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Office for the Arts and Office of Career Services Announce Inaugural Recipients of Artist Development Fellowships
Office for the Arts and Office of Career Services Announce Inaugural Recipients of Artist Development Fellowships TWELVE UNDERGRADUATE ARTISTS FUNDED TO FURTHER ARTISTIC DEVELOPMENT The Office for the Arts at Harvard (OFA) and Office of Career Services (OCS) are pleased to announce the 2006-07 recipients of the Artist Development Fellowship. This new program supports the artistic development of students demonstrating unusual accomplishment and/or evidence of significant artistic promise. 2007 Artist Development Fellowship Recipients Douglas Balliett ‘07 (Music concentrator, Kirkland House) Professional recording of original musical composition based on Homer’s Odyssey. Assistant principal and principal, double bass for the San Antonio Symphony (2004-present) . Tanglewood Music Center Fellow (summer 2005-06) . Studied composition with John Harbison (2003-04) . Plans to pursue a music career in performance and composition Damien Chazelle ’07-‘08 (VES concentrator, Currier House affiliate) Production of a black-and-white film musical combining the traditions of Hollywood studio era musicals and the French New Wave Cinema. Documentary and musical film credits: Kiwi, Poderistas, I Thought I Heard Him Say, and Mon Père . Internship: Miramax Studios (summer 2004) . Manager and drummer for professional jazz quartet The Rhythm Royales (spring 2001-summer 2003) . Plans to pursue a career in film upon graduation Jane Cheng ’09 (History of Art and Architecture concentrator, Lowell House) Production (design, print and binding) of a fine-press edition of a C.F. Ramuz passage. Cheng plans to submit the project to the National Guild of Bookworkers exhibit in 2008 as well as several other smaller juried exhibits. Articles featured in National Guild of Bookworkers Newsletter (January 2007), and Cincinnati Book Arts Society Newsletter -more- 1 OFA Artist Development Fellowship Recipients, page 2 . -
The History of Lowell House
The History Of Lowell House Charles U. Lowe HOW TO MAKE A HOUSE Charles U. Lowe ’42, Archivist of Lowell House Lucy L. Fowler, Assistant CONTENTS History of Lowell House, Essay by Charles U. Lowe Chronology Documents 1928 Documents 1929 Documents 1930-1932 1948 & Undated Who’s Who Appendix Three Essays on the History of Lowell House by Charles U. Lowe: 1. The Forbes story of the Harvard Riverside Associates: How Harvard acquired the land on which Lowell House was built. (2003) 2. How did the Russian Bells get to Lowell House? (2004) 3. How did the Russian Bells get to Lowell House? (Continued) (2005) Report of the Harvard Student Council Committee on Education Section III, Subdivision into Colleges The Harvard Advocate, April 1926 The House Plan and the Student Report 1926 Harvard Alumni Bulletin, April, 1932 A Footnote to Harvard History, Edward C. Aswell, ‘26 The Harvard College Rank List How Lowell House Selected Students, Harvard Crimson, September 30, 1930, Mason Hammond “Dividing Harvard College into Separate Groups” Letter from President Lowell to Henry James, Overseer November 3, 1925 Lowell House 1929-1930 Master, Honorary Associates, Associates, Resident and Non-Resident Tutors First Lowell House High Table Harvard Crimson, September 30, 1930 Outline of Case against the Clerk of the Dunster House Book Shop for selling 5 copies of Lady Chatterley’s Lover by D. H. Lawrence Charles S. Boswell (Undated) Gift of a paneled trophy case from Emanuel College to Lowell House Harvard University News, Thursday. October 20, 1932 Hizzoner, the Master of Lowell House - Essay about Julian Coolidge on the occasion of his retirement in 1948 Eulogy for Julian L. -
Harvard Law School's Promotional Literature, 1829-1848
