DOCSLIB.ORG

Campus Life and Activities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Campus Life and Activities Campus Life and Activities 76 Special Summer Programs Student Affairs The mission of Student Affairs is to create opportunities and challenges for students to broaden their intellectual, spiritual, and emotional horizons; and, in so doing, to engage them with the widest range of persons both within the university and beyond in striving towards a community that fosters social responsibility and reflects the highest aspirations of all its members. The Division of Student Affairs complements the educational mission of the university by helping to relate many of the nonacademic components of the university to the academic experiences of the students. The residence halls, the athletic fields, the Chapel, and many student organizations play an important humanistic and holistic role in the students' university experience by developing leadership qualities, skills in interpersonal relationships, and appreciation for the care of the physical self. Thus, the university experience encompasses collectively the life of the mind, body, emotions, and, indeed, the spirit. Residential Life Duke enjoys a long tradition as a residential university and supplements the formal academic education of students by providing a comprehensive residence life program. A primary goal is to facilitate the creation of residential communities in which there are common interests, free-flowing exchange of ideas, relaxed social activities, and active recreational opportunities. Students, faculty, and staff work cooperatively to provide programs and activities in keeping with these guiding principles. Leadership opportunities, faculty dinners/discussions, community service opportunities, and intramural sports are but a few of the offerings in which students may choose to become involved. First-year students, with the exception of those who petition to live at home, are required to live in university residence halls. After the first year, students may elect to reside in selective and independent residence halls or the Central Campus apartments. Nearly 90 percent of the undergraduate student body lives on campus each year, a clear indication of student appreciation for and satisfaction with the residential experience. Students enrolled beyond their fourth year and those who attend part-time are not eligible for university housing. First-Year-Student Residence Halls. First-year students reside on East Campus in first-year student houses, the majority of which are coed. A faculty member lives in-residence in all but two of the first-year houses. All housing assignments are made by random lottery. Within the residence halls, single, double, or triple rooms are available. Upperclass Residences. Upperclass students live in coed and single-sex residence halls on West and North Campuses and in the Central Campus Apartments. There are two types of residence hall living groups, independent and selective. Independent living group spaces are filled by a general housing lottery. The selective living groups, which include residential fraternities, select their own members. Also included among the selective houses are academically sponsored theme houses such as the Decker Tower Languages House, the Mitchell Tower Arts House, the Round Table, and the Residential Life 77 Ann Firor Scott Women's Studies House. Other selective houses include PRISM, a multicultural theme house, and the Women's Selective House (Cleland). Each living group or house is governed by a House Council elected by the group's membership. Within all upperclass houses, except those located in Edens, there are triple as well as single and double rooms. Central Campus provides another housing option—a community of university-owned and operated apartments which accommodate more than 800 undergraduate students. The remainder of the complex houses a cross-section of 200 students from various graduate programs. University housing is considered to include all residence halls as well as Central Campus Apartments, and assignment to any of these areas fulfills the university's four-year housing guarantee to eligible students. Since the 1995-96 academic year, entering students have been required to live on-campus for three years, and after that commitment has been met, they may consider moving off-campus or continue to enjoy their four-year housing guarantee option. Eligible students who choose to live off-campus may retain their resident status and eligibility for university housing if they follow the proper procedures as published by the Office of Student Development. The university provides free on-campus bus service, connecting East, West, North, and Central campuses. All residence halls have resident advisors who live in-house and who are members of the Office of Student Development staff. These graduate and undergraduate students have broad responsibilities in the residence halls which include advising the house leadership, serving as valuable resource persons for students with a variety of questions or personal concerns, and enforcing university policies when individual or group behavior fails to conform to the standards set forth by members of the university community. Each house is located within a residential quadrangle, and a quadrangle council is elected from its constituent members to perform the dual roles of programming and governance. The primary purpose of the quadrangle system is to establish and sustain a vibrant