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Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
Japan was a party to the Axis Alliance with Nazi Germany and Fascist Italy. However, it ignored repeated German demands to harm the 40,000 Jews who found themselves under Japanese occupation during World War Two. This book attempts to answer why they behaved in a relatively humane fashion towards the Jews.
During the Cold War, freedom of expression was vaunted as liberal democracy’s most cherished possession—but such freedom was put in service of a hidden agenda. In The Cultural Cold War, Frances Stonor Saunders reveals the extraordinary efforts of a secret campaign in which some of the most vocal exponents of intellectual freedom in the West were working for or subsidized by the CIA—whether they knew it or not. Called "the most comprehensive account yet of the [CIA’s] activities between 1947 and 1967" by the New York Times, the book presents shocking evidence of the CIA’s undercover program of cultural interventions in Western Europe and at home, drawing together declassified documents and exclusive interviews to expose the CIA’s astonishing campaign to deploy the likes of Hannah Arendt, Isaiah Berlin, Leonard Bernstein, Robert Lowell, George Orwell, and Jackson Pollock as weapons in the Cold War. Translated into ten languages, this classic work—now with a new preface by the author—is "a real contribution to popular understanding of the postwar period" (The Wall Street Journal), and its story of covert cultural efforts to win hearts and minds continues to be relevant today.
Winner of the National Book Award in 1991 “This collection amounts to a hymn of praise for all the workers of America. These proletarian heroes, with names like Lonnie, Loo, Sweet Pea, and Packy, work the furnaces, forges, slag heaps, assembly lines, and loading docks at places with unglamorous names like Brass Craft or Feinberg and Breslin’s First-Rate Plumbing and Plating. Only Studs Terkel’s Working approaches the pathos and beauty of this book. But Levine’s characters are also significant for their inner lives, not merely their jobs. They are unusually artistic, living ‘at the borders of dreams.’ One reads The Tempest ‘slowly to himself’; another ponders a diagonal chalk line drawn by his teacher to suggest a triangle, the roof of a barn, or the mysterious separation of ‘the dark from the dark.’ What Work Is ranks as a major work by a major poet . . . very accessible and utterly American in tone and language.” —Daniel L. Guillory, Library Journal
The renowned physicist Emilio Segr� (1905-1989) left his memoirs to be published posthumously because, he said, "I tell the truth the way it was and not the way many of my colleagues wish it had been." This compelling autobiography offers a personal account of his fascinating life as well as candid portraits of some of this century's most important scientists, such as Enrico Fermi, E. O. Lawrence, and Robert Oppenheimer. Born in Italy to a well-to-do Jewish family, Segr� showed early signs of scientific genius--at age seven he began a notebook of physics experiments. He became Fermi's first graduate student in 1928 and contributed to the discovery of slow neutrons, and later was appointed director of the physics laboratory at the University of Palermo. While visiting the Radiation Laboratory at Berkeley in 1938, he learned that he had been dismissed from his Palermo post by Mussolini's Fascist regime. Lawrence then hired him to work on the cyclotron at Berkeley with Luis Alvarez, Edwin McMillan, and Glenn Seaborg. Segr� was one of the first to join Oppenheimer at Los Alamos, where he became a group leader on the Manhattan Project. His account of that mysterious enclave of scientists, all working feverishly to develop the atomic bomb before the Nazis did, includes his description of the first explosion at Alamogordo. Segr� writes movingly of the personal devastation wrought by the Nazis, his struggles with fellow scientists, and his love of nature. His book offers an intimate glimpse into a bygone era as well as a unique perspective on some of the most important scientific developments of this century.
Examines the development of military night aviation from its origins through the 1st World War. Places emphasis on the evolution of night flying in those countries which fought on the Western Front, namely France, Germany, Great Britain, and the United States.
"Southern forests provide innumerable benefits. Forest scientists, managers, owners, and users have in common the desire to improve the condition of these forests and the ecosystems they support. A first step is to understand the contributions science has made and continues to make to the care and management of forests. This book represents a celebration of past accomplishments, summarizes the current state of knowledge, and creates a vision for the future of southern forestry research and management. Chapters are organized into seven sections: "Looking Back," "Productivity," "Forest Health," "Water and Soils," "Socioeconomic," "Biodiversity," and "Climate Change." Each section is preceded by a brief introductory chapter. Authors were encouraged to focus on the most important aspects of their topics; citations are included to guide readers to further information."