“All Those Things Desirable for a Map to Show”

2021 ◽  
pp. 75-112
Author(s):  
Robert Murray
Keyword(s):  
United States ◽  
Black Africans ◽  
Spatial Logic ◽  
Black Bodies ◽  
White Settlers ◽  
And Control

Chapter 2 examines the geographic and spatial logic that undergirded colonization. By occupying the “civilizing” space of Liberia, degraded American blackness was transformed into exotic, and “civilized,” whiteness. One of the keys to this transformation was to project Liberia as a tiny United States in which Americo-Liberians served as masters of their own “civilized” space. Critical to the perception of “civilized” white settlers and degraded black Africans was the requirement that “heathen” Africans be separate and beyond the limits of “civilization,” so as to not taint the space with their barbarity, while simultaneously projecting control over the black bodies of the African inhabitants. Cartography and maps of Liberia proved useful tools in this complex dance of establishing separation and togetherness, distance and control, simultaneously.

When Temporal Orbits Collide: Embodied Trans Temporalities in U.S. Prisons

Somatechnics ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 74-94 ◽  
Author(s):  
Rae Rosenberg
Keyword(s):  
United States ◽  
Case Studies ◽  
The United States ◽  
Industrial Complex ◽  
Prison Industrial Complex ◽  
Trans Women ◽  
And Control

This paper explores trans temporalities through the experiences of incarcerated trans feminine persons in the United States. The Prison Industrial Complex (PIC) has received increased attention for its disproportionate containment of trans feminine persons, notably trans women of colour. As a system of domination and control, the PIC uses disciplinary and heteronormative time to dominate the bodies and identities of transgender prisoners by limiting the ways in which they can express and experience their identified and embodied genders. By analyzing three case studies from my research with incarcerated trans feminine persons, this paper illustrates how temporality is complexly woven through trans feminine prisoners' experiences of transitioning in the PIC. For incarcerated trans feminine persons, the interruption, refusal, or permission of transitioning in the PIC invites several gendered pasts into a body's present and places these temporalities in conversation with varying futures as the body's potential. Analyzing trans temporalities reveals time as layered through gender, inviting multiple pasts and futures to circulate around and through the body's present in ways that can be both harmful to, and necessary for, the assertion and survival of trans feminine identities in the PIC.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

THE DEVELOPMENT OF ACCOUNTING AND INTERNAL CONTROL FOR THE NATIONAL LAND SYSTEM OF THE USA

1994 ◽  
Vol 21 (1) ◽  
pp. 189-213
Author(s):  
Michael P. Schoderbek
Keyword(s):  
United States ◽  
Internal Control ◽  
The United States ◽  
Record Keeping ◽  
Governmental Accounting ◽  
Land System ◽  
The Usa ◽  
And Control

This paper examines the early accounting practices that were used to administer the United States' national land system. These practices are of significance because they provide insights on early governmental accounting and they facilitated an orderly settlement of the western territories. The analysis focuses on the record-keeping and control practices that were developed to meet the provisions of the Land Act of 1800 and to account for land office transactions. These accounting procedures were extracted from the correspondence between the Department of the Treasury and the various land officers.

Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education

2021 ◽  
pp. 105268462199276
Author(s):  
DeMarcus A. Jenkins
Keyword(s):  
School Leaders ◽  
School Community ◽  
Holistic Healing ◽  
Music Preferences ◽  
Spatial Logic ◽  
Black Bodies ◽  
Cultural Forms ◽  
Black Populations ◽  
K 12 ◽  
Black Language

This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.

scholarly journals College Classroom Instructors Can Effectively Promote Standing among Students Provided with Standing Desks

2021 ◽  
Vol 18 (9) ◽  
pp. 4464
Author(s):  
Matthew S. Chrisman ◽  
Robert Wright ◽  
William Purdy
Keyword(s):  
United States ◽  
Intervention Group ◽  
Control Group ◽  
Sedentary Behaviors ◽  
Control Groups ◽  
Student Preferences ◽  
Standing Time ◽  
Urban University ◽  
Facilitators And Barriers ◽  
And Control

Standing desks may reduce sedentary behaviors in college students. Students at one mid-size urban university in the Midwestern United States were randomized into intervention (n = 21) and control groups (n = 27) to assess standing time when given access to standing desks. The intervention group received visual and oral instructor prompts to stand, while the control received no prompts during a 50 min lecture. All students were provided with adjustable tabletop standing desks. ActivPAL accelerometers measured sitting and standing time. A brief survey assessed student preferences, including facilitators and barriers to standing. Mean standing time was greater in the intervention vs. control group (26 vs. 17 min, p = 0.023). Students tended to stand in the corners and edges of the room. Main facilitators for standing included to break up sitting, reduce back pain, and increase attention and focus; main barriers were not wanting to distract others or be the only one standing. In total, 87.5% of intervention group participants found five prompts to stand were adequate. Students increased standing time in class when provided with standing desks and instructor prompts to stand. Findings can inform the layout of classrooms and when and how to promote standing desks during lectures.

Will Routine Annual Influenza Prevention and Control Systems Serve the United States Well in a Pandemic?

2009 ◽  
Vol 3 (S2) ◽  
pp. S160-S165 ◽  
Author(s):  
Jeanne S. Ringel ◽  
Melinda Moore ◽  
John Zambrano ◽  
Nicole Lurie
Keyword(s):  
Public Health ◽  
United States ◽  
Prevention And Control ◽  
The United States ◽  
Qualitative Assessment ◽  
Full Potential ◽  
Pandemic Preparedness ◽  
The Public ◽  
Influenza Prevention ◽  
And Control

ABSTRACTObjective: To assess the extent to which the systems in place for prevention and control of routine annual influenza could provide the information and experience needed to manage a pandemic.Methods: The authors conducted a qualitative assessment based on key informant interviews and the review of relevant documents.Results: Although there are a number of systems in place that would likely serve the United States well in a pandemic, much of the information and experience needed to manage a pandemic optimally is not available.Conclusions: Systems in place for routine annual influenza prevention and control are necessary but not sufficient for managing a pandemic, nor are they used to their full potential for pandemic preparedness. Pandemic preparedness can be strengthened by building more explicitly upon routine influenza activities and the public health system’s response to the unique challenges that arise each influenza season (eg, vaccine supply issues, higher than normal rates of influenza-related deaths). (Disaster Med Public Health Preparedness. 2009;3(Suppl 2):S160–S165)

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