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Interim Fifth-Year Report to the New England Association of Schools and Colleges Commission on Institutions of Higher Education
HANOVER, NEW HAMPSHIRE Interim Fifth-Year Report to the New England Association of Schools and Colleges Commission on Institutions of Higher Education AUGUST 2015 Dartmouth College Interim Fifth-Year Report Table of Contents INTRODUCTION ........................................................................................................................................ 1 INSTITUTIONAL OVERVIEW .................................................................................................................. 2 AREAS IDENTIFIED FOR SPECIAL EMPHASIS .................................................................................... 3 1. Aligning the Anticipated Growth in Operating Expenses with the Projected Resources ..................... 3 2. Strategic Planning, Undergraduate Curriculum and Student Learning Outcomes ................................ 6 3. Learning Assessment within the Faculty of Arts and Sciences ............................................................ 6 4. Launching a Hybrid Program in Health Care Delivery with a Distance Learning Component ............ 6 STANDARDS............................................................................................................................................... 9 1: Mission and Purpose ............................................................................................................................. 9 2. Planning and Evaluation ..................................................................................................................... 10 3. Organization -
APRIL 2011 Newsletter DARTMOUTH COLLEGE CLASS of 1981
APRIL 2011 newsLetteR DARTMOUTH COLLEGE CLASS OF 1981 Newsletter Editors: Peter Oudheusden • [email protected] • Robert Goldbloom • [email protected] Bill Burgess Elected Trustee Voting for this year’s Alumni Trustee position took place from March 9th through April 6th. REVEL•REFLECT•RECONNECT As Bill was running unopposed - it came as no surprise that he won in a landslide. He will join our other trustee-classmate, Annette Gordon-Reed, who took her seat in February. DARTMOUTH CLASS OF 1981 If you haven’t met Bill, here is a nice write-up the College supplied for interested J u n e 1 6 - 1 9, 2 0 1 1 • Hanover, New Hampshir e alums: “At Dartmouth, Bill was respected Our 30th Reunion is just two months away. It’s time to make sure you are registered, your for leading with inclusivity, enthusiasm reunion housing is booked, your travel plans have been made, and you’ve contacted all of and dedication. He was president of Alpha your friends - this is a great long weekend filled with events, food and catching Delta fraternity, served as president of the up. You don’t want to miss it! Check out our free reunion dedicated smart Interfraternity Council was a member of phone app (found on the class website - www.alum.dartmouth.org/classes/81). Sphinx senior society, Green Key and of It gives you instant access to: registration, housing, weekend schedule, who’s the rugby, football and lacrosse teams. Bill attending (updated daily), a countdown till important weekend events, hotel earned his MBA degree at Harvard and links, local up-to-the-minute weather, a reunion map with the key locations for has nearly three decades of experience in our events, webcams to see the College and the area, and a Dartmouth College corporate finance and venture capital. -
25Th Reunion June 18–21, 2014
Dartmouth College Class of 1990 – 25th Reunion June 18–21, 2014 PRELIMINARY SCHEDULE All programs subject to confirmation Class Headquarters: Occom Commons Class Tent: Maynard Lawn WEDNESDAY, JUNE 17 Mt. Moosilauke Ravine Lodge Overnight Stay ($) This optional Dartmouth Outing Club event includes hiking, meals, and overnight lodging. Registration begins May 5; call (603) 764-5858. THURSDAY, JUNE 18 REGISTRATION OPEN FROM 1-9PM IN THE CLASS TENT 6–7 pm Reception Class tent 7–9 pm Welcome Dinner Class tent 9 pm–midnight Class Socializing Class tent FRIDAY, JUNE 19 REGISTRATION OPEN FROM 9-6 PM IN THE CLASS TENT 7:30–9:30 am Breakfast Class tent 9-9:30am Class Meeting Class tent 9–10 am Dartmouth Underground: Steam Tunnel and Power Plant Tour Meet at north side of heating plant, facing New Hampshire Hall Led by William Riehl, chief operating engineer. Limited to 25. TBC 9–10 am College Planned Lecture 9–11:35 am Lectures from Dartmouth Professional Schools TBC 9:30 –10:30am Class Planned Lecture 10:30–11:30 am College Planned Lecture noon–2 pm Luncheon Class tent (rain: Leede) 1–3 pm Baker Bell Tower Open House Directions and information available at the Baker info desk. TBC 1–4:15 pm Navigating College Admissions: A Workshop for Families TBC 2–3 pm Architectural Walking Tour of Campus Meet in front of Dartmouth Hall (rain: Room 105, Dartmouth Hall) Tour begins promptly at 2 pm. Led by Marlene Heck, senior lecturer in art history and history. TBC 2–3:30 pm Bartlett Tower Open Hours Bartlett Tower Climb the 86 steps to the top of the 71-foot-tall stone structure built in the 1800s. -
Welcome to Dartmouth!
