DOCSLIB.ORG

Bennington College Catalogues” of the Betty Ford White House Papers, 1973-1977 at the Gerald R

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bennington College Catalogues” of the Betty Ford White House Papers, 1973-1977 at the Gerald R The original documents are located in Box 29, folder “Bennington College Catalogues” of the Betty Ford White House Papers, 1973-1977 at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Betty Ford donated to the United States of America her copyrights in all of her unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. BENNINGTON COLLEGE CONTENTS THE BENNINGTON IDEA .............................. 2 ORGANIZATION OF STUDY The Educational Program. ............................ 4 The Role of Counseling and Advising .................. .... 7 Non-Academic Activities ................................. 8 The Student Services Office. .. ............. 8 The Non-Resident Term. ..... 9 Study Abroad and Leaves of Absence .. 10 Graduate Studies. ..... 11 The Degree ....... 11 GENERAL INFORMATION Admissions .... .. ......... .. .. .... .. ....... .... .. .. 12 Fees and Financial Aid. ...... ..... 17 The Campus............. .. .. ................ .. ... 22 Community Government. ... .. ........... 23 Campus Rules and Regulations. .......... 24 The Library . ....................... 25 The Cooperative Store. ............. 25 The Health Service .. .......... .... ... .. .. ..... .. ... 25 CURRICULUM Literature and Languages ........... ....... ............. 27 Social Science . ........ 48 Natural Science and Mathematics ........ .. ... .... ..... 70 The Performing Arts ..................................... 82 The Visual Arts . ......................................... 93 FACULTY ... 100 ADMINISTRATION. 117 BOARD OF TRUSTEES ............. ................. ... 117 ALUMNI ASSOCIATION .......... ........ ... ..... 120 ALUMNI INTERVIEWERS .. 121 COLLEGE CALENDAR 1972-73 ......................... 124 The Bennington Idea search projects, and otherwise achieve some direct experience of the body of learning they are attempting to master. It is this same principle which lies behind the College requirement that all students devote part of each Bennington College is a four-year undergraduate coeducational col­ year to off-campus employment or projects which involve them as par­ lege. It makes available to students individually planned programs of ticipating and working members of the general community. study leading to the Bachelor of Arts degree. Approximately 585 stu­ The Bennington system owes its strength to a faculty which, while com­ dents will be enrolled in 1972-73. posed of professional writers, musicians, researchers, etc., also finds chal­ Bennington College students are encouraged to develop a program of lenge and fulfillment in teaching. The College is a community of scholars, study which is based on their own capabilities and interests. The College scientists, and artists, each of whom teaches the discipline he actively is, however, a liberal arts college and requires its students to avoid narrow practices, and each of whom regards the learning experience as a form of specialization in their course of study. The curriculum is flexible enough apprenticeship of student to teacher. to take into account the important differences among individuals and Learning at Bennington is seen as relevant and satisfying in itself, broad enough to promote the student's understanding of our culture. rather than solely as a routine form of preparation for future vocational Intellectual development is only one aspect of the educational process. goals. When learning takes on the character of an immediately enriching The College also gives significant weight to the emotional, ethical and experience, rather than mere preparation for life, it provides a richer esthetic factors in personal growth. foundation for the future. It is the students themselve.s who are expected to assume primary re­ Because freedom in education can easily be misunderstood, it is im­ sponsibility for their own development. Instead of being told which di­ portant to say a word about what the College is not. Bennington is not rection their studies must take, they are provided a wide range of options some form of intellectual and social commune; nor is it a college solely for and, with advice from faculty and appropriate administrative personnel, writers and artists; nor is a Bennington student free to study or do any­ they are able to make their choices themselves. Instead of being governed thing he wants. While student views on all issues are sought and re­ by social rules which are dictated by