The Dartmouth 4/6/17

VOL. CLXXIV NO.54

RAIN

THURSDAY, APRIL 6, 2017

HANOVER, NEW HAMPSHIRE

Duane Compton appointed as dean of Geisel

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Alice Ruth ’83 named chief investment officer

By JULIAN NATHAN The Dartmouth Staff

Alice Ruth ’83, former chief investment officer of Willett Advisors, was appointed as the College’s chief investment officer on March 13. She succeeds Pamela Reedin ’89 Tu’98, who served as chief investment officer for over six

years, and will begin work in April.

Ruth, who began her career at Morgan Stanley, previously worked in sell-side equity research at investment bank Montgomery Securities for 12 years and served as chief investment officer for the Gordon and Betty Moore Foundation . Most

recently she spent eight years as chief investment officer of Willett Advisors, which manages former New York mayor Michael Bloomberg’s assets. Ruth has also served on the College’s investment committee since 2011.

In an email statement, Ruth SEE RUTH PAGE 3

Former interim dean of the Geisel School of Medicine Duane Compton was announced as the next dean of the medical school, effective immediately, in a campus-wide email sent Wednesday by College President Phil Hanlon and Provost Carolyn Dever.

Compton will serve a fouryear term.

A biochemistry and cell biology professor, Compton has served as interim dean at Geisel for nearly three years. Compton previously served as senior associate dean for research at Geisel and associate director for basic sciences and director of the Cancer Mechanisms Research Program at the Norris Cotton Cancer Center, after joining the faculty at Dartmouth in 1993.

In a College press release, Hanlon said that Compton’s deep understanding of

Geisel’s structure and longterm goals, as well as his “unwavering” commitment to the school, will benefit him as Geisel’s leader.

Since fall 2015, Compton has been overseeing a budgetary overhaul and structural reorganization of Geisel in an attempt t o a l l ev i at e f i n a n c i a l concerns. In September 2015, Compton announced a t h re e - ye a r p l a n t o reallocate resources to Geisel’s strongest programs and stabilize the budget — the medical school was running a $26 to 28 million annual deficit at the time.

This past fiscal year, the College reported that the reorganization of Geisel cost about $53.5 million.

During his tenure as interim dean, as part of the reorganization, Compton oversaw the for mation of the department for medical education and the SEE GEISEL PAGE 2

Native American studies professor N. Bruce Duthu ’80 to be dean of faculty of arts and sciences

By PETER CHARALAMBOUS The Dartmouth Staff

When N. Bruce Duthu ’80 arrived at Dartmouth in 1976 to begin his undergraduate education, he wanted to be a priest. After realizing that his main interest was social justice, he decided to study and practice law. Only after working as an attorney in New Orleans for three years did Duthu start to consider academia.

“I am what you might call ‘the

accidental academic’ in the truest sense of the word,” Duthu said.

Despite his original career plans, Dartmouth’s “accidental academic” was promoted from associate dean of the faculty for inter national studies and interdisciplinary programs and appointed as the dean of the faculty of arts and sciences by College President Phil Hanlon and Provost Carolyn Dever on March 27. He will begin his four-year tenure on July 1.

“He has a core commitment to the liberal arts, and he understands what we need to do to take that forward into the 21st century,” Dever said.

Michael Mastanduno served a five-year term and an additional two-year term as dean of faculty.

Over the course of his seven-year tenure, Mastanduno organized the hiring of 25 to 30 faculty members each year, oversaw the over 400 regular and 200 adjunct faculty members, assisted in fundraising efforts and aided in the creation of

programs like the Political Economy Project. In July, Mastanduno will begin a yearlong sabbatical, after which he will return to the College to teach and conduct research.

“I get to go back and do the best job in the world, which is … being a professor at Dartmouth,” Mastanduno said.

While Hanlon made the final decision, a committee selected final candidates to succeed Mastanduno from a pool of candidates from SEE DUTHU PAGE 5

PAGE 2

THE DARTMOUTH NEWS

Thayer engineers participate in NASA snow satellite project

own research that requires better is using microwaves of different measurements of snow depth,” frequencies to measure the snow, The Dartmouth Staff Polashenski said. rather than optical wavelengths, T hree T hayer School of Geography and earth sciences which are used by existing satellites to Engineering members, professors professor Jonathan Chipman said take a snapshot of snow cover. Since Z o e C o u r v i l l e T h ’ 0 8 a n d that NASA’s method of developing microwaves can penetrate the snow at Christopher Polashenski ’07 Th’11 satellites begins with a long program of different depths, combining various and engineering postdoctoral student data collection and experimentation frequencies can give scientists an idea Nicholas Wright have been collecting on the ground and from aircrafts of how deep the snow is, Courville data for SnowEx, a NASA project that b e f o r e a n explained. is undertaking actual satellite “It is really pushing the limits of t h e “What really made the is launched. what we know … in terms of how preliminary

microwaves interact with snow, which SnowEx project come stages of S n o w E x i s is not all that well understood,” she developing a together is that all sorts a f i v e - y e a r said. satellite that of scientists are doing project, and Another technology that is being measures the by the end of tested, called LiDAR, shoots a pulse of d e p t h a n d their own research the project’s light at the ground and measures how water content that requires better duration the long it takes to return. When this method of snow. hope is to have is conducted on a section of snow and According measurements of snow an idea of what then on the same spot once the snow to Courville, depth.” t e c h n o l o g y has melted, the two measurements can c u r r e n t would be used be subtracted to calculate the depth, remote snow on an actual Polashenski explained. measurement -CHRISTOPHER l a u n c h a b l e The main site for the project is technology satellite. in Grand Mesa, Colorado, where POLASHENSKI ’07, TH’11, is able to