HARVARD LAW SCHOOL’S PROMOTIONAL LITERATURE, 1829-1848 A REFLECTION OF THE IDEALS AND REALITIES OF THE STORY-ASHMUN-GREENLEAF ERA Michael von der Linn† OEL PARKER, CHARLES WARREN, and later scholars attribute Harvard Law School’s renaissance in the years spanning 1829 to 1848 to the endowment provided by Nathan Dane, the sup- J port of President Josiah Quincy, and the contributions of Jo- seph Story, John Hooker Ashmun, and Simon Greenleaf.1 These were indeed the primary reasons for the school’s remarkable growth. Another, which has received little attention, was an aggres- sive promotional campaign initiated by Story in the 1830s.2 This † Michael von der Linn is the manager of the Antiquarian Book Department of The Lawbook Exchange, Ltd. 1 The law school’s faculty and staff consisted of two people during this period. Story was the superintendent; Ashmun handled most of the administrative duties. They divided the teaching load fairly evenly. This arrangement continued when Greenleaf joined the faculty after Ashmun’s death in 1833. Asahel Stearns, Story’s predecessor, directed the school from its establishment in 1817 to 1829. He was the sole administrator and primary instructor, but he shared his teaching duties with Isaac Parker, who held a joint appointment with Harvard College. 2 I have found two references. Warren, who provides the quote cited in Footnote 6, devotes a paragraph to this topic. Newmyer, perhaps based on his reading of Warren, mentions it as well. Charles Warren, History of the Harvard Law School 13 GREEN BAG 2D 427 Michael von der Linn was not the first time Harvard issued marketing materials, nor was it the first or only school to use them.3 But the size of Story’s cam- paign was unprecedented. -
Harvard University Admissions Booklet
Harvard University Table of Contents Page # Harvard University: An Introduction 1 Harvard College 1 Harvard Graduate School of Arts and Sciences 2 Harvard Business School 3 Harvard School of Dental Medicine 4 Harvard Graduate School of Design 5 Harvard Divinity School 6 Harvard Graduate School of Education 7 Harvard John A. Paulson School of Engineering and Applied Sciences 8 Harvard Kennedy School 9 Harvard Law School 10 Harvard Medical School 11 Harvard T.H. Chan School of Public Health 12 Harvard Extension School 13 Harvard Summer School 13 Harvard University Native American Program 14 Harvard University: An Introduction General Information: Harvard was founded in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony and named for its first donor, the Reverend John Harvard, who left his personal library and half his estate to the new institution. Harvard University is the oldest institution of higher learning in the United States. The University as a whole has grown from nine students with a single masters’ degree to an enrollment of more than 18,000 degree candidates, including undergraduates and students in 10 principal academic units. An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School. Over 14,000 people work at Harvard, including more than 2,000 faculty. There are also 7,000 faculty appointments in affiliated teaching hospitals. There is no single office at Harvard University that handles admissions for all students to all programs. Instead, each school maintains its own admissions office and specialized staff to meet the needs of prospective students. -
Christopher Harris, “A Mirror of Boston: Faneuil Hall at the Turn of the Century” Historical Journal of Massachusetts Volume 33, No
Christopher Harris, “A Mirror of Boston: Faneuil Hall at the Turn of the Century” Historical Journal of Massachusetts Volume 33, No. 1 (Winter 2005). Published by: Institute for Massachusetts Studies and Westfield State University You may use content in this archive for your personal, non-commercial use. Please contact the Historical Journal of Massachusetts regarding any further use of this work: [email protected] Funding for digitization of issues was provided through a generous grant from MassHumanities. Some digitized versions of the articles have been reformatted from their original, published appearance. When citing, please give the original print source (volume/ number/ date) but add "retrieved from HJM's online archive at http://www.wsestfield.ma.edu/mhj. Editor, Historical Journal of Massachusetts c/o Westfield State University 577 Western Ave. Westfield MA 01086 A Mirror of Boston: Faneuil Hall at the Turn of the Century By Christopher Harris When, on October 27, 1902, Frederick Stimson, the Democratic candidate for Congress in the 12th District of Massachusetts said that “Socialism would be slavery,” he was probably talking as much from frustration as from belief. Socialism was on the rise in Massachusetts in 1902. For the Democratic Party, the Socialist vote, along with that of other splinter parties, such as the Prohibition and Labor Parties, frequently meant certain defeat by the Republicans. That November, the third party vote meant the difference between victory and defeat in many elections, including the governorship, lieutenant governorship and at least seven state senate seats. Socialist James Carey was elected to the Massachusetts House of Representatives from Haverhill. -