others, Bennington students are asked spected, the faculty and the administration are responsible for the quality ~olive by rules which they themselves have had a primary role in fashion­ of the educational process and the general life of the College. Our goal ing. is a community where everyone devotes his energies primarily to the task For the discipline of external authority, there is substituted the more of constructing and utilizing a fruitful context for educational develop­ rigorous discipline of individual responsibility for choices made. The ment. College, therefore, hopes to prepare students to bear responsibility, whether intellectual, esthetic or moral, by asking each to assume it in the life of the College. Practice is regarded as the testing ground and source of vitality of theory rather than as its antithesis. For this reason, students in all areas are asked to experiment, perform, do field work, compose, write, take part in re- 2 3 Organization of Study student spends from ten to twelve hours a week on each course. A course which involves studio work, laboratory work, or rehearsal periods will frequently take more of the student's time. The regular freshman coun­ THE EDUCATIONAL PROGRAM seling session, while flexible, will usually last from three quarters of an Although many students come to Bennington without a strongly con­ hour to an hour, and is normally devoted to discussing academic matters. firmed interest or a highly cultivated skill, those who have special talents The organization and allotment of time to meet various commitments find that the educational plan of the College is designed to allow explora­ undertaken is clearly the students' own responsibility. They will have tion and development. Success at Bennington, however, depends not so considerable latitude in figuring out their own way to meet this challenge, much on special talents or skills as on intellectual curiosity combined and their success in meeting it is taken as a significant measure of their with enterprise, intelligence, and discipline. capacity to function effectively as independent and responsible students. Specific courses are not required at Bennington, but there are a num­ As students move into their second year, they will discuss with their ber of educational expectations which students must fulfill in planning a counselor a program with a view to establishing continued interest and program that serves their own purposes and at the same time those of the competence in their projected field along with further development of College. Students are therefore required to include work in four different other interests. The second-year program will form the basis for advanced Divisions during their first two years, and to complete one year's work be­ work in the last two years at Bennington. yond the introductory level in three disciplines by the time of graduation. Before the end of their second year, students are asked to make an as­ In choosing their courses, entering students are expected to set up a sessment of their educational experience and to project a program for program which reflects their particular interests at the appropriate level their final two years, in the form of a Tentative Plan for advanced work. of competence, as well as their readiness to explore areas of the curriculum This work will center upon chosen areas of concentration, which will new to them. The programming of a liberal arts education at Benning­ usually fall within the province of one of the divisions of the College but ton further calls for a degree of balance among the different approaches may cross Divisional lines. They will pursue certain areas in considerable to learning in the various disciplines. As students advance in their educa­ depth, but will still be expected to carry beyond the introductory level tion, their programs are expected to reflect a coherence and sense of di­ other interests within their total program. rection as well as increased definition of educational goals. Acceptance of the Tentative Plan opens up further opportunity to ar­ Each entering student selects a tentative program before arriving at range a program closely tailored to the demands of the subject matter the College. This choice is discussed and redesigned with a faculty ad­ chosen for study. The program may include independent reading courses visor at the opening of the term, if necessary. Any of the courses finally and tutorials designed to explore interconnections between courses al­ selected may be changed within the first two weeks of each term. ready taken or subject matter not dealt with in courses regularly offered.