residential community, facilitated by a rich blend of intellectual and cocurricular pursuits. All residential students will pay dues as a means of supporting the programming initiatives designed for the enrichment of the community in which they live. Representatives from each quadrangle council shall comprise the Campus Council which serves as the governing body to support and provide direction for residential life. A subcommittee of the Campus Council also will serve as an advisory body to the dean of student development, and will seek, through its action, to foster an environment of responsibility, initiative, and creativity on the part of all individual students and groups living in residence. Residence Hall Programming. Educational and cultural programming is planned and presented throughout the year in the residence halls through the cooperative work of the Office of Student Development, Trinity College of Arts and Sciences, the School of Engineering, and resident students. In all but two of the first-year residence halls, faculty members live in the halls and participate in house activities during the academic year. The Faculty Associates Program pairs faculty members with living groups in an effort to facilitate engaging and intellectually stimulating endeavors within the residence halls. There are a number of seminar rooms located in several of the first-year houses. The goals of these various residentially-based programs are to enhance the quality of intellectual and social life for the residents on campus, to facilitate student-faculty interaction outside the formal classroom setting, and to develop a greater sense of community within the individual residence halls as well as within the greater university. 78 Residential Life Dining Facilities All students living in campus residence halls are required to participate in a dining plan. Several dining plans are available that allow a student to make purchases in a wide variety of dining locations by accessing a prepaid account carried on the student identification card, or DukeCard (see 'Food and Other Expenses' in the chapter ''Financial Information''). First-year plans include both board and debit accounts; plans for upperclassmen are debit accounts. Duke Dining Services provides three cafeterias, nine fast food locations, three restaurants and three coffee bars. Facilities on East Campus include The Marketplace which serves the first-year plan (featuring fresh baked goods, rotisserie roasted meats, steamed vegetables, stir-fry specialities, pizza, pasta grilled sandwiches, and an extensive salad bar) and Trinity Café (gourmet coffee and pastries). West Campus options include The Great Hall (cafeteria), Han's Fine Chinese Cuisine (restaurant), the Oak Room (restaurant), the Cambridge Inn (featuring Chick-fil-A, Alpine Bagels & Brews, and Fresh Fare to Go), the Rathskellar (Tex-Mex, pasta, and sandwiches), Mean Gene's Burgers, Le Grande Cafe and The Perk (gourmet coffee and pastries), LSRC Pratt Dining Commons (cafeteria), and fast food outlets,Sanford Institute Deli, J.D.'s, and Cattleman's Subs, Etc. North Campus is home to Grace's Cafe, and on Central Campus there is Duke's own sports bar, The Devil's Den. Additionally, University Catering accepts dining plan funds from individual students or student groups and will provide food and/or catering services for cookouts, study breaks, banquets, parties, or any other campus event. Students may also use the funds in their dining plan to purchase food items in three campus convenience stores: Uncle Harry's General Store on Central Campus, The East Campus Store on East Campus, and the Lobby Shop on West Campus as well as concessions at athletic events, sodas and snacks from vending machines, and late night pizza and sub delivery from local commercial vendors. Religious Life Two symbols indicate the importance of religion to this university since its founding: Eruditio et Religio, the motto on the seal of the university, and the location of the Duke Chapel at the center of the campus. People from all segments of the university and the community gather in Duke Chapel on Sunday morning to
Load more

Recommended publications
  • Wedding Policies Reflect the Diverse Community of Duke University and Abide by the Defining Principles of the University
    Duke University Chapel Wedding Information and Policies Table of Contents Introduction .................................................................................................................................................................................................. 3 Policies................................................................................................................................................................................... 3 Wedding Personnel ............................................................................................................................................................ 3 Making a Reservation ............................................................................................................................................................................... 4 Eligibility ............................................................................................................................................................................... 4 Scheduling the Wedding and Rehearsal ...................................................................................................................... 4 Contract and Deposit ......................................................................................................................................................... 5 Postponement ..................................................................................................................................................................... 5 Fees