Kevin Madigan
1 KEVIN MADIGAN Winn Professor of Ecclesiastical History • Harvard Divinity School • 45 Francis Avenue, Cambridge, MA 02138 VOICE: 617-495-8815 FAX: 617-496-8459 [email protected] EDUCATION PH.D.: HISTORY OF CHRISTIANITY University of Chicago (1992) Director: Bernard McGinn MASTER OF ARTS: DIVINITY University of Chicago (1985) MASTER OF ARTS: ENGLISH LITERATURE University of Virginia (1984) BACHELOR OF ARTS: ENGLISH LITERATURE College of The Holy Cross (1982) Other: Summer Institute on the Holocaust and Jewish Civilization Northwestern University (1998) Summer Seminar with Raul Hillberg United States Holocaust Memorial Museum (1999) PUBLICATIONS I. BOOKS Antichrists in Our Day: Popes, Prelates, and Protestants in Fascist Italy (Yale University Press, forthcoming 2020) Medieval Christianity: A New History (Yale University Press, 2015) Resurrection: The Power of God for Jews and Christians, with Jon D. Levenson (Yale University Press, 2008) [translated into Chinese, 2014] The Passions of Christ in the High Middle Ages: An Essay on Christological Development (Oxford University Press, 2007) Ordained Women in Early Christianity: A Documentary History, with Carolyn Osiek (Johns Hopkins University Press, 2005) [translated into Spanish, 2008] Antisemitism: An Encyclopedia of Prejudice and Persecution [associate editor] (ABC-Clio, 2005) Olivi and the Interpretation of Matthew in the High Middle Ages (University of Notre Dame Press, 2003) 2 II. ARTICLES AND BOOK CHAPTERS “Villa San Sebastiano (1931-1939) Revisited,” Memoria e Ricerca 26 [special monographic issue] (January-April 2019): 11-18. “We Cannot Accept This: A Response to Romanus Cessario's Non Possumus,” in Commonweal (February 2018) https://www.commonwealmagazine.org/we-cannot-accept “After Beryl Smalley: Thirty Years of Medieval Exegesis, 1984-2013” [with Christopher Ocker], Journal of Biblical Reception 2/1 (Spring, 2015): 37-130. -
Robert Lowell's Poetry Focused On
Lowell.final 4/8/04 12:04 PM Page 39 The Brahmin Rebel Robert Lowell’s poetry focused on “only four places”—and one was Harvard. by adam kirsch ast year, the publication of his Collected Poems returned Robert Lowell ’39 to the center stage of American poetry. From 1946, when L he won the Pulitzer Prize for his first book, Lord Weary’s Castle, until his death, Lowell (1917-77) was widely considered the leading part of Lowell’s achievement: he was the great poet of Harvard. poet of his generation. His writing had an ambition and Of course, a roster of the poets associated with Harvard, as grandeur rare in any period, and especially so in the second half teachers or students, would include a large share of twentieth- of the twentieth century, when poetry became an increasingly century American poetry, from Wallace Stevens, A.B. 1900, marginal art. As the critic Edmund Wilson wrote, Lowell and Robert Frost ’01, and T.S. Eliot ’10 down to Elizabeth Bishop, W. H. Auden were the only poets of their time who had “big who taught often at the University, Maxine Kumin ’46, John Ash- enough talents to achieve poetic careers on the old nineteenth- bery ’49, Frank O’Hara ’50, and Adrienne Rich ’51. But no other century scale.” poet wrote about Harvard so much or so well as Lowell. For no Even more remarkable, Lowell’s art was constantly evolving. other poet of comparable stature was Harvard, or possibly any The complex, ambiguous verse of Lord Weary’s Castle gave way to college, so important. -
Commonwealth of Massachusetts Middlesex