Load more

Recommended publications
  • Alumnae Colleges and Universities
    Alumnae Colleges and Universities Alaska: Florida: • University of Alaska • Eckerd College • Florida Atlantic University Alabama: Georgia: • Auburn University • Augusta University Arizona: Iowa: • Northern Arizona University • Prescott College • Grinnell College • University of Iowa California: Idaho: • American Music and Dramatic Academy • University of Idaho • California Polytechnic State Illinois: University • City College of San Francisco • Northwestern University • Loyola Marymount University • Mills College Kansas: • Pitzer College • San Francisco State University • University of Kansas • Scripps College • Stanford University Kentucky: • University of California – Berkeley • Frontier Nursing University Colorado: Louisiana: • Art Institute of Colorado • Colorado College • Tulane University • Colorado State University • Colorado University Boulder Massachusetts: • Denver School of Nursing • Naropa University • Assumption College • University of Colorado • Boston College • University of Denver • Boston University • Hampshire College Connecticut: • Harvard University • Mount Holyoke College • Wesleyan University • Tufts University • Yale University Maryland: • University of New Mexico • St. John’s College New York: Maine: • Barnard College • Colgate University • Bates College • Columbia University • Bowdoin College • Cornell University • College of the Atlantic • Global College of Long Island University Michigan: • Hamilton College • New York School of Interior Design • Kalamazoo College • New York University • Michigan State University
    [Show full text]
  • What Are Connecticut College Alumni Doing Five Years After Graduation? a Study of the Class of 2013
    What Are Connecticut College Alumni Doing Five Years after Graduation? A Study of the Class of 2013 Wesley M. Morris ’20 and John D. Nugent Office of Institutional Research and Planning July 2018 SUMMARY We found reliable information about the employment and graduate school activities of about 87% of the Class of 2013. Five years after graduating from Connecticut College, about 96% of those for whom we found information were employed, in graduate school, or recent graduates of a degree program. Our students follow a variety of post-undergraduate pathways into jobs, fellowships, internships, degree programs, and non-degree coursework, and nearly half of the Class of 2013 has obtained some form of additional education. OVERVIEW Colleges and universities are now routinely expected to collect and report “outcomes” data on their graduates, primarily on employment, salaries, and graduate and professional school attendance.1 Collecting accurate data on a large portion of a graduated class is tricky, and there is currently no consensus on the best time or method for collecting the data. The National Association of Colleges and Employers has developed a voluntary “first destination” survey that they suggest administering six months following graduation,2 although that timeframe seems primarily aimed at answering the question of how many college graduates quickly secure employment and thus the ability to begin paying off student loans. While important, this is not the only outcome we should be interested in, particularly as an institution offering a liberal arts education, the fruits of which may take years to fully appear. Thus, a longer-term view that looks at graduates’ activities one or more years after graduation has been the approach taken by Connecticut College in our one-year-out and five-year-out studies.
    [Show full text]
  • Marlboro College
    Potash Hill Marlboro College | Spring 2020 POTASH HILL ABOUT MARLBORO COLLEGE Published twice every year, Marlboro College provides independent thinkers with exceptional Potash Hill shares highlights of what Marlboro College community opportunities to broaden their intellectual horizons, benefit from members, in both undergraduate a small and close-knit learning community, establish a strong and graduate programs, are doing, foundation for personal and career fulfillment, and make a positive creating, and thinking. The publication difference in the world. At our campus in the town of Marlboro, is named after the hill in Marlboro, Vermont, where the college was Vermont, students engage in deep exploration of their interests— founded in 1946. “Potash,” or potassium and discover new avenues for using their skills to improve their carbonate, was a locally important lives and benefit others—in an atmosphere that emphasizes industry in the 18th and 19th centuries, critical and creative thinking, independence, an egalitarian spirit, obtained by leaching wood ash and evaporating the result in large iron and community. pots. Students and faculty at Marlboro no longer make potash, but they are very industrious in their own way, as this publication amply demonstrates. Photo by Emily Weatherill ’21 EDITOR: Philip Johansson ALUMNI DIRECTOR: Maia Segura ’91 CLEAR WRITING STAFF PHOTOGRAPHERS: To Burn Through Where You Are Not Yet BY SOPHIE CABOT BLACK ‘80 Emily Weatherill ’21 and Clement Goodman ’22 Those who take on risk are not those Click above the dial, the deal STAFF WRITER: Sativa Leonard ’23 Who bear it. The sign said to profit Downriver is how you will get paid, DESIGN: Falyn Arakelian Potash Hill welcomes letters to the As they do, trade around the one Later, further.
