940 resultados para University of the State of New York. High School Dept.


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Includes index.

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Members of the Board: Martin P. Catherwood, chairman, Dean Alfange, John P. Boland.

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Mode of access: Internet.

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Appendix, pp.[12]-18, contains the memorial, approved by the Commissioners of the Common School Fund and the Common Council of New York City, and the Legislature's "Act in relation to the Free School Society of New York."

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v.1. Top structure. The mayor.--v.2. The Board of Estimate. The borough presidents.--v.3. The City Council. Finance management.--v.4. Independent studies.

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At head of title: State of New York.

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Nos. 1 to 56 constitute vols. I to XV.

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"Rules and orders": p. [83]-105.

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This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speaks to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape.

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Woodside map is black-and-white cadastral map with lot lines/dimensions, lot/block numbers, and street widths.

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Shows subways, elevated lines, and streetcar lines in Manhattan south of 120th Street.

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General street map showing wards, piers, pier numbers, and streetcar lines.

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General street map showing wards, piers, pier numbers, and streetcar lines.