equally important objective was to quatify bond deterioration in terms of residual strength so as to provide a measure of the degradation caused by exposure. Twenty-four unstressed slab specimens were used to investigate five different epoxy systems exposed to four different environments. Five of the 24 specimens--one for each epoxy system--were controls kept in an air-conditioned laboratory. The remaining 19 slabs were exposed to one of three environments: wet/dry cycles in salt water, combined wet/dry and thermal cycles in salt water, and outdoor. Long-term performance was evaluated both qualitatively (visual inspection) and quantitatively from destructive shear and tension tests conducted at the end of the exposure period. The results showed there was some deterioration in bond, particularly in specimens exposed to wet/dry cycles. This could be more readily detected by destructive testing rather than visual inspection. Overall, the results are promising and suggest that several competing epoxy systems are likely to be durable in Florida's harsh marine environment.

Development and Diversification of the Last Universal Ancestor

The majority of evolutionary steps in the development of basic cellular processes took place in the time interval after the "First Cell" arose until the time of the "Last Universal Ancestor". During this period, life evolved in a monophyletic way in which no stable diversity arose; i.e. although side branches developed, only one survived because of simple "survival of the fittest". The myriad of enzymes and processes developed in this time interval can be grouped in eight qualitatively different categories. In many cases, the evolution of a particular gene was dependent on the concomitant improvement of the cellular machinery generally, including developments in other categories. Eventually several individuals arose (the immediate descendants of the Last Universal Ancestor) that made stable diversity possible because they developed alternative non-competing strategies. These diverse strategies subsequently led to eubacteria, archaebacteria, and eukaryotes (and viruses, plasmids, etc).This paper considers the evolutionary developments in this monophyletic epoch. It depends on three assertions: first, that there is no trivial spontaneous mechanism for the introduction of polynucleotides into a living cell and thus transfer of genes from organism to organism did not occur; second, that the number of accessible habitats and niches was very limited; and third, that the major factor that led to stable diversity was three nearly simultaneous developments. Two were radically different and independent solutions of the problem of overcoming cellular osmotic stress and the third was the development of methanogenesis.Sufficient osmotic pressure could create a high turgor pressure and destructive tension in the wall. However, osmotic stress only became a problem with development of improved metabolism, which resulted in greater success in the accumulation of cellular macromolecules and soluble constituents. One solution preventing osmotic rupture of the cell was the development of mechano-proteins and associated elements of the cytoskeleton by the predecessors of future eukaryotes. The second solution was the development of the murein sacculus (i.e. a covalently closed, cross-linked fabric made of peptidoglycan) by the predecessors of future eubacteria. The former allowed larger cells with flexible cell membranes to evolve and the latter to the development of a strong elastic "exoskeleton" providing ability to survive in extreme environments. Each of these diverse strategies allow both cell types to resist turgor pressure and led to independent non-competing organisms. Interwoven with these developments was the concomitant development of methanogenesis (the third change needed to generate three Kingdoms), which provided the first truly large-scale generation of metabolic energy. Although soon the descendants of each kingdom must have interacted, they seldom directly competed, and hence, ecosystems with first a few, and later, with many organisms developed providing resources to support the diversity.

Interpreting Monieson: Creative and Destructive Tensions

Monieson's article focuses on an important problem that confronts all knowledge systems, including that of macromarketing. This is the problem of intellectualization, whereby knowledge processes become increasingly technical and lose their essence. In this commentary on Monieson, a stylized interpretation is offered of Monieson's intellectualization in terms of three tensions-between science and conscience, between rigor and relevance, and between opulence and authenticity.

The interconnections of political power, psychotherapy, and world community

Abstract War is kept alive by the pursuit of conventionally permissible outcomes by conventionally acceptable means. In broad perspective, political action involves the displacement of private motives upon public objects and their justification in terms of alleged public interest. Given the alarming structure of the world community, it must be conceded that a “surprise‐free” future would be a future in which we escape world disaster. Can a few thousand psychotherapists play an effective part in coping with human destructiveness in the years ahead? Can they influence the timing and direction of public policy? The appropriate global strategy against war is a strategy of simultaneity. It requires collective mobilization to foster 1) catharsis, or the harmless discharge of destructive tension, and 2) readjustment, or the modification of structures, persons, and activities that provoke resentment and aggression. If collective attitudes are to be described and evaluated, and if policies of catharsis and readjus...

Teaching to Eliminate Black-White Racism: An Educational Systems Approach

Abstract It is proposed that a package of courses substantively examining the societal, historical, political, and economic bases of black-white racism in North America be made a requirement for all incoming college and university freshmen. Teachers-in-training and teachers-in-service would be additional recipients. Similar mandatory packages, with supporting textbooks and curricular materials, would also be developed for use in public school systems from kindergarten through twelfth grade. The rationale supporting the proposal is that racism is essentially a manifestation of ethnocentrism, and that educational institutions can and should make inputs designed to change, in turn, perceptions, attitudes, value-systems, behavior, political decision-making, and, finally, societal norms. Such an educational systems approach will have long-term generational effects. Along with many other necessary endeavors, it will ultimately help produce an integrated nation based on true justice, equality, and harmony. Sequentially linked with the series of courses analyzing black-white racism, are the associated knowledge-realms of black diasporan studies, black American studies, and African studies. These optional study-tracks are intrinsically worthy academic fields, and they offer vital cross-cultural insights that are sorely needed in a racially polarized society. Removal of destructive tensions through enlarged inter-ethnic understanding should be the goal of development plans and action-programs in all our educational institutions.