    [Show full text]
  • Music for the People: the Folk Music Revival
    MUSIC FOR THE PEOPLE: THE FOLK MUSIC REVIVAL AND AMERICAN IDENTITY, 1930-1970 By Rachel Clare Donaldson Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2011 Nashville, Tennessee Approved Professor Gary Gerstle Professor Sarah Igo Professor David Carlton Professor Larry Isaac Professor Ronald D. Cohen Copyright© 2011 by Rachel Clare Donaldson All Rights Reserved For Mary, Laura, Gertrude, Elizabeth And Domenica ACKNOWLEDGEMENTS I would not have been able to complete this dissertation had not been for the support of many people. Historians David Carlton, Thomas Schwartz, William Caferro, and Yoshikuni Igarashi have helped me to grow academically since my first year of graduate school. From the beginning of my research through the final edits, Katherine Crawford and Sarah Igo have provided constant intellectual and professional support. Gary Gerstle has guided every stage of this project; the time and effort he devoted to reading and editing numerous drafts and his encouragement has made the project what it is today. Through his work and friendship, Ronald Cohen has been an inspiration. The intellectual and emotional help that he provided over dinners, phone calls, and email exchanges have been invaluable. I greatly appreciate Larry Isaac and Holly McCammon for their help with the sociological work in this project. I also thank Jane Anderson, Brenda Hummel, and Heidi Welch for all their help and patience over the years. I thank the staffs at the Smithsonian Center for Folklife and Cultural Heritage, the Kentucky Library and Museum, the Archives at the University of Indiana, and the American Folklife Center at the Library of Congress (particularly Todd Harvey) for their research assistance.
    [Show full text]
  • Bob Dylan Performs “It's Alright, Ma (I'm Only Bleeding),” 1964–2009
    Volume 19, Number 4, December 2013 Copyright © 2013 Society for Music Theory A Foreign Sound to Your Ear: Bob Dylan Performs “It’s Alright, Ma (I’m Only Bleeding),” 1964–2009 * Steven Rings NOTE: The examples for the (text-only) PDF version of this item are available online at: http://www.mtosmt.org/issues/mto.13.19.4/mto.13.19.4.rings.php KEYWORDS: Bob Dylan, performance, analysis, genre, improvisation, voice, schema, code ABSTRACT: This article presents a “longitudinal” study of Bob Dylan’s performances of the song “It’s Alright, Ma (I’m Only Bleeding)” over a 45-year period, from 1964 until 2009. The song makes for a vivid case study in Dylanesque reinvention: over nearly 800 performances, Dylan has played it solo and with a band (acoustic and electric); in five different keys; in diverse meters and tempos; and in arrangements that index a dizzying array of genres (folk, blues, country, rockabilly, soul, arena rock, etc.). This is to say nothing of the countless performative inflections in each evening’s rendering, especially in Dylan’s singing, which varies widely as regards phrasing, rhythm, pitch, articulation, and timbre. How can music theorists engage analytically with such a moving target, and what insights into Dylan’s music and its meanings might such a study reveal? The present article proposes one set of answers to these questions. First, by deploying a range of analytical techniques—from spectrographic analysis to schema theory—it demonstrates that the analytical challenges raised by Dylan’s performances are not as insurmountable as they might at first appear, especially when approached with a strategic and flexible methodological pluralism.
    [Show full text]
  • Civic Engagement Study
    Civic Engagement at Skidmore A Survey of Students, Faculty, and Community Organizations Spring 2005 In the Fall of 2004, sociology professor David Karp and the students1 of Sociology 226 “Social Research Design” conducted a study of civic engagement at Skidmore College. Here we summarize our major findings. Civic Engagement at Skidmore College The president of Skidmore College is a member of Campus Compact, “a national coalition of more than 900 college and university presidents committed to the civic purposes of higher education. To support this civic mission, Campus Compact promotes community service that develops students' citizenship skills and values, encourages partnerships between campuses and communities, and assists faculty who seek to integrate public and community engagement into their teaching and research.” The new strategic plan for Skidmore, entitled “Engaged Liberal Learning: The Plan for Skidmore College: 2005-2015,” gives particular attention to civic engagement: “We will prepare every Skidmore student to make the choices required of an informed, responsible citizen at home and in the world.” Recently, the College received a grant from the Mellon Foundation to develop civic engagement as part of a larger effort to create “a more engaging and guided learning environment.” We define civic engagement as a multidimensional construct that includes the following: Volunteering: Student participation in community service that is not course-related. Service Learning: Experiential learning that links community service and academic coursework. Community Based Research: Research that involves students, faculty and community partners with the goal of solving community problems. SENCER: Science Education for New Civic Engagements and Responsibilities. Interdisciplinary, problem-based courses that apply scientific investigation to contemporary problem solving, i.e., a course of AIDS.