    [Show full text]
  • First Big Week Schedule Monday, August 29Th – Sunday, September 4Th 2016
    First Big Week Schedule Monday, August 29th – Sunday, September 4th 2016 Session Title Date Time Time Room/Location Start End Catholic Daily Mass Monday 12:00PM 12:30 PM Memorial Chapel @ Duke Chapel A Cappella Jam Monday 7:00 PM 9:00 PM Page Auditorium CMA Grand Opening Monday 4:00PM 6:00PM CMA (0010 Bryan Center) Duke Lutherans Weclome Tuesday 8:30 AM 10:00 AM East Campus Gathering (central location) Center for Leadership Tuesday 4:00 PM 6:00 PM 107 FF Few Quad Development and Social Action Grand Re-Opening Sophomore Welcome Back Tuesday 5:00 PM 7:00 PM Keohane 4E BBQ Atrium Catholic Daily Mass Tuesday 5:45 PM 6:15 PM Falcone-Arena House Tuesday Night Dinner Tuesday 6:30 PM Falcone-Arena House Inside Joke: First Big Week Tuesday 8:00 PM 9:00 PM Reynolds Show Auditorium Reformed University Tuesday 8:00 PM Friedl 107 Fellowship (RUF) Kickoff Tuesday Night Israel Dinner Tuesday 6:30 PM 7:30 PM Freeman Center for Jewish Life 239 Steps Tuesday Duke Chapel and….International Students, Inc. Duke Lutherans Weclome Wednesday 8:30 AM 10:00 AM East Campus Gathering (central location) Midweek Prayer Wednesday 11:30 AM 12:00 PM Memorial Chapel @ Duke Chapel Catholic Mass Wednesday 12:00 PM 12:30 PM Memorial Chapel @ Duke Chapel Activities Fair Wednesday 4:00 PM 6:00 PM Baldwin Quad CSGD Ice Cream Social Wednesday 4:00 PM 6:00 PM I&E Fest Wednesday 6:00 PM 8:00 PM The Bullpen (215 Morris Street, Suite 300) Glow Flow 5K and Party Wednesday 8:00 PM 10:00 PM Women's Center - East Campus Catholic Holy Hour Wednesday 8:00 PM 9:00 PM Goodson Chapel, Duke
    [Show full text]
  • SERVICE of WORSHIP Twelfth Sunday After Pentecost BRIDGING FAITH & LEARNING Sunday, August 23, 2020, 11:00 A.M
    SERVICE OF WORSHIP Twelfth Sunday after Pentecost BRIDGING FAITH & LEARNING Sunday, August 23, 2020, 11:00 a.m. Detail, Duke Chapel Tower Les Todd, Duke Photography, 2013 In the Old Testament lesson from Isaiah, the prophet calls the people to turn to the Lord as they look for deliverance and salvation. He reminds them that the Lord provides comfort, hope, and the light of justice among the nations. In Matthew’s Gospel, Peter makes the declaration of faith that Jesus is the long-awaited messiah. Jesus affirms his faith by proclaiming that Peter will be the rock on which the church will be founded. The Apostle Paul writes to the church in Rome reminding them of the transforming work of God in and among them. He encourages the community of faith to present their bodies as living sacrifices as their spiritual worship. As we look to proclaim faith in Jesus the Messiah, we too are called to give our bodies to the Lord in acts of worship. Gathering Carillon Opening Voluntary Toccata (avanti la Messa della Madonna ) Girolamo Frescobaldi Canzon (dopo l’Epistola) (1583–1643) Toccata (per l’Elevazione) Toccata (avanti il Ricercar) Greeting and Call to Worship *Opening Hymn | See hymns at the back of the bulletin. All Are Welcome all are welcome *Prayer of Confession and Words of Assurance | In unison: Most merciful God, we confess that we have sinned against you in thought, word, and deed, by what we have done, and by what we have left undone. We have not loved you with our whole heart; we have not loved our neighbors as ourselves.
    [Show full text]
  • View Landscape Guidelines
    UNIVERSITY Duke LANDSCAPE CHARACTER AND DESIGN GUIDELINES MAY 2014 1 2 TABLE OF CONTENTS INTRODUCTION 4 GUIDING PRINCIPLES FOR THE DUKE CAMPUS LANDSCAPE 5 DESIGN CHARACTER 26 MATERIAL COLOR RANGE 27 LANDSCAPE TYPOLOGIES HISTORIC LANDSCAPES 9 West Quad 10 East Quad 11 NATURALISTIC LANDSCAPES 13 Reforestation and Managed Woodlands 14 Ponds, Streams, Wetlands and Raingardens 15 Parkland 16 PUBLIC LANDSCAPES 17 Plazas 18 Gardens 19 Courtyards and Terraces 20 Pedestrianways 21 CAMPUS FABRIC 23 Streetscapes 24 Interstitial Spaces 25 DESIGN ELEMENTS 27 Paving Bluestone 28 Concrete Pavers 30 Exposed Aggregate Concrete 31 Brick Pavers 32 Miscellaneous 33 Sitewalls Duke Stone 34 Duke Blend Brick 38 Other Masonry 39 Concrete 40 Miscellaneous 41 Steps and Railings Steps 42 Railings 43 Accessibility 45 Fences and Gates 46 Site Furniture Seating 47 Bike Racks 48 Bollards 48 Exterior Lighting 49 Waste and Recycling Receptacles 49 3 Duke’s campus is relatively large and spread out compared to many other universities. The main part of campus - aside from the Duke Forest and other properties - is nearly 2000 acres, with approximately 500 acres of that being actively maintained. The large amount of tree coverage, road network, topography, and natural drainage system, along with extensive designed landscapes, athletic fi elds and gardens, makes the campus an incredibly rich and complex place. These guidelines are intended to be a resource for creating and maintaining a campus landscape with a certain level of consistency that exists across various precincts with specifi c contextual requirements. These guidelines will help to set the character for the different landscape types while also providing detailed recommendations and precedents for what has and has not worked on campus previously.