Courville and others have been m e a s u r e THAYER SCHOOL OF According to working to study the snow on the t h e t w o - ENGINEERING PROFESSOR Polashenski, the ground and compare their findings dimensional next steps will with the measurements made from extent of a be designing the above. Courville said these observations snowpack but satellite itself and getting a launch date. include making measurements along not its depth. The purpose of the He predicted that the earliest a satellite transects of snow using a pole, as well SnowEx project is to find a means would be completed and launched is in as digging snow pits and measuring of measuring that depth, which will 10 to 12 years. density and grain sizes of the snow. allow for the measurement of water C h i p m a n The site was content, Courville said. said that the chosen because of Knowledge of water content can major obstacle “The way they are the large amount be vastly important for planning to satellite designs going about this is of snow in the purposes, indicating a potential such as this one area, the variety of flood or drought, for example, is the difficulty exactly right: building landscapes and the Courville indicated. She noted that of obtaining this very, very large importance of snow the technology will especially be measurements cooperative team and as a water resource important in areas of the world where u n d e r t r e e for the people there, building this project snow is the major source of water. cover, so one Polashenski said.

A similar project aimed at of SnowEx’s from the ground Polashenski’s own developing understanding and primary focuses work focuses on the measurement capabilities of snow is overcoming upward.” effects of changing called the Cold Land Processes this problem. snow depth on sea Field Experiment was undertaken Chipman said -GEOGRAPHY AND EARTH ice in the Arctic. from 2001 to 2004 by NASA. Many that once the tree The findings researchers involved in CLPX cover issue has SCIENCES PROFESSOR of the SnowEx are now participating in SnowEx, been addressed, JONATHAN CHIPMAN undertaking will Courville said.

NASA will begin thus be vital for his Courville added that NASA to focus more research, he said. decided to revisit this experiment seriously on NASA has enlisted now since there have been building the satellite itself. the help of over 200 scientists for this recent developments in this type SnowEx is currently experimenting undertaking. Courville noted that the of technology. Following those with 10 to 12 different technologies project has allowed her to interact developments, NASA reached out to that measure snow remotely, with the and collaborate with scientists from scientists around the world, including plan that two or three of these methods all over the world. the three Thayer engineers involved. will be used in the final satellite design, “I read all of their published Polashenski explained that SnowEx Polashenski said. papers, so to get to meet them in convened researchers with similar “They are looking at a really person and to work with them on interests. surprisingly wide range of different a field project like this was really “What really made the SnowEx approaches, and I think that tells you exciting,” she said. project come together is that all how challenging this is,” Chipman said. Chipman agreed that the scope sorts of scientists are doing their One method that is being tested of the project makes its success promising.

“The way they are going about CORRECTIONS this is exactly right: building this We welcome corrections. If you believe there is a factual error in a story, very, very large cooperative team please email editor@thedartmouth.com. and building this project from the ground upward,” he said.

By FRANCES COHEN

THURSDAY, APRIL 6, 2017

Compton to continue Geisel reorganization

some salary increases, according to Compton. Ultimately, the realignment of the basic science adjustments Geisel has made have departments, which included had a positive effect on the budget, promoting faculty recruitment, Compton said. launching new departments and “We’re trying to go through the consolidating smaller departments reorganization not necessarily as a contraction exercise but as an exercise into larger ones.

Compton said his three primary that allows us to put our resources in areas of focus over his four-year term the best place to support our faculty will be medical education, discovery and students,” he said. sciences, which are “disciplines Compton said that Geisel successfully discovering new c o m b i n e s ways to think “We’re trying to “discovery” about disease go through the with “delivery,” mechanisms and that its and therapies,” reorganization not curriculum focuses a n d d e l i ve r y necessarily as a on training new sciences, physicians to think w h i c h f o c u s contraction exercise about delivering on healthcare but as an exercise herapies to systems. that allows us to put tpatients effectively “Everything and efficiently. w e ’ r e d o i n g our resources in the is r e a l l y best place to support “I think that’s where we’re going structuring to make our towards those our faculty and impact,” Compton t h r e e a i m s, ” students. said.

Compton said.

C o m p t o n As part received an NIH o f G e i s e l ’ s -DUANE COMPTON, MERI T Award reorganization DEAN OF THE GEISEL in 2013 for his s t r a t e g y, research on the D a r t m o u t h - SCHOOL OF MEDICINE mechanisms of Hitchcock chromosome M e d i c a l Center will take on financial and separation during cell division. He administrative responsibilities for was also elected a member of the research in clinical departments, school’s Academy of Faculty Master which were previously managed by Educators in 2012 and has served Geisel. As a result, DHMC needs on more than a dozen national to build additional infrastructure committees, such as the American to support areas such as human Cancer Society. resource management, g rant For Compton, the best part of procurement and compliance and the job is getting to help people at Geisel. integrity policy.

Geisel’s reorganization allowed “It’s all about facilitating the the school to drop some external faculty and students and making lease agreements, which saved their lives better,” Compton said. money that has been put toward “I like helping people, so this job areas such as recruitment and allows me to do that.”

