Annabelle Fowler Harvard University
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Curriculum Vitae Lance D
Curriculum Vitae Lance D. Laird, Th.D. Department of Family Medicine Boston University School of Medicine 85 E. Newton St., M-1025 Boston, MA 02118 Telephone (617) 414-3660 E-mail: [email protected] August 28, 2015 Areas of Expertise: Islam and Muslim Identities in Contemporary North American Society Medical Anthropology Theory and Methods Intersections of Religions, Medicines, Public Health and Healing Anthropology of Refugee and Immigrant Mental Health Academic Training: 6/1998 Th.D. Harvard Divinity School, Cambridge, MA; Comparative Religion: Islamic Studies and Christian-Muslim Relations. Dissertation: “Martyrs, heroes, and saints: shared symbols among Muslims and Christians in contemporary Palestinian society” 12/1989 M.Div. The Southern Baptist Theological Seminary, Louisville, KY; Theology and Pastoral Ministry 6/1986 B.A. University of Virginia, Charlottesville, VA; High Distinction, Religious Studies Additional Training: 3/2006-6/2008 Post-Doctoral Fellowship in General Pediatrics, Boston University School of Medicine (BUSM), Boston Medical Center, Boston, MA; Medical Anthropology, International Health 6/2006-7/2006 Certificate in International Health, Boston University School of Public Health, Boston, MA 8/1988-6/1989 Exchange Student, Baptist Theological Seminary, Rüschlikon, Switzerland; Theology Academic Appointments: 6/2014-present Assistant Professor, Graduate Medical Sciences Division, BUSM 9/2010-present Assistant Professor, Graduate Division of Religious Studies (GDRS), Graduate School of Arts and Sciences, Boston University -
Radcliffe Alumna's Lifelong Passion Inspires Annuity Experts Reflect on Personal Aspects of Philanthropic and Estate Planning
Harvard University Planned Giving News SPRING 2013 Experts Reflect on Personal Aspects of Philanthropic and Estate Planning CAMERON CASEY JD ’03 ROB SHAPIRO AB ’72, JD ’78 Anne McClintock, executive director of Harvard's University Planned Giving office, recently sat down with estate planning Radcliffe Alumna’s Lifelong Passion Inspires Annuity experts Rob Shapiro AB ’72, JD ’78 and Cameron Casey JD ’03, partners For Constance “Connee” Counts AB ’62, CAS ’81, EdD ’87, at Ropes & Gray LLP in Boston, to discuss the very personal process giving to Harvard is an extension of her life’s work. of charitable and estate planning. A graduate of both Radcliffe and the Harvard Graduate AM: What advice do you have for people School of Education (HGSE), Counts set up a charitable as they start the estate planning process? gift annuity with Harvard in 2012. Part of her gift will help fund the University’s Center on the Developing Child, rs & cc: First and foremost, it is which generates, translates, and applies knowledge in important for individuals to be clear CONSTANCE COUNTS AB ’62, the service of improving life outcomes for children about what they want to accomplish. CAS ’81, EdD ’87 in the United States and throughout the world. Form follows function. What are your “By making a planned gift to Harvard and the center,” Counts explained, passions? What do you want to empower “I can support an institution that means a lot to me and a project that others to do? After refining your goals, truly connects with my value system and the work I continue to do. -
Anthony Abraham Jack
ANTHONY ABRAHAM JACK 78 Mount Auburn Street scholar.harvard.edu/anthonyjack Cambridge, MA 02138 [email protected] ACADEMIC APPOINTMENTS 2019 – Assistant Professor, Harvard Graduate School of Education, Harvard University 2019 – Shutzer Assistant Professor, Radcliffe Institute for Advanced Study, Harvard University 2017 – Faculty Fellow, Pforzheimer House, Harvard University 2016 – 2019 Junior Fellow, Harvard Society of Fellows, Harvard University EDUCATION Harvard University 2016 Ph.D., Sociology 2011 A.M., Sociology Amherst College 2007 B.A., Women’s and Gender Studies; Religion cum laude, Moseley Prize in Religion RESEARCH AND TEACHING INTERESTS Culture, Education, Race/Ethnicity, Children and Youth, Urban Poverty, Inequality, Qualitative Methods PUBLISHED WORKS (*denotes equal authorship) (graduate student coauthor in italics) Jack, Anthony Abraham and Veronique Irwin. Forthcoming. “Seeking Out Support: Variation in Academic Engagement Strategies among Black Undergraduates at an Elite College.” in Clearing the Path: Qualitative Studies of the Experiences of First Generation College Students, edited by A. C. Rondini, B. Richards-Dowden, and N. Simon. Lexington Books. Jack, Anthony Abraham. 2016. “(No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University.” Sociology of Education 89(1):1-19. § Lead Article § 2015 Graduate Student Paper Award, Educational Problems Division, Society for the Study of Social Problems § Featured in National Review, “Why Good Manners Matter: They Help Disadvantaged Kids Climb Ladder Success,” April 27. § Discussed on MPR News, “How Colleges Fail Poor Students,” January 2016. § Featured in The New York Times, “What the Privileged Poor Can Teach Us,” September 2015. Jack, Anthony Abraham. 2015. “Crisscrossing Boundaries: Variation in Experiences with Class Marginality among Lower-Income, Black Undergraduates at an Elite College.” Pg. -