    [Show full text]
  • Friends of the Chapel Fall Newsletter.Pmd
    View from Duke Chapel A Newsletter for Friends of Duke Chapel THE DEAN’S DIALOGUE 3rd Quarter 2006 President The State of the Chapel Janet Gwyer, PhD Vice President Andy Barada, MD Dear Friends, realignment of the Chapel’s profile needed han- dling sensitively. When I was in ministry in Secretary When I came a year ago I sensed that the Chapel had three main roles – as servant to socially-disadvantaged areas myself, I experi- Karen Rhodes, T‘92 the university, as focus for student religious enced a split between the ‘incarnational’ need Immediate Past President life, and as church. Our real strength was on simply to show people how much they mat- Pat Henry, B’88 occasions when the three came together. Mu- tered to God, by lingering, befriending, shar- ing local concerns and being residentially Advisory Board sic, preaching and architecture were our three present, and the ‘kingdom’ need to be involved Mel Baars, T’05 crown jewels. Meanwhile I sensed three areas needed strengthening: our ministry to stu- in committees and programs oriented to mak- Mary Best, WC’56 dents, our relationship with the town, and our ing things better. Without the former, the lat- Lydia Califf, P’06 use of our accumulated so- ter can be hollow. Yet trying Vincent Carey, P’82 cialW capital. By social capital Music, preaching and architecture to be both finally exhausted James Clapp, MD, T’54 I mean all the friendships, me. So I began investigating Janet Clapp, T’54 goodwill, high reputation, were our three crown jewels. splitting the role of DUCR Andrew Crewson, T’09 good experiences, respect, Meanwhile I sensed three areas away from a second role, Gina Harrison admiration and attention more based around the Amanda Lee, T’09 people associate with the needed strengthening: our ministry incarnational model – not Katie Owen, T’06 Chapel, which may not to students, our relationship with concerned so much to make Patricia Philipps translate into money but things better as to be alert to make the Chapel an influen- the town, and our use of our what God is up to.
    [Show full text]
  • General Information
    General Information 8 General Information Duke University In 1839 a group of citizens from Randolph and adjacent counties in North Carolina assembled in a log schoolhouse to organize support for a local academy founded a few months earlier by Brantley York. Prompted, they said, by “no small share of philanthropy and patriotism,” they espoused their belief that “ignorance and error are the banes not only of religious but also civil society which rear up an almost impregnable wall between man and happiness.” Union Institute, which they then founded, was reorganized first in 1851 as Normal College to train teachers, and eight years later as Trinity College, a liberal arts college, which later moved to the growing city of Durham, North Carolina. With the establishment of the James B. Duke Indenture of Trust in 1924, Trinity College became Duke University. Today, Duke is a two-campus institution with a student body of about 11,000, of whom 5,000 are enrolled in the graduate and professional programs. Established in 1969, The Fuqua School of Business joined the Schools of Medicine, Nursing, Law, Engineering, Divinity, and the Nicholas School of the Environment in preparing qualified individuals for professional leadership and developing excellence in education for the professions. The Campus. The main campus (West) of Duke University is a beautifully designed complex of buildings in Gothic architecture, bordered on the east by the Sarah P. Duke Gardens and on the west by the 8,000-acre Duke Forest. This campus is dominated by the Duke Chapel, whose 210-foot-high tower houses a 50-bell carillon.
