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"Institutions produce two kinds of illustrated histories. One is the family album. The other kind makes its case as history, with illustrations. This book is of that kind. Though hundreds of images -- many in print for the first time -- appear on its pages, it is foremost about what Boston College did over the days of 150 years, and how those days and years, in turn, shaped Boston College, as best we can know these things"--Dust jacket.
Outgrowing its remarkably shortlived location in midtown Manhattan, Columbia College moved uptown in the mid1890s, not only transforming itself into an urban university under university president Seth Low, but also creating an urban campus guided by Charles McKim, William Rutherford Mead, and Stanford White's master plan. The university became a major constituent of what would be described as New York's Acropolis on Morningside Heights. It was preceded in this endeavor by the Cathedral Church of St. John the Divine and St. Luke's Hospital, and it was soon joined by Barnard College, Teachers College, and Union Theological Seminary, among others. The arrival of the Interborough Rapid Transit Subway in 1904 spurred residential and retail development.
Writing into the wounds and reverberations of the Israel/Palestine conflict, Philip Metres’ fourth book of poems, Shrapnel Maps, is at once elegiac and activist, an exploratory surgery to extract the slivers of cartography through palimpsest and erasure. A wedding in Toura, a suicide bombing in Jerusalem, uneasy interactions between Arab and Jewish neighbors in University Heights, the expulsion of Palestinians in Jaffa, another bombing in Gaza: Shrapnel Maps traces the hurt and tender places, where political noise turns into the voices of Palestinians and Israelis. Working with documentary flyers, vintage postcards, travelogues, cartographic language, and first person testimonies, Shrapnel Maps ranges from monologue sonnets to prose vignettes, polyphonics to blackouts, indices to simultaneities, as Palestinians and Israelis long for justice and peace, for understanding and survival.
GOOD MORNING AMERICA BUZZ PICK • The Pulitzer Prize–winning playwright and co-writer of In the Heights tells her lyrical story of coming of age against the backdrop of an ailing Philadelphia barrio, with her sprawling Puerto Rican family as a collective muse. LONGLISTED FOR THE ANDREW CARNEGIE MEDAL • ONE OF THE BEST BOOKS OF THE YEAR: NPR, New York Public Library, BookPage, and BookRiot • “Quiara Alegría Hudes is in her own league. Her sentences will take your breath away. How lucky we are to have her telling our stories.”—Lin-Manuel Miranda, award-winning creator of Hamilton and In the Heights Quiara Alegría Hudes was the sharp-eyed girl on the stairs while her family danced their defiance in a tight North Philly kitchen. She was awed by her mother and aunts and cousins, but haunted by the unspoken, untold stories of the barrio—even as she tried to find her own voice in the sea of language around her, written and spoken, English and Spanish, bodies and books, Western art and sacred altars. Her family became her private pantheon, a gathering circle of powerful orisha-like women with tragic real-world wounds, and she vowed to tell their stories—but first she’d have to get off the stairs and join the dance. She’d have to find her language. Weaving together Hudes’s love of music with the songs of her family, the lessons of North Philly with those of Yale, this is a multimythic dive into home, memory, and belonging—narrated by an obsessed girl who fought to become an artist so she could capture the world she loved in all its wild and delicate beauty.
Over 1,500 place names in San Diego County. Each listing gives general location and specific citation of place name origin.
John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.