Welcome to Dartmouth! The Campus and Community Resource Guide has been developed as a demonstration of Dartmouth’s commitment to recruiting a diverse and talented work force. This Guide includes employees from the Dartmouth community willing to speak informally and confidentially with you regarding interests and/or questions you have about Dartmouth and the Up- per Valley Community that might not be addressed in the formal search process. The employees listed in this Guide represent a broad range of interests and activities that include, but are not lim- ited to, the diversity of the community, child care resources, and dual career couple issues. The Guide also includes a listing of of- fices on campus that focus on similar issues. In the back of the Guide we have listed a number of community organizations that also represent a broad range of interests. While we tried to be in- clusive of the community resources, we have only listed those in- dividuals and organizations that responded to our request for infor- mation. Please note: we are not endorsing these organizations; this is for informational purposes only. Please feel free to contact any one listed to discuss aspects of Dart- mouth and the Upper Valley Community that are of interest to you. Work telephone numbers are listed, and you may wish to arrange for an appointment while you are in Hanover. If you have additional questions, please contact the Office of Insti- tutional Diversity & Equity at (603) 646-3197. Page 1 June 2009 Art Galleries/Museums CAMPUS RESOURCES American Precision -
Subhankar Banerjee Resume
SUBHANKAR BANERJEE I was born in 1967 in Berhampore, a small town near Kolkata, India. My early experiences in my tropical home in rural Bengal fostered my life long interest in the value of land and it’s resources. In the cinemas of these small towns, I came to know the work of brilliant Bengali filmmakers including, Satyajit Ray, Mrinal Sen, and Ritwik Ghatak. I loved cinema and found their visual explorations of everyday life and larger social issues immensely inspiring. I asked my Great Uncle Bimal Mookerjee, a painter, to teach me how to paint. I created portraits and detailed rural scenes, but knew from growing up in a middle-income family that it would be nearly impossible for me to pursue a career in the arts. I chose instead the practical path of studying engineering in India and later earned master’s degrees in physics and computer science at New Mexico State University. In the New Mexican Desert, I fell in love with the open spaces of the American West. I hiked and backpacked frequently in New Mexico, Arizona, Colorado, and Utah, and bought a 35mm camera with which I began taking photographs. After finishing my graduate degrees in Physics and Computer Science, I moved to Seattle, Washington to take up a research job in the sciences. In the Pacific Northwest, my commitment to photography grew, and I photographed extensively during many outdoor trips in Washington, Oregon, Montana, Wyoming, California, New Hampshire, Vermont, Florida, British Columbia, Alberta, and Manitoba. In 2000, I decided to leave my scientific career behind and began a large-scale photography project in the American Arctic. -
Dartmouth Postdoc Resource Guide
2017 - 2018 Dartmouth Postdoc Resource Guide Created by DCPDA [email protected] http://sites.dartmouth.edu/dcpda/ DCPDA - Guide Welcome to Dartmouth, Postdocs! We want to make your arrival at Dartmouth as easy as possible by providing you with useful information about life in the Upper Valley. This guide will help you learn more about living in the Upper Valley and provides answers to some basic questions like: How do I buy and register a car? How do you survive (enjoy!) the winter months? What are some activities I can do with families and friends when they visit (and believe me – they do!)