FROM GEISEL PAGE 1

THURSDAY, APRIL 6, 2017

THE DARTMOUTH NEWS

PAGE 3

Alice Ruth ’83 will join College as chief investment officer only months after the College’s endowment sustained a 1.9 percent wrote that she decided to take on the loss in the last reported fiscal year position to apply her experiences ending in June 2016, although the in the financial services industry to number did outperform the median supporting the loss of 2.9 College. Ruth p e rc e n t fo r wrote that she “Certainly [Ruth’s] college and expects that background has given universities, as her experience reported by the in constructing her exposure to some consulting firm portfolios for of the best money Cambridge long-term Associates. perfor mance managers in the world The loss was will serve her … she has such a great attributed well in her concer ns reputation that [she will to new capacity. ove r g l o b a l Chair person help us to] get access to economic of the College’s g r o w t h those.” investment alongside low committee interest rates, and trustee which led R i c h a r d to volatility Kimball ’78 in equity said that Ruth’s -RICHARD KIMBALL ’78, markets. The connections ndowment TRUSTEE AND CHAIRPERSON ewas in the finance valued as industry will OF THE COLLEGE’S $4.5 billion, be beneficial INVESTMENT COMMITTEE down from for the College. $4.7 billion in “Certainly the previous [Ruth’s] year. b a c k g ro u n d has given her K i m b a l l exposure to cautioned some of the a g a i n s t best money evaluating the managers perfor mance in the world of the … she has endowment such a great over a onereputation that [she will help us to] year period. He added that when get access to those,” he said. evaluated over three-, five- or Ruth’s appointment comes 10-year periods, the endowment FROM RUTH PAGE 1

h a s p ro d u c e d “outstanding” returns of 8.7, 8.8 and 7.2 percent r e s p e c t i v e l y.

Kimball said that he expects this trend to continue u n d e r Ru t h ’s leadership.

“I wouldn’t expect any radical changes,” he said.

Since the endowment contributes toward onequarter of the College’s budget, Kimball said that growing the endowment was an important priority.

Kimball was the head of the search committee that identified Ruth as a possible candidate for the position. Kimball said that Ruth was not originally considered for this COURTESY OF ALICE RUTH position because Alice Ruth ’83 was chief investment officer of Willett Advisors for eight years. she did not apply for it, but he personally asked Ruth to take the as chief investment officer, although also excited to have Ruth on board.

In an email statement, investment position repeatedly because of her he was not sure as to the specifics.

“As a committee, we are always committee member and chair of the “excellent reputation.” He said that Board of Trustees Bill Helman ’80 eventually, Ruth called him to learn [open] to different ideas,” he said.

Kimball said that College agreed, writing, “[Ruth] is a home more about the position.

President Phil Hanlon and the rest run and [we] could not be more Kimball was excited to hear the new ideas that Ruth could introduce of the investment committee were excited to have her at Dartmouth.”

THE DARTMOUTH EVENTS

PAGE 4

DARTMOUTHEVENTS

A KUSHY JOB

THURSDAY, APRIL 6, 2017

Matthew Goldstein ’18

TODAY 12:00 p.m. - 1:00 p.m.

Lecture: “Clean Energy and International Climate Collaborations: What Next?” with former Assistant Secretary of Energy for International Affairs Jonathan Elkind, Borelli Classroom, Tuck School of Business

4:30 p.m. - 6:00 p.m.

Reading with author and essayist Leslie Jamison, Sanborn Library, Sanborn House

5:00 p.m. - 6:00 p.m.

Lecture: “Dreamland: America’s Opiate Epidemic and how We Got Where We Are,” with Sam Quinones, Rockefeller Center 003

TOMORROW 7:00 p.m. - 9:00 p.m.

Film Special: “International Ocean Film Tour,” Spaulding Auditorium, Hopkins Center for the Arts

8:00 p.m. - 10:00 p.m.

Dance Performance: “The Blues Project,” Dorrance Dance with Toshi Readon and BIGLovely, Moore Theater, Hopkins Center for the Arts

RELEASE DATE– Thursday, April 6, 2017

Los Angeles Times Daily Crossword Puzzle Edited by Rich Norris and Joyce Nichols Lewis

ACROSS 1 Highlands hat 4 Serenade, as the moon 9 Pearl seeker 14 Botanist Gray 15 Naproxen brand 16 “__ Mio” 17 *Judy Blume genre 19 Bags with handles 20 Calendario start 21 Sierra __ 23 Former Radiohead label 24 __ Valley: Reagan Library site 25 *Got from the cloud?

27 Not having the know-how 29 Locomotive, e.g.

30 Compose, in a way 31 Single-celled creature 35 Sinusitis docs 36 *Like much Chinese cooking 39 Reebok rival 42 Dapper 43 Cal. pages 46 Like 49 Unite securely 51 *Three-year school, commonly 55 Julie’s “Doctor Zhivago” co-star 56 Subj. with unknowns 57 “Cool!”

58 Concert venue 59 Softens 61 Some football linemen ... and what the answers to starred clues have?

63 1999-2004 Olds 64 Vast, in verse 65 How-__: do-ityourselfers’ buys 66 Printing flourish 67 Freelancer’s supply: Abbr.

68 Fused

DOWN 1 Occupies oneself with, as a hobby 2 Just plain silly 3 Mob inductee 4 Scott of “Arrested Development” 5 Tavern favorite 6 Mello __ 7 “__ From the Bridge”: Miller 8 Wyoming county 9 Act grandmotherly toward 10 Metric lead-in 11 Elected 12 Gold or silver 13 Lives 18 Trifle 22 N.Y. Mets division 25 __-glace: rich sauce 26 Got on in years 28 Long. counterpart 32 Coastal eagle 33 Museum curator’s deg.

34 Oils, e.g.

36 __-Flush: household cleaner

37 Bite symptom 38 Network logo 39 Overnight bag item, maybe 40 Elvis played one in “Blue Hawaii” 41 One working the crowd 43 Souvenir 44 With no end in sight 45 Berlin boulevard

47 Myriad 48 Pay dirt 50 “Encore!”

52 Can’t take 53 Turner autobiography 54 “We Got the Beat” band 58 Casino fixtures 60 Part of TNT 62 Charlemagne’s domain: Abbr.