    [Show full text]
  • %HQQLQJWRQ &Ollege
    BENNINGTON COLLEGE BULLETIN at Bennington College Summer 1935 · BENNINGTON COLLEGE BULLETIN ISSUED QUARTERLY AT BENNINGTON, VERMONT Volume Three :: February 1935 ::Number Three The Bennington School a/ the Dance The Bennington School of the Dance, established in the summer of 1934 as a center for the study of the modern dance in America, will hold its second session at Bennington College, Bennington, Ver- mont, from July 5 through August 17, 1935. The School, organized and conducted as an autonomous division of Bennington College, represents a plan for the integrated study of the modern dance. The plan is based upon the belief that the modern dance is made up of a number of distinct expressions, each independent and significant in itself, which together constitute the contemporary form of the art. Therefore, for the student of the modern dance, a well founded individual point of view and sound critical judgment of his own and other's work must rest upon a comprehensive understanding of all of the influences shaping the development of the dance today. The work of the School comprises an impartial analysis of those approaches to the technique and choreography of the modern dance best established in this country. It includes a survey of the historical background of the dance and a critical interpretation of modernism in the dance. It relates to the dance those aspects of music and of the theatre arts which are indispensable to an under- standing of the whole structure of the art. The organization of work allows for differences of emphasis, thus making it possible to unite in one group, with the consequent desirable interchanges, students of a variety of interests and abilities.
    [Show full text]
  • Messages from the Placentae Across Multiple Species a 50 Years
    Placenta 84 (2019) 14–27 Contents lists available at ScienceDirect Placenta journal homepage: www.elsevier.com/locate/placenta Messages from the placentae across multiple species: A 50 years exploration T Hiroaki Soma Saitama Medical University, Japan ARTICLE INFO ABSTRACT Keywords: This review explores eight aspects of placentation in multiple mammalian. Gestational trophoblastic disease 1) Specialities of gestational trophoblastic disease. SUA(Single umbilical artery) 2) Clinical significance of single umbilical artery (SUA) syndrome. DIC(Disseminated intravascular coagulation) in 3) Pulmonary trophoblast embolism in pregnant chinchillas and DIC in pregnant giant panda. giant panda 4) Genetics status and placental behaviors during Japanese serow and related antelopes. Placentation in Japanese serow 5) Specific living style and placentation of the Sloth and Proboscis monkey. Hydatidiform mole in chimpanzee Placentation in different living elephant 6) Similarities of placental structures between human and great apes. Manatee and hyrax 7) Similarities of placental forms in elephants, manatees and rock hyrax with different living styles. Specific placental findings of Himalayan people 8) Specialities of placental pathology in Himalayan mountain people. Conclusions: It was taught that every mammalian species held on placental forms applied to different environ- mental life for their infants, even though their gestational lengths were different. 1. Introduction of effective chemotherapeutic agents. In 1959, I was fortunate tore- ceive an invitation from Prof. Kurt Benirschke at the Boston Lying-in Last October, Scientific American published a special issue about a Hospital. Before that, I had written to Prof. Arthur T. Hertig, Chairman baby's first organ, the placenta [1]. It is full of surprises and amazing of Pathology, Harvard Medical School, asking to study human tropho- science.