? We hope this guide assists in making your transition as smooth as possible. You are encouraged to join us at one of the upcoming New Postdoc Welcome/Orientation lunches, the dates for which are listed below. Please let us know which you plan to attend by responding to: [email protected] Welcome/Orientation Sessions 12-1:30pm (location TBD) November 8, 2017 December 13, 2017 January 24, 2018 February 28, 2018 March 28, 2018 May 9, 2018 July 11, 2018 1 DCPDA - Guide Table of Content Table of Content 2 The Dartmouth College Postdoc Association (DCPDA) 4 Our mission 4 Definition of Postdoctoral Scholar for Dartmouth 4 President, Dartmouth College Postdoctoral Association 4 Assistant Dean for Postdoctoral Affairs, School for Graduate and Advanced Studies 5 DCPDA Buddy Program 5 DCPDA events 5 Upper Valley Information 5 Where is Dartmouth College? 5 Infamous New England weather 6 Winter - how to survive? 6 How to Prepare 6 Getting -
Dartmouth's Community Impact
Dartmouth’s Community Impact September 2018 Introduction: Dartmouth College educates the most promising students and prepares them for a lifetime of learning and of responsible leadership, through a faculty dedicated to teaching and the creation of knowledge. In fulfilling its mission as an educational institution, Dartmouth strives to serve its students as well as the Upper Valley community through its role as an employer, collaborator, and innovator. This report illustrates the symbiotic relationship between Dartmouth, Hanover, and the Upper Valley in areas including economic impact, research and innovation, education, arts and culture, sustainability and conservation. Economic impact: Dartmouth has a substantial financial impact on the local, regional, and state economies of New Hampshire and Vermont. Taxes & Fees: Dartmouth pays taxes on all dormitories, dining rooms, and kitchens with values in excess of $150K, as well as about 500 off-campus rental properties and commercial properties (approximately 53% of its Hanover property holdings). Dartmouth is Hanover’s largest taxpayer, contributing roughly 20% of the taxes in support of the county, town, and school budgets. Employment: Dartmouth is New Hampshire’s ninth largest service sector employer with 3,497 resident employees (Dartmouth Hitchcock is the largest employer with 9,100 employees)1. In FY17 Dartmouth paid $464M in payroll and employee benefits. Dartmouth is also a large local spender. According to an analysis of purchasing data, Dartmouth spent about $146M in New Hampshire and Vermont in FY172. Dartmouth’s economic impact extends beyond its direct actions as a local spender and employer. Dartmouth’s 4,300 undergraduate and 2,000 graduate students make up a significant portion of Hanover’s total population and, as residents and consumers, play a critical role in the local economy. -
Hood M U S Eum O F A
H O O D M U S E U M O F A R T D A R T M O U T H C O L L E G E quarter y Spring/Summer 2011 Cecilia Beaux, Maud DuPuy Darwin (detail), 1889, pastel on warm gray paper laid down on canvas. Promised gift to the Hood Museum of Art from Russell and Jack Huber, Class of 1963. Jerry Rutter teaching with the Yale objects. H O O D M U SE U M O F A RT S TA F F Susan Achenbach, Art Handler Gary Alafat, Security/Buildings Manager Juliette Bianco, Acting Associate Director Amy Driscoll, Docent and Teacher Programs Coordinator Patrick Dunfey, Exhibitions Designer/Preparations Supervisor Rebecca Fawcett, Registrarial Assistant Nicole Gilbert, Exhibitions Coordinator Cynthia Gilliland, Assistant Registrar Katherine Hart, Interim Director and Barbara C. and Harvey P. Hood 1918 Curator of Academic Programming Deborah Haynes, Data Manager Alfredo Jurado, Security Guard L E T T E R F R O M T H E D I R E C T O R Amelia Kahl Avdic, Executive Assistant he Hood Museum of Art has seen a remarkable roster of former directors during Adrienne Kermond, Tour Coordinator the