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THURSDAY, APRIL 6, 2017

THE DARTMOUTH NEWS

PAGE 5

N. Bruce Duthu ’80 named dean of faculty of arts and sciences Committee. The committee, which was founded by then College both inside and outside of the President John Kemeny in 1970, College. Geography professor invites Native American alumni to Mona Domosh and chair of judge the College’s involvement with the biology department Kathryn Native American students, Duthu Cottingham co-chaired the committee said. that selected Duthu. They made the A member of the Houma Nation selection alongside in southern Italian professor Louisiana, Graziella Parati, “It’s not just racial Duthu served on music professor and ethnic diversity, this committee Steve Swayne , when he was but also we have mathematics and told that the computer science people on the faculty director of the professor Peter who increasingly College’s Native Wi n k l e r a n d American history professor represent the Program, which Robert Bonner. demographics offers support to “[Duthu] Native students, of perspectives, stood out for w a s l e av i n g his scholarship, experiences, values...” t h e C o l l e g e commitment to to attend law the liberal arts, school. a n d ex t e n s i ve -N. BRUCE DUTHU a d m i n i s t r at i ve ’80, NATIVE STUDIES Although Duthu experience,” was offered PROFESSOR AND Cottingham and the position, Domosh wrote in INCOMING DEAN OF he originally a joint statement. declined. He FACULTY OF ARTS AND D u t h u later accepted eventually majored SCIENCES a position as in religion at the an adjunct College. However, professor he began studying of Native at Loyola University School of Law American studies as well as the instead of the seminary. After position of director of the Native graduating from law school, he American Program in 1986. began working with civil rights “Once I got in the classroom, I litigation at a private practice in knew I would never be a traditional New Orleans. lawyer again,” Duthu said.

While practicing as a lawyer, After five years at the College, Duthu was reintroduced to Duthu joined the faculty of Vermont Dartmouth by serving on the Law School in 1991. Vermont Law College’s Native American Visiting School awarded Duthu tenure FROM DUTHU PAGE 1

and a full professorship in 1996, and he served as the vice dean of academic affairs from 2002 to 2005. During his summers at Vermont Law, Duthu returned to Dartmouth to teach classes.

Duthu resigned from Vermont Law and joined the Dartmouth’s faculty as a tenured professor of Native American studies in 2008.

He became the Samson Occom Professor of Native American Studies in 2009 and the Frank J. Guarini Associate Dean of the Faculty for International Studies and Interdisciplinary Programs in 2016. He also helped create an off-campus program through the Department of Native American Studies at the Institute of Native American Art in Santa Fe, New Mexico.

“We collectively wanted to create an experience for Dartmouth students that would be fundamentally different in nature than what we could offer here in Hanover,” Duthu said.

Over the last eight years, he has consistently shared his passion for social justice by teaching a government course entitled “Federal Indian Law,” a class he plans to continue to teach as dean of faculty.

Duthu’s first book, “American Indians and the Law”, published in 2008, examines the relationships between sovereign Indian Nations and the United States. His second book, “Shadow Nations: Tribal Sovereignty and the Limits of Legal Pluralism”, which was published in 2013, examined the United States’ “legacy of national coexistence.”

COURTESY OF N. BRUCE DUTHU

N. Bruce Duthu ’80 served as associate dean of the faculty for international studies and interdiciplinary programs in 2016.

Fo r m e r P re s i d e n t B a r a c k hopes that this program will allow Obama nominated Duthu to serve faculty to share their knowledge on the National Council of the with one another and “strengthen Humanities in September 2016, the intellectual community among although the nomination was never the faculty.” confirmed.

Duthu will also assume the task “Even though [the appointment] of hiring 25 to 30 new faculty did not transpire in the end because of members each year. When hiring the outcome of the national election, it these members, Duthu hopes to not is something that I will always treasure only increase diversity but also find that I was nominated for that role,” candidates who fit the job well and Duthu said. have the potential to become longIn his role, Duthu will aid both term faculty members.

Hanlon and “It’s not just Dever in an “I am what you racial and ethnic upcoming capital diversity, but also might call ‘the campaign. He we have people will promote a accidental academic’ on the faculty set of priorities in the truest sense of who increasingly which he believes represent the will not only set the word.” demographics of a clear vision for the country in terms the “Dartmouth of perspectives, -N. BRUCE DUTHU of the next 25 experiences, values, years” but also ’80, NATIVE STUDIES all of those kinds of attract donors, PROFESSOR AND things,” Duthu said. he said. He While taking on will also speak INCOMING DEAN OF this new position, to alumni and FACULTY OF ARTS AND Duthu plans to donors during still teach classes SCIENCES this campaign. and interact with He also wants students. to help solve For students like Dartmouth’s limited office space JoRee LaFrance ’17, who conducted and reexamine the College’s faculty an independent study with Duthu governance structure to ensure and is a member of the Crow tribe, that faculty members time on Duthu’s ability to connect with committees are productive and students can be one of his most “well-spent,” he said. meaningful abilities.

“Every single time I have a Duthu said he is also interested in discussing the creation of a conversation with Duthu, I leave “faculty seminar series.” The series his office just wanting to strive for would be comprised of seminars more and just staying positive,” made for faculty members by LaFrance said. “That’s just his faculty members. Duthu said he personality.”

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GUEST COLUMNIST LOLA ADEWUYA ’20

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Beyond the Percentages

Sexist or Sexy?

Dartmouth needs to expose students to diversity in classrooms.

Every year, soon after welcoming a new class of eager and wide-eyed freshmen, Dartmouth releases a report on its demographics. In recent years, these reports boast increasingly high percentages of students of color, students who attended public schools and international students.

The admissions board and administration congratulate themselves for admitting such diverse classes. At the same time, they turn their backs on what Dartmouth’s community looks like for these students once they actually step foot on campus.

The benefits of a diverse student body are clear.

