Evan S. Connell

Evan S. Connell (b. 1924–d. 2013) was born in Kansas City, Missouri, and grew up there in a prosperous family with historical ties—reflected in his middle name, Shelby—to Confederate general Jo Shelby. Although his physician father expected his namesake son to join him in his medical practice, Connell, while at Dartmouth College, began to consider more creative options, including writing and making art. After a three-year stint in the U.S. Navy Air Corps during World War II—he never left the country—Connell began writing down his experiences and finished his undergraduate studies at the University of Kansas. On the Lawrence, Kansas, campus, he studied art and continued to write, under the tutelage of Ray B. West, who edited the Western Review. With aid from the G.I. Bill and encouragement from West, Connell successfully applied to Wallace Stegner’s first class of creative writing fellows at Stanford University. He spent another year in writing and art classes at Columbia University in New York. Ultimately, he saw more of a future in writing, though he kept up a practice of life drawing and painting for many years. Connell had an early run of published short stories, beginning in 1946. After a fallow period in California, Connell went to Paris in 1952, where he became acquainted with the founding editors of The Paris Review. The literary journal published three of Connell’s stories, including segments from Connell’s novel in progress, which eventually was titled Mrs. Bridge. By then, Connell had taken up residence in San Francisco. After rejection by several New York publishers, the Viking Press took on Connell, releasing a story collection in 1957 before cementing Connell’s reputation with Mrs. Bridge, a quietly evocative portrait of a prosperous, middle-American family, which became his most admired and lucrative work of fiction. Over the next five decades Connell veered into an extraordinary variety of works—fiction, nonfiction, history, and hybrid experiments that looked like epic poetry. This pattern of no pattern in the arc of Connell’s work, combined with his lack of interest in self-promotion, seemed to confuse the New York publishing world, and critics often cited his unpredictability as the cause of a kind of literary marginalization. His sprawling account of Custer at the Little Bighorn became hugely popular in the 1980s, raising his profile and reviving his reputation as a writer.

How (Not) to Evaluate U.S. Decline and the Emerging Great Power Rivalry

William С. Wohlforth is an American political scientist. Since 2000 he has been a Member of the Government Department’s faculty at Dartmouth College. William С. Wohlforth graduated with a degree in international relations from Beloit College, worked as a legislative aid in the U.S. House of Representatives, and did his graduate work at Yale University, earning an M.A. in international relations and PhD in Political Science. He taught at Princeton and Georgetown. William С. Wohlforth's expertise covers international security and foreign policy. His most recent books are “America Abroad: The United States’ Global Role in the 21st Century” (Oxford, 2018), with co-author Stephen G. Brooks, and “The Oxford Handbook of International Security” (Oxford 2018) co-edited with Alexandra Gheciu. He is currently working on a book on subversion among great powers.

RETHINKING THE FUTURE OF THE UNIVERSITY CAMPUS

ABSTRACT In a post-COVID world, how can higher education embrace unforeseen changes and enable self-starting, entrepreneurial students to thrive? The interdisciplinary design firm Sasaki, has learned from its experience in the planning and implementation of university campuses around the world that a nimble, multi-faceted 21st century living-learning education positions universities to be adaptable for years to come. We argue that flexibility must be integrated at the planning level to break down silos and support interdisciplinary pedagogies inside and out of the classroom. Campus master plans need to embrace the idea of the plan as a “living document” or framework that can adapt to future needs. Designers and educators must also work together to harness the next generation of technology to create transparent, accessible and impactful learning environments. Flexible plans, buildings, and landscapes can connect different disciplines, integrate the latest technology, stitch together the campus, and encourage a lifelong learning mentality. The following case studies drawn from Sasaki’s practice in the United States, Asia, and Latin America will be used to support our argument: Instituto Tecnológico de Monterrey, Singapore University of Technology and Design, Anant National University, The Lawrenceville School, Xinyang University, Syracuse University, and Dartmouth College.

Las tecnologías de Reconocimiento Automático de Voz y su incorporación a los métodos de transcripción de lenguas indígenas

<p>En agosto del 2018, un retiro en Quechee, Vermont, reunió a lingüistas, hablantes de idiomas en alto riesgo de desaparición, científicos de la computación especializados en procesamiento del lenguaje natural y activistas en el área, con el propósito de discutir las posibilidades de conjuntar esfuerzos para integrar las tecnologías de reconocimiento automático de voz (especialmente las redes neuronales artificiales), a los métodos de transcripción de estas lenguas.</p><p> En un ambiente ameno, donde el trabajo se mezcló con la diversión, los participantes tuvieron la oportunidad de conocerse, intercambiar ideas, conocimientos y experiencias, dialogando sobre los recursos que el trabajo de documentación lingüística y el reconocimiento de voz, podrían aportar para llevar a cabo dicha meta. Ambos campos compartieron sus últimos avances y las condiciones de sus respectivas áreas de investigación, incluyendo las condiciones de campo, la vitalidad de la lingüística de sus respectivas lenguas, al igual que temas relacionados con el “embotellamiento” de la transcripción del lenguaje.</p><p> Los lingüistas reportaron sobre su corpus y las horas que habían co-<br /> lectado. De igual manera, los participantes expresaron sus necesidades tecnológicas y sobre cómo debería ser un sistema de Reconocimiento Automático de Voz que pudiera ser usado por personas que no saben mucho sobre tecnología.</p><div><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ftnref1">[1]</a> Agradezco a la Fundación Neukom, el Programa de Lingüística y el Programa de nativos americanos en el <em>Dartmouth College</em> por apoyar el retiro. Del mismo modo, muchas gracias a Michael Abramov, Oliver Adams y Andrés Perez Perez por sus comentarios en este artículo.</p></div></div>