past twenty-five years who are still active and prominent members of the Vivian Ladd, Museum Educator T museum and art world: Jacquelynn Baas, independent scholar and curator and Barbara MacAdam, Jonathan L. Cohen Curator of emeritus director of the University of California Berkeley Art Museum and Pacific American Art Film Archive; James Cuno, director of the Art Institute of Chicago; Timothy Rub, Christine MacDonald, Business Assistant director of the Philadelphia Museum of Art; Derrick Cartwright, director of the Seattle Nancy McLain, Business Manager Art Museum; and Brian Kennedy, president and CEO of the Toledo Museum of Art. -
Orozco's American Epic: Myth, History, and the Melancholy of Race
ISSN: 2471-6839 Cite this article: Maya Jiménez, review of Orozco’s American Epic: Myth, History, and the Melancholy of Race, by Mary K. Coffey, Panorama: Journal of the Association of Historians of American Art 7, no. 1 (Spring 2021). doi.org/10.24926/24716839.11826. Orozco’s American Epic: Myth, History, and the Melancholy of Race Mary K. Coffey Durham and London: Duke University Press, 2019. 384 pp.; 100 color illus. Paperback: $28.95 (ISBN: 9781478002987) Reviewed by: Maya Jiménez, Independent Scholar From 1932 to 1934, José Clemente Orozco (Mexico, 1883–1949) completed his largest and most ambitious mural in the United States at the Baker-Berry Library of Dartmouth College in New Hampshire. This small- town New England destination was an unlikely place for this Mexican artist, whose previous and only commissions in the United States were at Pomona College in California and the New School for Social Research in New York City. Of greater interest, however, is the subject matter of this mural, The Epic of American Civilization (fig. 1), which author Mary K. Coffey has meticulously, critically, and eloquently dissected in her book Orozco’s American Epic: Myth, History, and the Melancholy of Race. Consisting of twenty-four panels painted in buon fresco and covering approximately thirty-two hundred square feet, the mural presents a fragmented narrative of America, beginning with the Aztecs and the myth of Quetzalcoatl, continuing with Spanish colonialism and Hernan Cortez, culminating in a comparison between scenes depicting Anglo-America and Hispano-America, and concluding with modern industrialization and the depiction of Modern Industrial Man. -
In Yohanan Friedmann (Ed.), Islam in Asia, Vol. 1 (Jerusalem: Magnes Press, 1984), P
Notes INTRODUCTION: AFGHANISTAN’S ISLAM 1. Cited in C. Edmund Bosworth, “The Coming of Islam to Afghanistan,” in Yohanan Friedmann (ed.), Islam in Asia, vol. 1 (Jerusalem: Magnes Press, 1984), p. 13. 2. Erica C. D. Hunter, “The Church of the East in Central Asia,” Bulletin of the John Rylands University Library of Manchester 78 (1996), pp. 129–42. On Herat, see pp. 131–34. 3. On Afghanistan’s Jews, see the discussion and sources later in this chapter and notes 163 to 169. 4. Bosworth (1984; above, note 1), pp. 1–22; idem, “The Appearance and Establishment of Islam in Afghanistan,” in Étienne de la Vaissière (ed.), Islamisation de l’Asie Centrale: Processus locaux d’acculturation du VIIe au XIe siècle, Cahiers de Studia Iranica 39 (Paris: Association pour l’Avancement des Études Iraniennes, 2008); and Gianroberto Scarcia, “Sull’ultima ‘islamizzazione’ di Bāmiyān,” Annali dell’Istituto Universitario Orientale di Napoli, new series, 16 (1966), pp. 279–81. On the early Arabic sources on Balkh, see Paul Schwarz, “Bemerkungen zu den arabischen Nachrichten über Balkh,” in Jal Dastur Cursetji Pavry (ed.), Oriental Studies in Honour of Cursetji Erachji Pavry (London: Oxford Univer- sity Press, 1933). 5. Hugh Kennedy and Arezou Azad, “The Coming of Islam to Balkh,” in Marie Legen- dre, Alain Delattre, and Petra Sijpesteijn (eds.), Authority and Control in the Countryside: Late Antiquity and Early Islam (London: Darwin Press, forthcoming). 6. For example, Geoffrey Khan (ed.), Arabic Documents from Early Islamic Khurasan (London: Nour Foundation/Azimuth Editions, 2007). 7. Richard W. Bulliet, Conversion to Islam in the Medieval Period: An Essay in Quan- titative History (Cambridge, Mass.: Harvard University Press, 1979); Derryl Maclean, Re- ligion and Society in Arab Sind (Leiden: Brill, 1989); idem, “Ismailism, Conversion, and Syncretism in Arab Sind,” Bulletin of the Henry Martyn Institute of Islamic Studies 11 (1992), pp. -