Bringing together a multitude of backgrounds and identities not only enhances the intellectual environment for students but also enriches the social communities formed on campus. Socially diverse campuses enjoy groups that include members whose different qualities can exist in harmony, transcending the divisive nature of contrasting backgrounds and appreciating what each person can share. As a result, students gain a broader perspective and deeper understanding of the world. To be a future leader and, really, a decent citizen, this experience is essential.

Dartmouth is socially segregated by race, socioeconomic class and culture. Administrative faculty’s attempts to implement diversity are brochure-deep. A truly diverse college does not happen simply by putting students on the same campus and expecting them to integrate naturally.

The ambiguous plans the College has launched fade out quickly and easily.

The College’s Office of Diversity and Equity claims to have initiated several programs to encourage diversity and inclusivity among students, but many are not widely-reaching or effective. Three how-to articles are tucked away on a Programs and Outreach webpage. They teach students how to communicate when faced with the challenges of interacting with culturally different peers. Much of the advice is unrealistic and not naturally applicable to the daily conversations of my generation.

Dartmouth recently launched a new program called Inclusive Excellence. It is the first time that actionable plans have been published by the College for everyone to see. Students, faculty and staff alike can track the progress of each task and hold the College accountable. This seemed promising until I saw that one of the tasks dedicated to building an inclusive community

was to use orientation programs for the Class of 2020 and beyond to train students on diversity and inclusivity. Although it had been marked as completed, I fail to recall any significant training in the areas of diversity and inclusion during my orientation.

Many students are not deliberately rejecting diversity in their social lives. They simply lack exposure. The U.S. is still very much segregated, and most students have grown up in homogenous environments. Dartmouth is the first place where these individuals interact with diverse peers, and they aren’t equipped with the proper understanding to do so constructively.

They misunderstand, unintentionally exclude or offend people because they do not know how to relate to the “other.” Underrepresented students and minorities are often victims of this type of ignorance. To prevent circumstances where interactions may become uncomfortable or offensive, they thus form groups with others who share their same experiences. This increases the divide between groups on campus and creates a self-perpetuating cycle of separation and misunderstanding.

To address this issue, Dartmouth should dedicate a portion of this education to teaching students how to understand and interact with different cultures, identities and backgrounds.

There should be a mandatory course for first-year students that does just this. This course could include, for example, a seminar that breaks down faulty stereotypes perpetuated by society and acknowledges the historical basis behind much of the conflict and unrest between groups, as well as activities that call on students to challenge their observed and unobserved biases. Such a class can provide students with the skills to form meaningful relationships for the next three years and in life after graduation.

If Dartmouth can require students to take three credits worth of P.E. classes, it can find room for a course that helps students break down established barriers between peers.

Adewuya is a member of the Class of 2020.

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THE DARTMOUTH OPINION

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Sex sells — unless it’s ironic, complicated or non-gender normative.

I never go on shopping sprees, but on a whim, I bought a black California Fleece sweatshirt and a grayish trench coat from American Apparel following the announcement of its closing. I will miss their black turtlenecks, thigh high socks and soft t-shirts; to some extent, I’ll even miss their controversial advertisements. Yet, when I lamented the death of American Apparel and expressed my ensuing urgency to buy more clothing before it closed, one of my friends said, “Clara, how could you?”

Because of the sexual assault allegations against former American Apparel executive Dov Charney and the apparent sexism of American Apparel advertisements, I have been forced to call my American Apparel clothing “Problematic Faves.”

This, I imagine, is how many American Apparel shoppers view their relationship with the brand. American Apparel is often associated with hipster, liberal Americana and sexual liberation; this combination means that many American Apparel shoppers are likely to identify as feminists. It is unusual that a brand so reliant on sex appeal and at the center of sexual harassment violations is one also associated with hipsters and feminists, since sexual misconduct seems diametrically opposed to the general political beliefs of many American Apparel shoppers.

Critique of American Apparel advertisements often point out their overt racism or sexism. Past American Apparel advertisements include an objectifying and exoticizing ad with the words “Made in Bangladesh,” referring to the model’s Bangladeshi nationality, covering a woman’s breasts, as well as another objectifying ad featuring a scantily clad woman with her legs spread apart and the words “Now Open” in bold font next to her.

Sexy and sexist ads are not out of the ordinary. Sex sells. It’s a tactic used by Carl’s Junior, GoDaddy, countless car companies and most alcohol commercials that play during the Super Bowl. What distinguishes American Apparel advertisements from other companies’ advertisements is its cavalier approach to both sexuality and nudity. Whereas mainstream advertisements typically showcase buxom women so romanticized that they cannot be real, nudity in American Apparel advertisements challenges the normative, objectifying sexuality in brand advertisements with which the public is generally comfortable.

The lack of clothing present in most American Apparel advertisements is not just an expression of sex appeal; it is part of its overarching minimalist aesthetic.

American Apparel advertisements are bare in terms of clothing, but they are also bare in other ways. Instead of slogans, photos are often accompanied by text in large font with only the word of the clothing that it features, such as “Tights,” “Micro Mesh” or “Summer Basics.” Models often stand in front of a white wall or lie on a white bed.

The aesthetic of minimalism is, in fact, true to the nature of American Apparel

clothing, which usually lack logos, patterns and elaborate designs. Nudity in American Apparel ads thus functions not as a simple way of “selling sex” but as one aspect of the broader American Apparel aesthetic.

Further more, American A pparel advertisements may appear unsettling because the women are actually less objectified. Other clothing brands such as Victoria’s Secret show retouched women with such perfect and almost unrealistic bodies that it is easy for the viewer to objectify them. On the other hand, the models in American Apparel advertisements are also clearly real people — they are not retouched, have different body sizes and wear minimal makeup. American Apparel’s 2011 advertisement called “Neat Pleats…” shows two topless women in pleated pants. While they are topless, the advertisement does not necessarily exploit feminine sexuality. Rather, the nude body is a blank canvas upon which to place the pants — adding any other article of clothing on top would distract from them.