COMMONWEALTH OF MASSACHUSETTS MIDDLESEX, ss. SUPERIOR COURT DEPARTMENT WENDELL TANG, M.D., as Representative of the Estate of LUKE TANG, Plaintiff, CIVIL ACTION No. 18-2603 v. PRESIDENT AND FELLOWS OF HARVARD COLLEGE, CATHERINE R. SHAPIRO, CAITLIN CASEY,Ph.D., MELANIE NORTHROP, MSW, LICSW,& DAVID ABRAMSON,M.D., Defendants. DEFENDANTS' MEMORANDUM OF LAW IN SUPPORT OF MOTION TO DISMISS COMPLAINT AND JURY DEMAND Last May, in Dzung Duy Nguyen v. Mass. Inst. of Tech., 479 Mass. 436 (2018), the Su- preme Judicial Court laid out clear limits on universities' legal responsibility to prevent student suicides. The SJC held that colleges do not have a "generalized duty to prevent suicide." Id. at 455. Instead, the SJC held, colleges have a duty "limited to initiating the university's suicide prevention protocol" or (if the college does not have such a protocol),"arranging for clinical care by trained medical professionals." Id. at 457. In addition, the SJC held, that, even where college administrators know that a student has attempted suicide, its legal obligation to act is "time- bound," triggered by administrators' "actual knowledge of [a student's] plans or intention to commit suicide." Id. at 459. Here, Dr. Wendell Tang, as the representative of the estate of his son, Luke Tang,' who took his own life at the beginning of September 2015, seeks damages from Harvard University, two Harvard administrators, a Harvard University Health Services psychiatrist and a clinical social worker as a result of his son's tragic suicide. But Plaintiffs Complaint makes clear on its face that Harvard and its administrators acted responsibly, fulfilled their legal obligations, and breached no duty to Tang. -
Harvard & Slavery
HARVARD AND SLAVERY Seeking a Forgotten History by Sven Beckert, Katherine Stevens and the students of the Harvard and Slavery Research Seminar HARVARD AND SLAVERY Seeking a Forgotten History by Sven Beckert, Katherine Stevens and the students of the Harvard and Slavery Research Seminar introducTION About the Authors Sven Beckert is Laird Bell Professor of history Katherine Stevens is a graduate student in n the fall of 2007, four Harvard undergradu- surprising: Harvard presidents who brought slaves at Harvard University and author of the forth- the History of American Civilization Program ate students came together in a seminar room to live with them on campus, significant endow- coming The Empire of Cotton: A Global History. at Harvard studying the history of the spread Ito solve a local but nonetheless significant ments drawn from the exploitation of slave labor, of slavery and changes to the environment in historical mystery: to research the historical con- Harvard’s administration and most of its faculty the antebellum the U.S. South. nections between Harvard University and slavery. favoring the suppression of public debates on Inspired by Ruth Simmon’s path-breaking work slavery. A quest that began with fears of finding at Brown University, the seminar’s goal was nothing ended with a new question —how was it to gain a better understanding of the history of that the university had failed for so long to engage the institution in which we were learning and with this elephantine aspect of its history? teaching, and to bring closer to home one of the The following pages will summarize some of greatest issues of American history: slavery. -
Harvard College Vs Harvard University Application
Harvard College Vs Harvard University Application Expectingly computational, Biff baby-sitting syphilization and equates schadenfreude. Interproximal Merlin fuddle uncharitably and damned, she disbosom her purple gestates surprisingly. Marcellus affiliate his redundancy Atticising guardedly or hiddenly after Kermit souvenir and flue-cured precipitately, incontrovertible and staid. All ivy group, harvard university in a teacher evaluations are Harvard graduates with pass an undergraduate degree could earn much much as. Covid is tissue it harder to reason into making top college CNBC. Students for Fair Admissions Inc v Harvard University. Harvard University Acceptance Rate and Admission Statistics. Prize winners who all been affiliated as students faculty or researchers. Harvard University vs Pomona College Compare Colleges. Newton's first law a motion states that list object either remains at partition or. Harvard university vs harvard if your application forms and universities, applications and refrigerator, degrees to view this college? How admissions offer will still focus on campus lies along with their interests include education michael shinagel describes your profile and harvard college vs. This branch a very competitive