Confronting Threats Before They Materialize: the United States and the Overthrow of the Iranian Government
Confronting Threats Before They Materialize: The United States and the Overthrow of the Iranian Government --- Daniel Goldsmith In 1953, the United States government funded and orchestrated a coup that deposed Dr. Mohammed Mossadegh, the popular, democratically elected leader of Iran. Although Mossadegh’s government never professed Communist allegiances, members of the Eisenhower administration accused it of harboring nascent Communist influences imported from Moscow. In the early years of the Cold War, American officials perceived Communism’s spread as a palpable threat. The United States intervened in Iran in 1953 due to a combination of geo-political and ideological interests, in conjunction with a strong sense of fear and paranoia. This was a significant example of “big stick” diplomacy, and proved to be a decisive turning point in Cold War international relations. It set a precedent for many future American interventions and an example for non-aligned nations that would have a far- reaching impact on diplomacy worldwide. Early US Cold War Policy: The Truman Years The intervention must be understood as the culmination of several years of early American Cold War policy. Although it took place under Dwight D. Eisenhower, its formulation came as a result of global developments that began during the presidency of Harry Truman. After the Second World War, Soviet Communism became an aggressive challenge to US interests. This threat intensified during the late 1940s with the Czechoslovak coup, the Berlin Crisis, the fall of China, Soviet development of nuclear arms, and the outbreak of the Korean War in 1950, prompting both official and popular fears of Soviet expansion. -
Who Instigated the White Revolution of the Shah and the People in Iran, 1963?
Agent or Client: Who Instigated the White Revolution of the Shah and the People in Iran, 1963? A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2015 Michael J. Willcocks School of Arts, Languages and Cultures ! 2! Contents Photographs & Cartoons 5 ! Abstract 6 ! Declaration 7 ! Copyright Statement 8 ! Acknowledgements 9 Introduction 10 Literature Review: US-Iranian Relations and 10 Reform in Iran 1961-63 ! Approach 26 Contribution to Knowledge 28 ! Research Questions 28 ! Hypothesis 28 ! Methodology & Sources 29 ! Thesis Structure 31 ! Transliteration 32 ! ! Chapter 1: Iran! and the United States 1945-61 33 ! 1.1 US-Iranian Relations 1946-61 33 1.2 Iranian Situation 1953-61 39 Chapter 2: ʻAlī Amīnī: The Last Chance? 47 2.1 The Appointment of ʻAlī Amīnī 47 2.1.1 The Man 48 2.1.2 The Controversy 50 2.1.3 Events 52 2.1.4 Explanation 59 2.2 Amīnī’s Plan and Team 66 2.2.1 Amīnī’s Plan 66 2.2.2 Amīnī’s Cabinet 67 2.2.2.1 Ḥasan Arsanjānī 70 2.2.2.2 Nūr al-Dīn Alamūtī 72 2.2.2.3 Muḥammad Dirakhshish 73 2.2.3 A Divided Government 75 2.3 The White House Reacts 77 2.3.1 Economic Assistance 78 ! ! 3! 2.3.1.1 Transition to the Decade of Development 80 2.3.1.2 Reacting to the Crisis in Iran 84 2.3.2 The Iran Task Force 87 2.3.2.1 Policy Objectives 89 2.3.2.2 US Support for Amīnī 93 2.4 Amīnī’s Government: Generating Momentum 97 2.4.1 Anti-Corruption 98 2.4.2 Managing The Economy 100 2.4.3 Third Plan Preparations 101 2.4.4 Land Reform 102 ! Chapter 3: Controlling! the Future 106 !