Another important element that breaks down the traditional objectification of women in advertisements is the way that the models stare directly into the camera as if they know they are being watched, again forcing a selfawareness upon the viewer. The models are also given some context, thus humanizing them. In “Mesh,” small text at the bottom of the page reads, “Kyung, a 22-year-old American Apparel retail employee, is wearing the Mesh Short.”

It might seem like American Apparel advertisements predominantly feature women, but this is related to the fact that the brand’s fan base is largely women.

Nevertheless, many American Apparel advertisements sexualize men. In one advertisement with the word “Pre Party,” a man sits on the floor, clothed only in a t-shirt and underwear with his legs spread apart suggestively. In the second picture, the t-shirt is gone, and the framing of the picture prevents the viewer from seeing his face.

And let’s not forget about ads that push against traditionally feminine or femme clothing such as 2009’s “Metropolitan Girls,” which features two women in long jeans and baggy shirts. The brand’s ads feature both clothed and unclothed women, remaining consistent in its inconsistency and demonstration of various types of sexiness for both men and women.

The allegations about Charney should not be ignored, but the aesthetic of the brand may be more complex and less trashy than what many believe. The issue of sexuality in American Apparel advertisements brings to mind the acceptance of Emma Watson’s sexuality and controversy surrounding Beyoncé’s sexuality. Is sexiness only acceptable if it follows a traditionally feminine, fantasized narrative? Is cavalier or ironic sexuality too outside the gender norm? Amid the visual minimalism of an American Apparel advertisement is a complex utilization of sexuality and a challenge to gender normativity in media.

THE DARTMOUTH OPINION

THURSDAY, APRIL 6, 2017

PAGE 7

CONTRIBUTING COLUMNIST SOFIA STANESCU-BELLU ’20

STAFF COLUMNIST MATTHEW GOLDSTEIN ’18

The Limbo

Uneducated, Unfree

Eventually, we all find our path — but until then, we’re lost in the mire.

Many Americans are without quality education, so how can we call them free?

It was 4 a.m., and I was in the Digital endeavors, which led me to where I was now: Arts, Leadership and Innovation Lab when I on the DALI Lab couch, at 4 a.m., unable again found myself in what I’ve dubbed “the to make a decision. limbo.” I had a 10A and a 2A, an application Simply put, my passions had changed. I for an internship to submit at midnight, a entered into freshman year with a firm idea presentation to put together, tasks to do for of what I wanted to do and how I wanted my job, a column to write, homework to catch to get there. Somewhere along the line, my up on and of course, sleep. The magnitude ideal outcome wasn’t so ideal anymore, and of the amount of work I the path to get there had to do paralyzed me “It has been became murky. I was, and — instead of making a am, torn between two decision about which task estimated that adults roads. Should I take the I would tackle next (or make over 35,000 road less traveled? I don’t not), I sat on the couch know. A couple months decisions a day ... and gave in to a feeling ago, the decision would of complete helplessness. How do we decide have been easy: do the Due to my poor time- what activities are work for the 10A because management skills, there that’s a class that I need simply were not enough worth pursuing and so I can one day have job hours in the day for me what we should X. Now, outside of the to finish everything that normal urge to do work dedicate our time needed to be done, and because it was my duty, I trying to pick and choose to?” felt no attachment to that among all my tasks was dream, no connection to nearly impossible. I could the path I was once so sure go to sleep, but I wouldn’t have enough time would define the rest of my life; the inability to log the number of hours I wanted for to make a decision was a manifestation of my job. I could pull an all-nighter, but then this detachment. This feeling scared me.

I’d most likely fall asleep in my 10A and For those like me who are struggling with be a zombie for the rest of the day. I could these decisions, their magnitude and the work on my internship application, but it’s never-ending battle between what you want a competitive position, and what you need to do, and I probably won’t get “For those like me take it step by step. One the job anyway. I could way to look at it is that work on my presentation, who are struggling no matter what decision but I’d rather be logging with these decisions, you make, it won’t be hours for my job and There will always their magnitude and “final.” making money. be more decisions on the It has been estimated the never-ending horizon, and you will that adults make over battle between what have time to change the 35,000 decisions a day. outcome of a previous How do we choose? you want and what one. Trust your intuition How do we decide what you need to do, take and think about what you activities are worth want the outcome to be. pursuing and what we it step by step.”

In the end, there really should dedicate our time isn’t a bad decision per to? There has to be some se: you gain something way to avoid this limbo so we don’t feel so from each decision you make, and changing constricted about the impact of every micro- your perception of each decision’s relative decision we make. importance will make the entire process Psychology Today says that this inability easier. to make decisions stems from fear, pessimism, As we go through life, there is no doubt anxiety and sometimes depression, feelings that we will find the path we are supposed to that most college students are familiar with to be on. Our goals will clarify themselves, and some extent. Author John these tough decisions will Maxwell even goes as far “As we go through be less and less difficult to as to say that an inability make, but the road to get to make decisions is the life, there is no there will be littered with reason executives fail. doubt that we will these moments of limbo Obviously, we somehow we question all of find the path we are when have to learn to be more our values and goals in decisive, but you can’t supposed to be on.” life. It is alright for anyone fix a problem without like me, struggling with knowing its cause. breaking away from old In my situation, I knew what the problem dreams and accepting new ones, to have these was: the bulk of the work I had to do was moments of indecisiveness. These moments for my 10A, a class I wasn’t fond of but took of confusion and of feeling like you’re being because, in order to fulfill my definition of torn in two directions show that you care and success, that class had to be on my transcript. are invested in what you do. If your dreams This narrow point of view inhibited my didn’t matter, making these decisions would willingness to dedicate time to other be easy.