    [Show full text]
  • The Duke Community Standard in Practice: a Guide for Undergraduates
    The Duke Community Standard in Practice: A Guide for Undergraduates Duke Community2012-2013 Standard in Practice 1 UNIVERSITY’S MISSION STATEMENT James B. Duke's founding Indenture of Duke University directed the members of the University to “provide real leadership in the educational world” by choosing individuals of “outstanding character, ability, and vision” to serve as its officers, trustees and faculty; by carefully selecting students of “character, determination and application;” and by pursuing those areas of teaching and scholarship that would “most help to develop our resources, increase our wisdom, and promote human happiness.” To these ends, the mission of Duke University is to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities; to prepare future members of the learned professions for lives of skilled and ethical service by providing excellent graduate and professional education; to advance the frontiers of knowledge and contribute boldly to the international community of scholarship; to promote an intellectual environment built on a commitment to free and open inquiry; to help those who suffer, cure disease, and promote health, through sophisticated medical research and thoughtful patient care; to provide wide ranging educational opportunities, on and beyond our campuses, for traditional students, active professionals and life-long learners using the power of information technologies; and to promote a deep appreciation for the range of human difference and potential, a sense of the obligations and rewards of citizenship, and a commitment to learning, freedom and truth.
    [Show full text]
  • Business Ethics
    (continued from front fl ap) Henn THERE’S A $60.00 USA/$72.00 CAN When the facts are all out, Bernie Madoff “NEW NORMAL” probably did not get up one morning and A Case Study Approach say, “I think I will reconstruct the original IN BUSINESS ETHICS A Case Study Approach Ponzi scheme and defraud investors.” For the vast majority of companies ruined by ethics Despite all the words and regulations aimed at building ethical and responsible BUSINESS scandals, there was something small that organizations, observed misbehavior has increased—think of the Siemens scandal eventually snowballed into an out-of-control and Bernie Madoff. Business Ethics: A Case Study Approach confronts the brutal BUSINESS situation. Business Ethics: A Case Study fact about business ethics as it exists today—it’s not working. BUSINESS ETHICS Approach is, now more than ever, essential reading for senior leaders of organizations, This stirring casebook powerfully draws a direct line between ethics and business I n the seven years since Enron exploded, it trustees, managing partners, government performance—that is, the sounder your company’s ethical foundation, the seems little has changed. The fi nancial crisis, offi cials, and anyone tasked with a duty— stronger it will perform in brand recognition, sales, customer satisfaction and the seemingly intractable problems facing loyalty, employee productivity, and even in reduced regulatory burdens. fi duciary or otherwise—to prevent that Detroit, and the bribery scandal that resulted “something small” from happening in the in an $800 million fi ne for Siemens, to name fi rst place. So, how can you develop leadership that sets the right a few have altered the business landscape tone at the top? for the foreseeable future.
    [Show full text]
  • Duke Vs Clemson (10/15/1988)
    Clemson University TigerPrints Football Programs Programs 1988 Duke vs Clemson (10/15/1988) Clemson University Follow this and additional works at: https://tigerprints.clemson.edu/fball_prgms Materials in this collection may be protected by copyright law (Title 17, U.S. code). Use of these materials beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. For additional rights information, please contact Kirstin O'Keefe (kokeefe [at] clemson [dot] edu) For additional information about the collections, please contact the Special Collections and Archives by phone at 864.656.3031 or via email at cuscl [at] clemson [dot] edu Recommended Citation University, Clemson, "Duke vs Clemson (10/15/1988)" (1988). Football Programs. 197. https://tigerprints.clemson.edu/fball_prgms/197 This Book is brought to you for free and open access by the Programs at TigerPrints. It has been accepted for inclusion in Football Programs by an authorized administrator of TigerPrints. For more information, please contact [email protected]. $2.00 HOMECOMINi Clemson vs. Duke Memorial Stadium October 15, 1988 ^NGE YOU WORTHY OF THE BEST? OatMn is the exclusive U.S. agent for textile equipment from the leading textile manufacturers worldwide. Experienced people back up our sales with complete service, spare parts, technical assistance, training and follow-up. ^ DREF 3 FRICTION SPINNING MACHINE delivers yarn to 330 ypm. KNOTEX WARP TYING MACHINE has speeds up to 600 knots per minute. Batson Yam & Fabrics Machinery Home Office: GrOUp, loC. BARCO INDUSTRIES, SYCOTEX: A complete integrated BOX 3978 • GREENVILLE, S.C.