Report of the Task Force on University Libraries
Report of the Task Force on University Libraries Harvard University November 2009 REPORT OF THE TASK FORCE ON UNIVERSITY LIBRARIES November 2009 TABLE OF CONTENTS I. Strengthening Harvard University’s Libraries: The Need for Reform …………... 3 II. Core Recommendations of the Task Force …………………………………………. 6 III. Guiding Principles and Recommendations from the Working Groups …………... 9 COLLECTIONS WORKING GROUP …………………………………………. 10 TECHNOLOGICAL FUTURES WORKING GROUP …………………………… 17 RESEARCH AND SERVICE WORKING GROUP ……………………………… 22 LIBRARY AS PLACE WORKING GROUP ……………………………………. 25 IV. Conclusions and Next Steps ………………………………………………………….. 31 V. Appendices ……………………………………………………………………………. 33 APPENDIX A: TASK FORCE CHARGE ……………………………………… 33 APPENDIX B: TASK FORCE MEMBERSHIP ………………………………… 34 APPENDIX C: TASK FORCE APPROACH AND ACTIVITIES …………………. 35 APPENDIX D: LIST OF HARVARD’S LIBRARIES …………………………… 37 APPENDIX E: ORGANIZATION OF HARVARD’S LIBRARIES ………………... 40 APPENDIX F: CURRENT LANDSCAPE OF HARVARD’S LIBRARIES ………... 42 APPENDIX G: HARVARD LIBRARY STATISTICS …………………………… 48 APPENDIX H: TASK FORCE INFORMATION REQUEST ……………………... 52 APPENDIX I: MAP OF HARVARD’S LIBRARIES ……………………………. 55 2 STRENGTHENING HARVARD UNIVERSITY’S LIBRARIES: THE NEED FOR REFORM Just as its largest building, Widener Library, stands at the center of the campus, so are Harvard’s libraries central to the teaching and research performed throughout the University. Harvard owes its very name to the library that was left in 1638 by John Harvard to the newly created College. For 370 years, the College and the University that grew around it have had libraries at their heart. While the University sprouted new buildings, departments, and schools, the library grew into a collection of collections, adding new services and locations until its tendrils stretched as far from Cambridge as Washington, DC and Florence, Italy. -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational -
This Is CS 50
tear here THE CS 50 FAIR JanuaryThis 9, 2009 is@ Northwest CS Science50. Labs. your raffle ticket Earn stickers from presenters and earn chances to win the raffle! (see inside for more details) Name: _____________________________ E-mail: _____________________________ Phone: _____________________________ PLACE u STICKERS HERE! Akamai Facebook Google Harvard (HCS) Society Computer Microsoft VMware Student Tables Student Information Desk Popcorn YOU ENTERED HERE Key: map - - chances to win one one win to chances n a 4GB Zune 2007 Ultimate Office Ultimate Vista 2008 Visual Studio 2008 Office:mac • • • • • stickers means means stickers this is cs 50. n † Ask each presenter whose project you see for a sticker. to up cover, program’s this to sticker that Apply ofa maximum 10. offTear and drop cover it in the this program’s out. way on your box an 8GB iPod Nano an 8GB iPod another Xbox 360 Xbox another Touch an 8GB iPod Touch iPod another an Xbox 360 an Xbox THE This is CS 50. FAIR CS 50 You can only get of a maximum You encourage though we you 10 chances, Step 1: Step 2: Step Step 0: Step _________ † to see more projects! • won! if you’ve see to weekend this http://cs50.net/ Check • • • of prizes! today’s • A cover page with cover A Whether you are a student in CS 50 or just here raffle. to see today’s in partake to eligible are you projects, some and earn win! from presenters to Earn chances stickers This is the CS 50 Fair. This is CS 50. This CS 50 Fair. -
Community Engagement in the City of Boston
fy19 An Overview of Harvard University’s Community Engagement in the City of Boston Harvard University is committed to enrolled at Harvard College and 84 of them Harvard’s commitment to its host commu- serving as a collaborative and reliable received a combined $3.8 million in financial nities includes its role in partnering around partner to its host communities. As a aid. In the past 10 years, Harvard College some of the region’s most pressing challeng- nonprofit, Harvard engages with the City students from Boston have received more es through initiatives designed to meet the of Boston in a variety of important ways, than $35 million in financial aid. broader needs of Boston residents. In 2000, including through participating in the City’s Harvard started a first of its kind program in voluntary Payment in Lieu of Tax (PILOT) Like other educational institutions across partnership with its host communities and program, paying municipal taxes on the the City, Harvard’s education and research nonprofit lending organizations in Boston University’s non-exempt property, and mission is at the heart of the University’s and Cambridge to preserve and create qual- delivering hundreds of community pro- activity and engagement in Boston. The ity affordable housing, complementing the grams in Allston-Brighton and throughout University’s operations play a critical role region’s response to housing needs. To date, Boston. These local and regional benefits in the local economy, supporting Boston the Harvard Local Housing Collaborative has are an important extension of Harvard’s mis- businesses through more than $1.05 billion financed more than 7,000 units of afford- sion, serve thousands of Boston residents in spending and employing more than 3,500 able housing, including over 5,500 units city-wide, and reflect years of collaboration Boston residents. -