The first installment of this series posited a divide between freedoms the United States purports to afford its citizens and the actual ways in which pervasive, structural features of American life restrict opportunities for those citizens. Perhaps the most important manifestation of this divide is in the American education system. Vast inequities in the quality of primary and secondary education across district lines, stemming from the fundamental ways the United States has understood the burden of educating its youth, beget vicious cycles of poverty. The rising cost of a college degree, necessary for any job that might propel one to a higher socioeconomic stratum, means the rich benefit while the poor grapple with either debt or ignorance.

The idea of equal opportunity is central to the mythos of the American Dream. It is therefore not unreasonable to assert that it factors heavily into the American conception of freedom. Indeed, social mobility was the draw for millions of immigrants wanting a warm welcome for “huddled masses yearning to breathe free.” The promise of a new life resulted in the rags-to-riches stories that form part of the backbone of our national consciousness. In the land where 13-year-old emigre Andrew Carnegie could start out working in a cotton mill and became the wealthiest industrialist this side of Scotland, anything could happen.

But the world is not stagnant, and today that 13-year-old emigre could not start work, parlaying small successes into slightly larger ones. He would — with good reason — have to attend school until at least age 16. If he then dropped out, his employment prospects would be low-paid, if they existed at all. If he decided to stay in school, he would face university tuition costs that would either discourage attendance or burden him with debt well into his later years. Absent extraordinary athletic skill or gifted work ethic and intelligence, education is that 13-year-old’s only path to opportunity.

And opportunity, in America, is integral to freedom.

America’s federal system puts the burden for primary and secondary education on states. States, in turn, have in large part decided that public schools should be funded mainly by their districts’ property taxes. In general, about half of any public school’s funding comes from local government in this way. Most of the rest comes from the state, and a small share — about 13 percent — comes from the federal government.

Furthermore, states retain control over curricula and textbooks, mandating the content of what pupils in their respective schools learn.

This setup presents a number of problems.

First, the more school funding comes from local sources, the greater the chance that a school district’s resources will not change over time. The homes in a poor school district are worth less than those in rich districts, so fewer tax dollars reach those districts’ local governments. This means worse facilities

and fewer resources for the students in their schools. Inadequately funded, these districts will send fewer students to college.

Without the mobility that money affords, many students will work and live in those same districts, eventually owning homes of their own and paying the meager property taxes their parents once did. Low-income Americans can support only poor schools, and poor schools produce generations of poverty; it is an intractable cycle.

This problem exists at the state level as well. Numbers of school staff, teachers’ salaries and student achievement levels vary greatly by state, affording a child in, say, Arizona a worse education than her friend a few miles away in New Mexico. What’s more, one state might choose to educate its students with a textbook that glosses over a topic commonly accepted as important, such as evolution. One state’s inadequate resources or questionable curricular content may put its students at a comparative disadvantage in the hunt for college admission and, eventually, jobs.

Even if a student overcomes the odds stacked against her in an underfunded school district, she faces the daunting task of finding some way to pay for the college education that will be her ticket upwards. In the name of free markets, universities continue to increase tuition by about 3 percent each year. The most expensive colleges in the nation can cost more than $70,000 per year.

A choice is thus put forth to the aspiring but resource-strapped student: skip school and find a job or secure loans to pay for an education. In the former case, as we have seen, that student’s opportunity and mobility will be limited. In the latter case, while that student may go on to get a job that in theory enables social mobility, she will be burdened by debts that may make it difficult in practice to exercise that mobility.

The constraints of this column prevent a more in-depth analysis of the ongoing issues — and, indeed, the explication of any workable remedy. However, two points are clear and intuitive on a broad conceptual level: first, sufficient education is necessary in America for the kind of opportunity that, in part, comprises our conception of freedom. Second, that level of education is sorely lacking for people who, by accident of birth, live in certain areas or under particular economic constraints. These premises point us to an inevitable conclusion. The freedoms to which we refer when we speak of opportunity have been subjugated to the freedoms that allow private institutions to charge unimaginable sums for course credits and states to choose how their schools are funded and run. We should rather be guided by the practical effects of policy on people — effects that, we see, speak loud and clear.

They’re just waiting for us to listen.

This is the second article in “Liberty Abridged,” a series of columns by the author about American conceptions of freedoms and the laws that are purported to advance those ideals.

THE DARTMOUTH ARTS

PAGE 8

THURSDAY, APRIL 6, 2017

‘Still Seeing Green’ art exhibit showcases local landscapes

By KYLEE SIBILIA

The Dartmouth Staff

New Hampshire residents that have missed the sight of nature underneath all the winter’s snow could look to Meg McLean’s exhibit, “Still Seeing Green,” for a welcome glimpse. The exhibit, sponsored by the Osher Lifelong Learning Institute at Dartmouth, includes a collection of oil paintings depicting various New England landscapes.

McLean, a painter who currently lives in Lyme, New Hampshire, said she is particularly inspired by her New England surroundings because of the sense of history that pervades the landscape here.

“I’m from the Midwest, but one of the reasons I’m here now is because of the way it looks here,” McLean said. “I just love the atmospheric perspective that you get from all of these hills, and

the depth that gives a landscape, as opposed to flatness. I love the history. I like to see the stone walls, and the old houses and the mark of the person on the land.”

McLean’s attention to the color and character of the land and buildings she paints imbues her artworks with a whimsical element, which is evident to anyone who views them.

Caroline Lee ’20 commented on the sense of serenity conveyed by McLean’s work.