    [Show full text]
  • Faculty Faculty Faculty JACQUES N
    Faculty Faculty Faculty JACQUES N. BENEAT (2002) Professor of Electrical and Computer Engineering (2015); DEA 1990, Universite Faculty de Brest; Ph.D. 1993 Worcester Polytechnic Institute; Doctorate 1994, Universite de Bordeaux. The year after a name indicates the year hired at Norwich University; the date after the academic title COREY BENNETT (2019) Lecturer of Nursing (2019); indicates the year of that title; the year after each A.S.N. 2011, Castleton State College; B.S.N. 2018, degree indicates the year the degree was earned. University of Vermont; M.S.N. 2019, Norwich University; Registered Nurse. JONATHAN C. ADKINS (2021) Assistant Professor of Cybersecurity (2021); B.S., University of Central KYLIE BLODGETT (2016) Senior Lecturer Physical Florida; M.S., University of Central Florida; Ph.D., Nova Education (2021); B.S. 2010, Norwich University; M.S. Southeastern Univeristy in Ft. Lauderdale, FL. 2011, University of Michigan. M.S. 2015, University of New Hampshire; PhD. 2020, Walden University. MARIE AGAN (2018) Lecturer in Chemistry (2018); B.S. 2011, Saint Michael's College. DAVID J. BLYTHE (1991) Director of the School of Business (2016); Associate Professor of Management DEBORAH AHLERS (1991) Head of Cataloging and (2010); B.S. 1981, Rutgers University; J.D. 1986, Vermont Interlibrary Loan; Assistant Professor (1991); B.A., 1989, Law School. SUNY Binghamton; M.L.S., 1991, SUNY Albany. MATTHEW W. BOVEE (2010) Associate Professor of DANIEL P. ALCORN (2010) Assistant Professor (2020): Computer Science (2019); B.S. 1981, Arizona State A.A. 2008, Kent State University; B.A. 2009, Kent State University; M.A. 1986, The University of Kansas; MSISA University; Program Manager, Bachelor of Science in 2018, Norwich University; Ph.D.
    [Show full text]
  • Popmusik Musikgruppe & Musisk Kunstner Listen
    Popmusik Musikgruppe & Musisk kunstner Listen Stacy https://da.listvote.com/lists/music/artists/stacy-3503566/albums The Idan Raichel Project https://da.listvote.com/lists/music/artists/the-idan-raichel-project-12406906/albums Mig 21 https://da.listvote.com/lists/music/artists/mig-21-3062747/albums Donna Weiss https://da.listvote.com/lists/music/artists/donna-weiss-17385849/albums Ben Perowsky https://da.listvote.com/lists/music/artists/ben-perowsky-4886285/albums Ainbusk https://da.listvote.com/lists/music/artists/ainbusk-4356543/albums Ratata https://da.listvote.com/lists/music/artists/ratata-3930459/albums Labvēlīgais Tips https://da.listvote.com/lists/music/artists/labv%C4%93l%C4%ABgais-tips-16360974/albums Deane Waretini https://da.listvote.com/lists/music/artists/deane-waretini-5246719/albums Johnny Ruffo https://da.listvote.com/lists/music/artists/johnny-ruffo-23942/albums Tony Scherr https://da.listvote.com/lists/music/artists/tony-scherr-7823360/albums Camille Camille https://da.listvote.com/lists/music/artists/camille-camille-509887/albums Idolerna https://da.listvote.com/lists/music/artists/idolerna-3358323/albums Place on Earth https://da.listvote.com/lists/music/artists/place-on-earth-51568818/albums In-Joy https://da.listvote.com/lists/music/artists/in-joy-6008580/albums Gary Chester https://da.listvote.com/lists/music/artists/gary-chester-5524837/albums Hilde Marie Kjersem https://da.listvote.com/lists/music/artists/hilde-marie-kjersem-15882072/albums Hilde Marie Kjersem https://da.listvote.com/lists/music/artists/hilde-marie-kjersem-15882072/albums
    [Show full text]