2021-2022 Handbook for Students
2021-2022 HANDBOOK FOR STUDENTS OFFICIAL REGISTER OF HARVARD UNIVERSITY It is unlawful and contrary to Harvard University’s policy to discriminate on the basis of race, color, sex, gender identity, sexual orientation, religion, creed, age, national or ethnic origin, genetic information, military service, veteran status, or disability unrelated to job or course of study requirements. Harvard Divinity School condemns all forms of discrimination or harassment, whether subtle or overt, and asserts that all members of the community should join in assuring that all students are accorded the dignity and respect called for in the University Statement of Rights and Responsibilities. Students who believe they may have been victims of any form of discrimination or harassment have recourse to grievance procedures developed by Harvard Divinity School. In accordance with Massachusetts State Law: Any student in an educational or vocational training institution, other than a religious or denominational educational or vocational training institution, who is unable, because of his religious beliefs, to attend classes or to participate in any examination, study, or work requirement on a particular day shall be excused from any such examination or study or work requirement, and shall be provided with an opportunity to make up such examination, study, or work requirement which he may have missed because of such absence on any particular day; provided, however, that such makeup examination or work shall not create an unreasonable burden upon such school. No fees of any kind shall be charged by the institution for making available to the said student such opportunity. No adverse or prejudicial effects shall result to any student because of his availing himself of the provisions of this section. -
Business Strategy for Lawyers Spring 2016 Course January 20, 2016
Spier, Kathryn Business Strategy for Lawyers Spring 2016 course January 20, 2016 BUSINESS STRATEGY FOR LAWYERS SPRING 2016 Kathryn E. Spier Hauser 302 617-496-0019 [email protected] CLASS TIME This class meets on Mondays and Tuesdays from 8:40 to 10:10 in Room WCC B010. This is a 3 credit course. OFFICE HOURS Professor Spier’s office hours are Thursdays from 10:00 to 11:45 or by appointment. COURSE DESCRIPTION This course presents the fundamentals of business strategy to a legal audience. The class sessions include both traditional lectures and business-school case discussions. The lecture topics and analytical frameworks are drawn from MBA curriculums at leading business schools. The cases are selected for both their business strategy content and their legal interest. The main course material is divided into four parts. The first part presents the basic frameworks for the analysis of strategy. The topics include economic and game theoretic approaches to strategy, competitive advantage and industry analysis. The second part is concerned with organizational and contractual responses to agency problems. Topics include pay-for- performance, corporate control, and the design of partnerships and other business associations. Spier, Kathryn Business Strategy for Lawyers Spring 2016 course The third part takes a broader view of business associations, considering the horizontal and vertical scope of the firm and the advantages of hybrid organizational forms such as franchising and joint ventures. The fourth part covers special topics in competitive strategy, including product differentiation, tacit collusion, facilitating practices, network externalities, market foreclosure, and innovation. This course is well-suited for students interested in economic analysis of the law with a strong business and industry focus. -
Office for the Arts Announces 2016 Arts Prize Winners