From Disestablishment to Dartmouth College v. Woodward: How Virginia's Fight over Religious Freedom Shaped the History of American Corporations

This article clarifies the precise connection between two early national Supreme Court decisions, the little-known Terrett v. Taylor (1815) and the landmark Dartmouth College v. Woodward (1819). The missing link between these cases is incorporation. Both disputes arose in the turmoil of post-Revolutionary disestablishment as state legislatures directly challenged the rights of colonial corporations. While Dartmouth College had been incorporated by a royal charter in colonial New Hampshire, the litigant in Terrett, a parish vestry, had been incorporated under common law in colonial Virginia. After the Revolution, Virginia's legislature disestablished the Anglican Church, disregarded its customary incorporation, revoked its post-revolutionary act of incorporation, and seized parish property. These radical policies set Virginia apart from other states and made these disputes a critical litmus test for the rights of all corporations. John Marshall opposed these policies while serving as a delegate in Virginia's legislature, and his views on these issues prefigured his opinion in Dartmouth College. Virginia's highest court upheld these policies as lawful, but the US Supreme Court's rejected them as unconstitutional in Terret. The Court's ruling in Terrett set a significant precedent for the standing of all private corporations vis-a-vis state legislatures and laid the groundwork for the Court's decision in Dartmouth College.

Entrevista com o físico Marcelo Gleiser

O governo do presidente brasileiro Jair Bolsonaro aprofunda cada vez mais o desprezo pelo conhecimento que já manifestava desde a campanha eleitoral. Em plena pandemia da Covid-19, enquanto o mundo aposta nas pesquisas científicas, na esperança da descoberta de vacinas (o que já aconteceu), Bolsonaro intensifica sua cruzada contra as universidades e a ciência, rejeitando dados analisados com métodos e protocolos, ignorando pesquisas e orientações médicas mundiais, ou seja, sendo negacionista. Interesses financeiros de grandes grupos econômicos, obscurantismo religioso, imensa desigualdade social, um profundo descaso pela vida e o negacionismo, já mencionado, são algumas características do bolsonarismo que faz o Brasil agonizar nesse momento. Para conversar sobre esse ataque à ciência e aos cientistas, entrevistamos o físico e astrônomo brasileiro, Marcelo Gleiser, professor titular de filosofia natural e de física e astronomia na Dartmouth College, em Hanover, Estados Unidos, vencedor do Prêmio Templeton, de 2019. Na entrevista, Gleiser fala sobre a importância do diálogo entre fé e ciência; sobre o papel das associações de pesquisas nesse momento; sustenta que o modelo cultural científico precisa mudar e se tornar menos eurocêntrico e mais pluralista; diz que o Brasil vive uma tragédia provocada pelo obscurantismo religioso e afirma que as novas gerações vão rir muito da nossa, em que muita gente ainda acredita que a Terra é plana.

Creating community, learning together: Designing and delivering a program for staff professional development

Library staff development was a popular topic in the literature of the early 2000s, particularly as the professional duties of library staff shifted into the digital realm, but it seems to have been superseded in its popularity by other topics more recently (the most recent ALA data available on staff development funding is from 2001). My anecdotal experience and observation include many libraries in which professional development for librarians has been supported, funded, and encouraged, but where opportunities for nonlibrarian staff have been fewer and rarely required or expected. The subject of this article is a staff development program that was developed at the Dartmouth College Biomedical Libraries to encourage professional development for all staff and to respond to a period of intense change by bringing staff together within a supportive learning community.

An interview with Cagney Coomer

Dr Cagney Coomer received her PhD with Ann Morris at the University of Kentucky, where she studied zebrafish retinal development and regeneration, and is currently a postdoctoral researcher in Marnie Halpern's lab in the Geisel School of Medicine at Dartmouth College. In 2020, she was awarded the Society of Developmental Biology's inaugural Trainee Science Communication Award for her work with NERD SQUAD Inc, the non-profit STEM outreach organization she founded that is dedicated to inspiring the next great minds by bringing science to life. Over a virtual chat, we discussed her experiences in the lab, the classroom and the community centre, and why she thinks outreach and role models are vital to science.