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A little-known fact about the prominent US psychologist and educator Carl E. Seashore (1866–1949) is that he was deeply involved in the American eugenics movement. He was among the US academics to support eugenics long before German Nazis embraced it. A titan in a host of disciplines and a proponent of radical education reform, Seashore used his positional power to promote a constellation of education reforms consistent with central precepts of eugenics. Many of these reforms, including tracking, gifted and talented programs, and high-stakes standardized testing, were adopted and remain standard practice in the United States today. He promulgated the idea that musical talent is biologically inheritable, and he developed the first standardized tests of musical talent; these tests were used by early-twentieth-century researchers in their attempts to determine whether there are race differences in musical talent. Seashore’s ideas and work profoundly shaped music education’s research trajectory, as well as enduring “commonsense” beliefs about musical ability. An intersectional analysis, “Destined to Fail” focuses on the relationship between eugenics and Seashore’s views on ability, race, and gender. Koza concludes that Seashore promoted eugenics and its companion, euthenics, because he was a true believer. She also discusses the longstanding silences surrounding Seashore’s participation in eugenics. As a diagnosis and critique of the present, “Destined to Fail” identifies resemblances and connections between past and present that illustrate the continuing influence of eugenics—and the systems of reasoning that made early-twentieth-century eugenics imaginable and seem reasonable—on education discourse and practice today. It maps out discursive, citational, and funding connections between eugenicists of the early twentieth-century and contemporary White supremacists; this mapping leads to some of Donald Trump’s supporters and appointees.

Demonstrates how policymakers influenced environmental science during the early nuclear age

In Atomic Environments: Nuclear Technologies, the Natural World, and Policymaking, 1945–1960, Neil S. Oatsvall examines how top officials in the Truman and Eisenhower administrations used environmental science to develop nuclear strategy at the beginning of the Cold War. While many people were involved in research and analysis during the period in question, it was at highest levels of executive decision-making where environmental science and nuclear science most clearly combined to shape the nation’s policies.

Oatsvall clearly demonstrates how the natural world and the scientific disciplines that study it became integral parts of nuclear science rather than adversarial fields of knowledge. But while nuclear technologies heavily depended on environmental science to develop, those same technologies frequently caused great harm to the natural world. Moreover, while some individuals expressed real anxieties about the damage wrought by nuclear technologies, policymakers as a class consistently made choices that privileged nuclear boosterism and secrecy, prioritizing institutional values over the lives and living systems that they were ostensibly charged to protect.

By scrutinizing institutional policymaking practices and agendas at the birth of the nuclear age, a constant set of values becomes clear. Oatsvall reveals an emerging technocratic class that routinely valued knowledge about the environment to help create and maintain a nuclear arsenal, despite its existential threat to life on earth and the negative effects many nuclear technologies had on ecosystems and the American people alike. Although policymakers took their charge to protect and advance the welfare of the United States and its people seriously, Atomic Environments demonstrates how they often failed to do so because their allegiance to the US nuclear hierarchy blinded them to the real risks and dangers of the nuclear age.
 

Developmental Programming for Infants and Young Children: Volume 1 provides detailed instructions for the use of Volume 2: Early Intervention Developmental Profile, including administration and evaluation techniques, scoring and interpretation of results, validity and reliability of findings, and complete item descriptions. To be used with children functioning in the 0-to-36-month developmental age range. Volume 1 includes the scoring sheet (Volume 2).

Developmental Programming for Infants and Young Children has proven to be an invaluable tool for teachers, therapists, and other professionals who assess and facilitate the development of children functioning primarily in the 0-to-60 month range. The authors address six areas of development: perceptual/fine motor, cognition, language, social/emotional, self-care, and gross motor. Volumes 1, 2, and 3 are designed for use with children functioning in the 0-to-36-month developmental age range, while Volumes 4 and 5 extend assessment and programming guidelines to 5-year (preschool) levels.

Carefully designed and tested by the University of Michigan's Institute for the Study of Mental Retardation and Related Disabilities, all volumes bridge the gap between assessment and program implementation.

On the road to Survival City, Tom Vanderbilt maps the visible and invisible legacies of the cold war, exhuming the blueprints for the apocalypse we once envisioned and chronicling a time when we all lived at ground zero. In this road trip among ruined missile silos, atomic storage bunkers, and secret test sites, a lost battleground emerges amid the architecture of the 1950s, accompanied by Walter Cotten’s stunning photographs. Survival City looks deep into the national soul, unearthing the dreams and fears that drove us during the latter half of the twentieth century.

“A crucial and dazzling book, masterful, and for me at least, intoxicating.”—Dave Eggers

“A genuinely engaging book, perhaps because [Vanderbilt] is skillful at conveying his own sense of engagement to the reader.”—Los Angeles Times

“A retracing of Dr. Strangelove as ordinary life.”—Greil Marcus, Bookforum