  • Sakspapirer Og Årsrapport NOPAS GENERALFORSAMLING 25
    Sakspapirer og årsrapport NOPAS GENERALFORSAMLING 25. MAI 2020 Foto: Marthe Vee 4 INNHOLD [Innholdslisten er klikkbar] SAKSLISTE 7 Forretningsorden 8 ÅRSBERETNING 2019–2020 9 1. Styret og generalforsamling 12 2. Administrasjon 13 3. Medlemmer 14 4. Tillitsvalgte 16 5. Musikkpolitisk arbeid 16 6. Samarbeidspartnere 26 7. Faglige møteplasser 28 8. Priser 38 9. Tilskudd til skapende virksomhet 42 10. For medlemmer 44 11. Forvaltningsselskaper og andre virksomheter 46 12. Regnskap 50 13. Lister (tillitsvalgte, bevilgninger, arrangementer osv.) 52 ÅRSOPPGJØR 2019 78 ANDRE SAKER 88 Desisorrapport 89 Medlemskontingent for 2020 91 Honorar for NOPAs styre og komiteer 92 Valg og nominasjoner til styrer og utvalg 93 Kriterier for medlemskap i NOPA 103 Forslag til vedtektsendringer 104 ORIENTERINGSSAKER 119 NOPAs budsjett 2020 120 Stiftelsen Cantus. Årsberetning og regnskap for 2019 126 Komponistenes vederlagsfond. Årsberetning og regnskap for 2019 132 Tekstforfatterfondet. Årsberetning og regnskap for 2019 150 ORDLISTE 168 4 Lars Bremnes Foto: Martin Bremnes 6 TIL NOPAS MEDLEMMER Innkalling til digital generalforsamling MANDAG 25. MAI 2020 | KL. 14.00–18.00 SAKSLISTE SAK 1. KONSTITUERING A. Godkjenning av innkalling B. Godkjenning av saksliste C. Godkjenning av forretningsorden D. Valg av møteleder. Styrets forslag: Hans Marius Graasvold, NOPAs advokat E. Valg av referent. Styrets forslag: Tine Tangestuen, administrativ leder i NOPA F. Valg av to medlemmer til å undertegne protokollen G. Valg av tellekorps SAK 2. GODKJENNING AV NOPAS ÅRSBERETNING 2019–2020 SAK 3. GODKJENNING AV NOPAS ÅRSREGNSKAP 2019 SAK 4. GODKJENNING AV DESISORRAPPORT SAK 5. FASTSETTELSE AV MEDLEMSKONTINGENT FOR 2020 SAK 6. FASTSETTELSE AV HONORAR FOR NOPAS STYRE OG KOMITEER SAK 7.
    [Show full text]
  • What to Do in Boston
    What To Do in Boston EVENTS BY DAY & TIME Thursday, June 11th 5:00pm | Sheer Madness, Charles Playhouse 7:30pm | Blue Man Group, Charles Playhouse 8:00pm | Simply Sondheim, Symphony Hall Friday, June 12th 7:10pm | Boston RedSox vs. Blue Jays 7:30pm | Blue Man Group, Charles Playhouse 8:00pm | Cirque De La Symphonie Boston Symphony Hall 8:00pm | Bette Midler, TD Garden RESTAURANTS Boston offers world-class dining and shopping options as well as local, artisan, and ethnic favorites. Below are just a few of the local dining options available. You are encouraged to explore the area and don’t miss Mike’s Pastries in the North End for an after dinner treat. Brick Oven Pizza Pizzeria Regina | 1330 Boylston Street, Boston, MA | (617) 266-9210 Seafood Legal Seafoods | 255 State Street, Boston, MA | (617) 742-5300 Asian Myer & Chang | 1145 Washington St, Boston MA | (617) 542-5200 Seafood Neptune Oyster | 63 Salem Street, Boston, MA | (617) 742-3474 Italian Nebo | 520 Atlantic Ave, Boston, MA | (617) 723-6326 Mediterranean Viale | 502 Massachusetts Ave, Cambridge, MA | (617) 576-1900 American Citizen | 1310 Boylston Street, Boston, MA | (617) 450-9000 SHOPPING Faneuil Hall Here you will find over 40 pushcart eateries and 17 restaurants. Aside from the Marketplace world class food, you can also find great shopping. http://www.faneuilhallmarketplace.com/ Newbury Street World-renowned shopping in some of Boston's most chic and fashionable stores. The Prudential A great stop for shopping and dining! Located on Boylston Street where you will Center find an endless array of department stores.
    [Show full text]