P R E S S R E L E A S E For Immediate Release April 15, 2016 For More Information Stephanie Troisi ([email protected]), 617.495.8895 Office for the Arts Announces 2016 Arts Prize Winners PRIZES BESTOWED ON ELEVEN HARVARD STUDENTS FOR EXCELLENCE IN THE ARTS (Cambridge, MA)— The Office for the Arts at Harvard (OFA) and the Council on the Arts at Harvard, a standing committee of the Faculty of Arts and Sciences, are pleased to announce the recipients of the annual undergraduate arts prizes for 2016. The awards, presented to over 130 undergraduates for the past 34 years, recognize outstanding accomplishments in the arts undertaken during a student’s time at Harvard. Council on the Arts members at the time of selection were: Diana Sorensen (Chair), James F. Rothenberg Professor of Romance Languages and of Comparative Literature and Dean of Arts and Humanities; Diane Borger, Executive Producer of the American Repertory Theater; Federico Cortese, Senior Lecturer on Music, Conductor of the Harvard-Radcliffe Orchestra; S. Allen Counter, Director, Harvard Foundation; Deborah Foster, Senior Lecturer in Folklore and Mythology; Jorie Graham, Boylston Professor of Rhetoric and Oratory; Christopher Hasty, Walter W. Naumburg Professor of Music; Jill Johnson, Dance Director, OFA Dance Program, Senior Lecturer on Music; Ruth Stella Lingford, Professor of the Practice of Animation, Film Study Center Fellow; Cathleen McCormick, Director of Programs, Office for the Arts; Jack Megan, Director, Office for the Arts; Diane Paulus, Artistic Director, American Repertory Theater; Matt Saunders, Associate Professor of Visual and Environmental Studies; Elaine Scarry, Walter M. -
Harvard University's Commitment to Community Engagement
Harvard University’s Commitment to Community Engagement Harvard University supports a healthy and vibrant past 10 years, Harvard College students from Boston Boston. As a reliable and engaged partner, Harvard has have received $30.9 million in institutional aid. a long tradition of making voluntary PILOT payments to the city of Boston. Recognizing the University’s Harvard’s commitment to its host communities extends strengths as an educational and research institution, beyond its core educational mission, including traditional Harvard also maintains a diverse portfolio of services city services like snow removal and public realm and programs that have evolved over years of collabo- improvement projects. Harvard also works to preserve ration between the University, its neighbors, and the city. and create quality affordable housing, complementing Harvard also pays taxes to the city of Boston on property the region’s response to local housing needs. Since it owns that does not support a tax-exempt educational 2000, Harvard has partnered with both the city of and research purpose. Over the past decade, these Cambridge and the city of Boston, alongside other property tax payments have totaled more than $142 nonprofit lending organizations, to finance $1.5 billion million to the University’s host communities and $65 in affordable housing. These partnerships have resulted million to the city of Boston alone. in the development or renovation of more than 7,000 units of affordable housing in 30 neighborhoods across From running a mobile health clinic to providing summer Boston and Cambridge. enrichment programs for local high school students, there are countless ways in which Harvard faculty, The University is also committed to confronting students, and staff contribute to the local community the challenges of climate change in ways that have in carrying out the University’s mission. -
Shanghai Central and with the Medical School in Bioengi- Dergraduate Curriculum and the Enroll- Neering
other hand, must be aware of the societal consequences of what they do and the so- cietal problems to be solved. Even the definition of a broadly edu- cated person must evolve with the chang- ing times, Venky says: “You no longer have a liberal-arts education unless you have some feeling for technology.” After a sab- batical, he expects to help develop an un- dergraduate curriculum that reflects this view. Within the sciences, it is sure to in- clude more experiential, hands-on learn- Venkatesh “Venky” ing. There may also be changes in the se- Narayanamurti quence of courses within engineering disciplines, which traditionally start with tough “rite of passage” classes. Venky be- applied mathematics and applied physics Citing two of the greatest challenges of lieves that introducing the joys of engi- to computer science and electrical, bio- the twenty-first century—promoting neering early on will help attract and re- logical, chemical, and other engineering human and planetary health—the July re- tain a broader range of students—all the disciplines. Schools and centers from port emphasized that “the future pre- more important because attrition among throughout Harvard are eager to work sents unprecedented opportunities in engineering students is a nationwide closely with SEAS; already, the school is bioengineering, which could lead to enor- problem even as engineering skills have linked in many ways to the Faculty of mous advances of potential societal and become more necessary than ever. Arts and Scences (of which it is techni- economic value,” and recommended that Harvard, Venky says, needs to attract a cally part) and administers a doctoral Harvard begin an international search dean with vision by constructing a signa- program with the Business School in sci- this September for the director for a Har- ture campus with SEAS as one of the pil- ence, technology, and management.