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(03/28/24 8:05am)
Take a stroll around the first floor of Baker-Berry Library on the day that courses drop and you will find Dartmouth students comparing schedules, reading Layup List — a website that offers course and professor reviews — and furiously browsing online for classes to fulfill their graduation requirements. For many, the jigsaw puzzle of finishing your major alongside the litany of distributive requirements is an unwelcome chore. Why should an engineering student “waste” a credit on an English course? In turn, why should an English student be forced to take a class in physics or chemistry?
(05/17/22 8:00am)
Tesla CEO and outspoken Twitter user Elon Musk’s $44 billion acquisition of Twitter has become one of the most talked-about acquisitions in recent memory. It is not just the hefty price tag, but also the promise of radical change to a platform that hosts hundreds of millions of daily users that had people furiously mashing 280-character takes into their phones. In a statement made shortly after the deal was completed, Musk unveiled the new direction of the company: One that would focus on “free speech… the bedrock of a functioning democracy” and transform the platform into a “digital town square where matters vital to the future of humanity are debated.” Musk’s vision of Twitter is misguided, however, and rather than a haven for free speech, his reforms could turn Twitter into a world of increasing misinformation and polarization.
(04/19/22 8:05am)
A crucial component of the academic culture here at Dartmouth is our set of distributive requirements — the completion of which is a prerequisite for graduation. These classes fit into thematic bins — arts, international studies and quantitative or deductive sciences, among others. Through these requirements, the College encourages us to pursue our academic curiosity in classes that we might not otherwise take, ranging from ENGS 12, “Design Thinking,” to CRWT 10, “Introduction to Fiction.” And yet, nowhere on this exhaustive list of requirements is that of instrument practice. If the professed goal of the College’s distributive requirements is to expand the skills of undergraduates, I would argue that the skills that daily music practice develops — namely, that of creative license and the art of practicing — justify a spot for music education in Dartmouth’s pantheon of distributive requirements.
(02/25/22 9:00am)
Never before had the Zuo household seen chaos like it did the week before I moved into college. In a hurricane of nervous shopping, my parents and I spent hours pouring over Dartmouth’s move-in guidelines, picking out the perfect twin XL bedding set and ordering textbooks. One by one, all of my earthly possessions were shoved into two suitcases, unpacked, added to and packed again. By the time the car was fully loaded, we had made our list, checked it twice, and then checked it a few more times just for good measure. At the end of it all, my parents — confident that I wouldn’t starve or freeze to death in my first week — finally took a step back, and there was peace in our living room again.
(02/08/22 9:00am)
Something is different about this year’s Winter Olympics. Sure, the general aura of the Games is the same as it has always been — athletes fill the streets of Beijing, broadcasting crews aim their cameras at ski slopes and ice rinks and millions of viewers around the world tune into the opening ceremony. But amid the sharpening of skis, the final polishing of figure skating routines and the hanging of just over 200 flags, constant discourse surrounding China’s treatment of the Uyghurs prevails. For years now, the Asian superpower has been systematically forcing the Muslim minority group into concentration camps in the western province of Xinjiang. The response from the United States has evolved from condemnation to economic sanctions to, now, as the latest tap on China’s wrist, withdrawal of American diplomatic presence from the Beijing Olympics.