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Devolution, Development, and Civil Society in Newark, 1960-1990

Fixing That Problem Scene However easily your writing flows, it is inevitable that you will encounter stubborn scenes that demand extra attention. This section offers twelve sets of questions to help you tackle such scenes. These sets can be used in any order. Each concludes with examples of tools from this guide that can help you explore the topic further. As you answer questions, trust your first instinct, keep it simple, and guess at what you don’t know. Don’t worry if you find yourself responding to different questions the same way. Some overlap is

A variety of architectural design fixes for obsolescence were worked out mainly in the 1960s. In this most intense decade of engagement, designing for obsolescence would mean first repairing, or rather preempting, obso- lescence’s degradations of utility, making sure a building worked regardless of functional change. In these cases, architects accepted that obsolescence would happen. But they strove to mitigate its effects by making buildings in- ternally adaptable and therefore, hopefully, longer lived. A second- level fix for obsolescence sought to

7Fixing the State The Fallacy of the Single Cause In a memorable episode of The Simpsons, an illegal immigrant from India, Apu, is in a panic because of the proposed passage in Cali- fornia of Proposition 24, which would have him deported.1 Lisa, a character who is fond of Apu, seeks to solve the problem of how he can stay in the United States if Prop 24 passes. She discovers that if Apu can pass a U.S. citizenship test, he will not be deported. Apu, who is bright and able, having graduated from Calcutta Technical Institute and learned computer science in

P A R T T W O Fixers Emerge 99 F O U R The Making of a Fixer: Black Power, Corporate Power, and Affi rmative Action On January 13, 1970, a neighborhood community center honored Gustav Heningburg, the executive director of the Greater Newark Urban Coalition, for his efforts to resolve confl icts over urban renewal, employment discrimina- tion, and housing. It was less than six months before an eagerly anticipated mayoral election, the fi rst since the uprising. The possibility that Newarkers would elect their fi rst black mayor appeared strong. Though

Part Three: Fixing the System The ivory tower is papered with contracts, patents, and business plans, and the pathways to academic labo- ratories, if not paved with gold, are strewn with stock options—and ethical pitfalls. So it may seem from the polemical din around our subject. The critics of commer- cialization hold that in unrestrained pursuit of money, academic research has gone ethically numb, to the detri- ment of science and the public well-being. The promoters, practitioners, and admirers of scientifi c entrepreneurship ridicule and reject that

161 10 Will the Common Core Fix this? In a word, no. For a number of years, K– 12 education has been roiled by the advent of the Common Core State Standards. The Common Core had its origin in a 2009 meeting of governors and state educa- tion chiefs from forty- eight states, the District of Columbia, and two territories. Their goal was to develop “a set of clear college- and career- ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics  .  .  . which are designed to ensure that students graduating from high

Chapter Seven Fixing Controversy, Performing Closure For a number of reasons, the DNA fi ngerprinting affair is an inter-esting case for studying the closure of a controversy.1 This particu- lar controversy was simultaneously legal and scientifi c, and its closure involved demonstrations of scientifi c consensus refracted through legal institutions, combined with the distinctive form of settlement imposed by judicial decisions. In other words, while the authority of science was crucial, legal deliberations were the primary forum for opening up ques- tions

 : Th e Fixing of the Truth What is editing? It’s a fi xing of the truth. jean rouch, 1992 In the previous chapter, I suggested that there was something paradoxi- cal about the fact that although Jean Rouch thought that it was essential to work with an editor, he always strove as much as possible to edit in the camera, the logical corollary of which was to make editing in the editing suite unnecessary. Th ere is a similar paradox in his attitude toward the nuts and bolts of editing, which shall be our principal focus here. For, as we shall see, although

­ cies for administration and management. As we have seen, the need to fix stocking rates at static levels did not follow from Clementsian theory, nor did it align with the observations and recommendations of early range sci­ entists in the Southwest. A 1937 bulletin put the problem bluntly: “Stocking southwestern ranges on the basis of the worst drought years is uneconomic and impracticable. Stocking on the basis of the best years is a suicidal pol­ icy” (Talbot 1937, 36). Nonetheless, static carrying capacities and stocking rates were deemed necessary within the