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Divvy Group (Roland (The Third Ethic (Fair Share (A truly just society…

- - - - “Modern buildings, bridges, and other pieces of infrastructure along with tools, computers and other technologies are complexed forms of material capital” (Roland, 2011, p. 58).
  - - - A truly just society requires fair and equitable distribution of all forms of capital. While financial capital is important, non-financial capitals offer pathways to empowerment for the oppressed communities of our planet. (Roland, 2011, p. 61)
    - - AppleSeed Permaculture is also inspired by our friends Shabazz and Josephine of Greenway Environmental Services, who explicitly donate 10% of every work week back to the community through education and consulting. (Roland, 2011, p. 61)
    - - To care for future generations, we need to move beyond finance into living and cultural capital. Of all eight forms, these two have the greatest potential for positive systemic change. (Roland, 2011, p. 61)
- - - - Eugenics displays sponsored by various American eugenics and social hygiene associations were staples at many public events, and were often held in conjunction with eugenics-related legislative hearings, votes, or public referenda. A striking example is provided in “The Nazi Eugenics Exhibit in the United States, 1934-43” in Popular Eugenics: National Efficiency and American Mass Culture in the 1930s (Currell & Cogdell, 2006, pp. 359-378).
  - - - “State-sanctioned racism, forced segregation, coerced and compulsory sterilization, and the horrors of the Nazi-prescribed extermination of the physically disabled, mentally ill, and other social lepers whose brutally efficient elimination was also a dress rehearsal for the Holocaust, certainly deserve continued critique, exposure, and examination” (Kohlman, 2012, p. 658).
    - - “The New Millennium has its own analogous biological and/or medical research programs, social policy and new legislation, and ongoing educational impacts arising from ongoing incarnations of genetic, biometric, and psychometric sciences and their related technologies” (Kohlman, 2012, p. 661).
        
        “These current programs and agenda need to be informed by a clearer history of reliance on incomplete biological and social sciences and their applied technologies—before their potential use for eliminating perceived societal ills, oppressing the usual suspects, and inheriting the status quo by the next generation of the “Over-man” (Kohlman, 2012, p. 661).
  - - - Even though positive eugenics was emphasized in these texts, many authors still presented immigration restriction and segregation/sterilization as public policy options. The appended “recommended sources for further reading or study” referred students to the same authors that supplied the college market and directed the eugenics movement.” (Kohlman. 2013. Pp. 672)
  - - - “For Goddard, the results of this groundbreaking study clearly showed that feeblemindedness and its attendant social evils were “transmitted as regularly and surely as color of hair and eyes” (Kohlman, 2012, p. 669).
    - - “One of the leaders in this field is Professor Steven Selden of the University of Maryland” (Kohlman, 2012, p. 667).
        
        “Selden’s book, Inheriting Shame: The Story of Eugenics and Racism in America (1999), profiles the involvement of American educational leaders in the eugenics movement and their efforts to incorporate eugenics into curriculum and formal education programs” (Kohlman, 2012, p. 668).
        
        “David Starr Jordan nurtured Leland Stanford Junior College into becoming one of America’s largest and most prestigious private universities” (Kohlman, 2012, p. 668).
        
        “He was also a prolific writer in the eugenics field, decrying the dysgenic effects of war, venereal diseases, and alcohol, and championing eugenic segregation and sterilization of the feebleminded, as well as immigration and marriage restriction laws” (Kohlman, 2012, p. 668).
    - - “First, the use of these tests would aid them in arguing for the hereditary nature of intelligence, a key assumption of the movement” (Kohlman, 2012, p. 669).
        
        “Second, the very act of administering the examinations would legitimate the tests” (Kohlman, 2012, p. 669).
        
        “And third, it would give professional status to those who administered them” (Kohlman, 2012, p. 669).
  - - - The study of Eugenics helped teachers continue deep seeded racism
- - - - “It accepts the principle of rational or purposive action and attempts to show how that principle, in conjunction with particular social contexts can account not only for the actions of individuals in particular contexts but also for the development of social organization” (Coleman, 1988, p. 96).
- - - - “Participants in the movement held up a mirror to the nation and challenged the leadership and citizens to live up to the values professed in some of the nation’s founding documents. Hundreds of thousands of Americans continued the struggle for human dignity and constitutional protections” (Martin & Varner, 2017, pp. 4).
  - - - residential segregation gives the majority of the communities resources to the white residential areas while limiting the resources such as funding or many other services for the colored residential areas.
- - - - • “I begin with a discussion of the exposure index, as contact between black students and white students was a major focal point of the Coleman Report. As Figure 1a shows, the exposure index rose rapidly between 1968 and 1980, from 22 percent to 36 percent, a change in the extent of racial interaction that has not been matched since. Over that period, the federal government was aggressively promoting school desegregation in the South, and civil rights groups were attempting to extend their efforts to other parts of the United States
      - o “Between 1968 and 2012, the percentage white of overall student enrollment in public schools dropped from 80 percent to 51 percent. Between 1988 and 2012, when the exposure index slid 9 percentage points (from 36 percent to 27 percent), the white percentage of all public-school enrollment tumbled by 20 percentage points (from 71 percent to 51 percent). As the white population was becoming older, other groups were capturing an ever-larger share of the student population
      -  “African Americans were not replacing whites— their share of the school-age population edged upward by less than 1 percentage point over the entire 44-year time period. Rather, an influx of Hispanic and Asian families transformed the composition of the schools. The result is a declining black‒ white exposure rate: it became increasingly difficult to increase interactions between blacks and whites because there were ever-fewer whites in the schools (Rivkin, p.32, 2016).”
    - - Yet Coleman also noted that the composition of a student’s peer group was more important for learning than any other school-related factor, a finding used by the Johnson and Nixon administrations to reinforce their strenuous desegregation efforts in southern states