Jordy Urstadt


Survey questions classroom equity

The Women's Studies Program will distribute a survey to students enrolled in Women's Studies courses later this term to investigate the way perceived race, gender, class and sexual orientation differences are treated in the classroom. "We are trying to find out how to better integrate issues of diversity in the classroom," said Diane Taylor, co-chair of the Women's Studies Program and co-author of the survey. One in a proposed series of surveys, the goal of this questionnaire is to gauge the success of Women's Studies courses in dealing with issues of diversity into its own curriculum and the daily conduct of their classes. A rough draft of the survey, written by Taylor; Ivy Schweitzer, an English Professor and co-chair of the Women's Studies Program; and Anne Brooks, Women's Studies Program coordinator, was given to two Women's Studies courses last fall. "The fall survey was very repetitive," Taylor said.

Prof speaks about water

In an era of perpetual water shortages in the southwest, Dr. Charles Drake, a professor in the earth sciences department, delivered a timely lecture on water use and management titled "The Colorado River." In the first of a series of nine public lectures on environmental sustainability, Drake presented the scientific aspects of natural resource management to an audience of 60 yesterday afternoon at the Thayer School of Engineering. Drake recounted the history of water use and management on the Colorado. "Politics reflects public attitudes, and the fate of the Colorado is determined by politics," Drake said. He described the career of John Lesley Powell, who made the first attempt at water management on the Colorado in the 1880s. Powell proposed to the Senate in 1888 to settle land according to the potential for irrigation, Drake said, but the prevailing attitude of manifest destiny felt that "water followed the plow." Although the government disregarded Powell's advice, "Powell's legacy lives on," Drake said.

Former Ethics director screens film

Deni Elliott, the former director of the College's Ethics Institute, premiered a video on the moral problems of pre-natal testing for birth defects in Loew Auditorium Tuesday night. Elliott was one of three directors of the new video called "The Burden of Knowledge." More than a hundred Upper Valley residents and people involved in the film's production filled the auditorium to see the hour-long video, which was followed by a panel discussion. "The impact that we hope for this film to make is to help people think about the consequences of the choices they make concerning pre-natal testing," Elliott said. Co-Director Bob Drake said, "Women aren't prepared to deal with the potential roller coaster that pre-natal testing presents.

Lecture examines role of saints and relics

On Tuesday night, J.S. Tambiah lectured on the relationship of saints and the concept of sainthood to religious communities. Tambiah, the head of the Harvard anthropology department, presented "The Charisma of Saints and the Cult of Relics, Amulets and Tomb Shrines: A Comparison" to an audience of 45 faculty and students in Rockefeller Hall. Tambiah came to Dartmouth as a Dickinson Visiting Fellow, a program sponsored annually by the religion department.

Scientist speaks on Cold War

A Russian historian spoke last night on how Cold War scientists had to suppress their political views to avoid being purged by Soviet dictator Joseph Stalin. Alexei Kozhevnikov of the Moscow Institute for Sciences, spoke about Stalin's Academy of Sciences to 25 students and professors in the Rockefeller Center for the Social Sciences. Kozhevnikov is part of a group of Russian scientists who are revising Soviet history following the disintegration of the Soviet Union. Kozhevnikov discussed the politicization of the scientific community under Stalin in the 1940s and 1950s.

Fulbright scholar to study in London

Darin Raiken, winner of a Fulbright Scholarship this spring, attributes his academic success to hard work. An economics major, Raiken maintained a 3.92 grade point average through the end of Winter term. "I don't think I'm naturally smart; I just put in long hours," Raiken said. "I get excited over [the work] I'm doing.

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