GPA and Harvard University is clearly accepting students at loop top of common high school class. Of study compare how top apply for financial aid is provided be the universities' and. Applications for the HPAIR 2021 Harvard Conference are open. Students for Fair Admissions SFFA said Harvard preferred white black. Difference between Harvard College and Harvard University. In 2013 77 percent of graduates left Stanford debt-free How we afford colleges like Stanford and Harvard Apply we need-based financial aid. Explore key Harvard College information including application requirements popular majors tuition SAT scores AP credit policies and more. -
Rev Bios Pre-Visit
Required Pre-Visit Activity: Revolutionary Biographies Objectives: - Students learn the names and important accomplishments of Josiah Quincy I – “The Colonel”, Josiah Quincy II – “The Patriot”, and Samuel Quincy – “The Loyalist” in preparation for their visit to the Quincy House. At the museum, stu- dents will find objects that relate to each of the Quincys they have studied. Students will also reenact the Boston Massa- cre Trial at the house, involving the Quincy family on either side. Time Needed: - Approximately 35 minutes Materials Needed: -Revolutionary War Biographies for each student. Some teachers may wish to use the biographies to review events related to the Revolutionary War in the Boston area with their students before doing the Reenactment and Scavenger Hunt exercises at the Quincy House. Events related to the Quincy family will be integrated into the human timeline as well. Instructions 1. Pass out copies of the Revolutionary War Biographies to each student. 2. Ask students to read the worksheet carefully before beginning. Ask them to introduce one of the Quincys to their classmates using the information on the worksheet. Students may work individually or in groups. 3. Once students have completed their worksheets, review the information about each member of the Quincy family as a group. It is helpful to remind students of any connections or overlaps with your classroom social studies curriculum. 4. If students are unfamiliar with a particular person or topic, you may wish to review it further using your social studies textbook or information provided in this binder. Josiah Quincy I – “The Colonel” (1710-1784) Where is Josiah Quincy I on your Quincy House visit? Reenactment: •You will read part of a letter he writes to his son, Josiah Jr., the defense lawyer. -
131 Lowell House Mail Center
Taubman Center 356 [email protected] Harvard Kennedy School Tel: 617-233-6965 79 John F. Kennedy St. Fax: 617-496-1722 Cambridge, MA 02138 John N. Friedman http://www.hks.harvard.edu/fs/jfriedm Professional Positions: Special Assistant to the President for Economic Policy, National Economic Council (2013 – present) Assistant Professor of Public Policy, Harvard Kennedy School (2009 – present) Faculty Research Fellow, National Bureau of Economic Research (2009 – 2013) Post-Doc Fellowship: Scholar in Health Policy, Robert Wood Johnson Foundation, at UC Berkeley (2007 – 2009) Education: Ph.D., Department of Economics, Harvard University, June 2007 A.M., Department of Statistics, Harvard University, June 2002 A.B., summa cum laude in Economics, Harvard College, June 2002 Academic Areas of Interest: Public Economics and Political Economy Published or Forthcoming Papers “Using Differences in Knowledge Across Neighborhood to Uncover the Impacts of the EITC on Earnings” w/ Raj Chetty and Emmanuel Saez American Economic Review, Vol 103 (7) (2013) "How Does Your Kindergarten Class Affect Your Earnings? Evidence from Project STAR" w/ Raj Chetty, Nate Hilger, Emmanuel Saez, Diane Schanzenbach, and Danny Yagan Quarterly Journal of Economics, Vol 126 (4), pp. 1593-1660 (2011) “Adjustment Costs, Firm Responses, and Labor Supply Elasticities: Evidence from Denmark” w/ Raj Chetty, Tore Olsen, and Luigi Pistaferri Quarterly Journal of Economics, Vol. 126 (2), pp. 749-804 (2011) “Predicting Medicare Cost Growth” Chapter in Improving Health Cost Projections for the Medicare Population, Committee on National Statistics and National Research Council Workshop Summary (2010) “Performance Improvement and Performance Dysfunction” w/ Steve Kelman. Journal of Policy Administration Research and Theory, Vol.