    [Show full text]
  • SERVICE of WORSHIP Ninth Sunday After Pentecost BRIDGING FAITH & LEARNING Sunday, August 2, 2020, 11:00 A.M
    SERVICE OF WORSHIP Ninth Sunday After Pentecost BRIDGING FAITH & LEARNING Sunday, August 2, 2020, 11:00 a.m. Duke Chapel and Roses Les Todd, Duke Photography, 2014 The psalm writer blesses the Lord, the one who is the creator of the heavens and earth and the helper of God’s people. Without the Lord, the psalmist recognizes the people would be like those overtaken by flood waters—helpless and hopeless. James encourages the community of believers to hold one another up in prayer. When sisters and brothers are suffering, sick, or sinful and when they are cheerful and glad, the community of faith is to lift each one before the Lord in prayer. Like the psalmist, James recognizes that help comes from the Lord. The gospel lesson from Mark highlights both the reward of any who work for the good of those who bear Christ’s name, and judgment for those who create stumbling blocks for any seeking to follow Jesus. Gathering Opening Voluntary Concerto in B-flat (opus 4) George Frideric Handel (1685–1759) I. Ordinario e staccato/Allegro II. Adagio III. Allegro, ma non presto Greeting and Call to Worship *Opening Hymn | See hymns at the back of the bulletin. Oh, That the Lord Would Guide My Ways evan *Prayer of Confession and Words of Assurance | In unison: Transgression speaks to the wicked deep in our hearts; there is no fear of you, O God, before our eyes. For we flatter ourselves in our own eyes that our iniquity cannot be found out and hated. The words of our mouths are mischief and deceit; we have ceased to act wisely and do good.
    [Show full text]
  • The Duke Lacrosse Case and the Blogosphere
    07__JOHNSON__CONTRACT PROOF.DOC 11/18/2008 11:42:21 AM THE DUKE LACROSSE CASE AND THE BLOGOSPHERE KC JOHNSON* I INTRODUCTION On December 28, 2006, Durham County District Attorney Mike Nifong filed his initial response to the North Carolina State Bar grievance committee’s complaint that he had unethically withheld exculpatory DNA evidence in the Duke lacrosse case. Nifong concluded his missive with a swipe at the blogosphere: A well-connected and well-financed (but not, I would suggest, well-intentioned) group of individuals—most of whom are neither in nor from North Carolina—have taken it upon themselves to ensure that this case never reaches trial. (And if this seems like paranoid delusion to you, perhaps you should check out websites such as former Duke Law School graduate and current Maryland attorney Jason Trumpbour’s www.friendsofdukeuniversity.blogspot.com/, which has not only called for me to be investigated, removed from this case, and disbarred, but has also provided instructions on how to request such actions and to whom those requests should be sent.)1 A few months earlier, the District Attorney had similarly complained about the blogosphere. Asked in June 2006 by Newsweek reporter Susannah Meadows to comment on the mounting evidence of actual innocence, Nifong replied, “I have seen quite a bit of media speculation (and it is even worse on the blogs) that either starts from a faulty premise or builds to a demonstrably false conclusion. That is not my fault.”2 Nifong was hardly the only prominent figure associated with the case who read the blogs.
    [Show full text]
  • Durham Cultural Master Plan
    Durham Cultural Master Plan Summary August 2004 What You Need to Know about Durham’s Cultural Master Plan Why is Durham’s arts and culture sector a vital asset? - Durham’s cultural organizations and artists add $103 million annually to the economic activity in Durham. That’s a significant boost to our city’s economic development. - Arts and culture is a significant business sector of the current and future Durham. According to a recent state-wide research study on arts economic impact in North Carolina, the average number of non-profit arts and cultural organizations per county in our state is 19. Durham County has more than 150 non-profit arts and cultural organizations, and more than 900 artists. Additionally it has a lively mix of commercial arts and entertainment providers. - A number of Durham’s own cultural assets are known internationally and nationally, including African American Dance Ensemble, American Dance Festival, NCCU Jazz Ensemble, Full Frame Film Festival, The Hayti Heritage Center and its Blues Festival, Durham Arts Council, Mallarmé Chamber Players, and the arts museums of NCCU and Duke. - Ninety percent of respondents to the Durham Cultural Master Plan’s Civic- Community-Business Leaders Survey agreed that arts and culture provide great ways to learn about our various ethnic and racial backgrounds. Ninety-two percent of the survey respondents agreed that “learning art skills is an important way to master other basic skills.” - National studies have proven that arts programs decrease youth delinquency, enhance a child’s development, encourage conflict resolution, build tolerance and self-respect, provide safe havens for youth, reduce criminal activity, teach job skills, improve attitudes, behavior, and academic performance.
    [Show full text]