“You can tell that she really enjoyed painting them,” Lee said.

“It’s something I would hang in my apartment after college because the paintings look very peaceful.”

McLean obtained her Master of Fine Arts in painting and drawing from the Cranbrook Academy of Art. Also a member of the Copley Society of Art in Boston, Massachusetts, McLean has

shown her work at various galleries throughout New England.

In addition to her work in painting, McLean has also worked in children’s book illustrating, though she prefers the process of discovery that comes with the creation of a painting to the choreographed act of producing an illustration.

“It’s funny, when I illustrate, I can listen to podcasts, but when I paint, I listen to music,” McLean said. “I think it’s a different part of your brain. Illustrating is watercolor and pen and more exacting, whereas when you’re painting, you’re kind of learning as you go along, and you never really know how things are going to turn out.”

Laura Belback, the program assistant at Dartmouth’s Osher Institute, explained that McLean’s ability to transport viewers through her art is what made her such a well-

received choice for the exhibition.

McLean works primarily in the oil medium when she is painting, and this is one of the qualities that interested Osher in featuring her work, Belback said.

While Osher has featured artwork in watercolor, photography, quilting and other mediums, McLean is the first oil painter whose work has been featured there, Belback said.

“If [a work of art] is supposed to be in a specific spot, I’ll include that in the label,” Belback said. “[McLean] actually purposefully didn’t put a location because she wants people to look at her work and see what they want to see and see something that they can relate to.”

McLean is one of many artists whose work has been featured at Osher. The institute is a volunteer o r g a n i z a t i o n t h a t p rov i d e s

educational programs for locals and Dartmouth students alike and features artwork from a new artist about once every month.

Belback explained that Osher aims to expand the arts community around Hanover by featuring a variety of artists in its exhibits.

“It’s really great bringing in people from the community and giving them a space to show off their work,” Belback said. “We have 1,500 members [at Osher], so we have a lot of people coming into our office that might not necessarily see their work, and it really brings a different eye to their work.”

Despite the institute’s work in expanding Hanover’s arts offerings, the organization is also striving to increase the number of Dartmouth students who participate in its programs by offering free membership to students at the College, Belback said.

‘Beauty and the Beast’ remake fails to outshine original

By SEBASTIAN WURZRAINER The Dartmouth Staff

Walt Disney Studios’ new liveaction remake of “Beauty and the Beast” is undoubtedly one of the year’s most anticipated films. Yet as I walked out of the Nugget Theater on Friday, I felt frustrated, not overjoyed.

My friend and I debated the merits of the film over dinner, and she insisted that I was comparing it too much to Disney’s 1991 original.

Since the animated version is one of my favorite films of all time, I’m sure she wasn’t wrong. The problem, though, is that this remake does not just retain the same basic premise of the original but deviates so little from it that even minor differences become glaringly obvious.

One of the differences, frequently discussed in the media, is Disney’s desire to make a more progressive and feminist film. The original “Beauty and the Beast” is part of the Disney princess tradition, which is deeply problematic when viewed from a feminist perspective.

L i n d a Wo o l v e r t o n , t h e screenwriter of the original, aimed to create Belle as an empowered female protagonist in contrast to those narratives. By and large Woolverton’s efforts were successful. However, the interpretation of Belle as a feminist

character was undermined and “Beauty and the Beast” is arguably challenged by the popular accusation the most progressive Disney princess that “Beauty and the Beast” is a story film, it is certainly possible to update about Stockholm syndrome. the story for a modern perspective.

Many critics, myself included, I want to make absolutely clear have argued that this is an that I am in favor of such an update, unwarranted interpretation. I and I think there are certainly would advise the interested reader moments in this remake where the to watch Lindsay efforts succeed.

Ellis’ excellent “I love the original The decision to video, “Is Beauty make LeFou gay and the Beast film, so the only is subtle but also About Stockholm way to please me well-integrated.

Syndrome?” for That being said, would have been more explanation. many of the more Ellis rightfully to either create “progressive” points out that a completely moments ring even if the original hollowforme—too “ B e a u t y a n d different film or often superficial the Beast” isn’t just show me the decorations rather about Stockholm substantive original as an April than syndrome, that changes. d o e s n’ t m e a n Fool’s prank.”

For example, the film totally there are plenty avoids some of of small details the problems designed to make associated with the Disney princess Belle a more empowered woman, brand, despite Woolverton’s best yet the story still ends with the two efforts. primary male characters fighting Depending on how one frames over her with Belle relegated to the the story, Belle’s character arc can sidelines. be construed as the tale of a woman I think this internal contradiction who wants adventure but ends up speaks to the heart of the film’s overall with marriage, a similar arc to those problem: it, quite admirably, wants of her princess predecessors. to be a progressive update, while Thus, even though the original remaining unerringly faithful to the

original film. I totally understand and appreciate both impulses, as I share that mindset.

However, for this film to function successfully, I think writers needed to pick a side: either be completely faithful to the original and accept the burden of the troublesome heritage of the Disney princesses or make major changes to the story to escape that brand fully.

Nonetheless, I don’t want this to be an entirely negative review, nor do I want to be completely bogged down by social and political issues — despite their immense importance.

This remake does have many positive features. Bill Condon directs the piece beautifully, and the casting is impeccable.

Emma Watson and Dan Stevens are both natural fits for Belle and the Beast, respectively, and the duo manages to bring something fresh to the classic roles. Luke Evans, who is hilarious as Gaston, has a priceless chemistry with Josh Gad’s LeFou. I had doubts about Emma Thompson, Ewan McGregor and Ian McKellen as Mrs. Potts, Lumiere and Cogsworth, respectively, but all three play their parts well.

Aside from the directing and acting, most of what I liked about this remake had to do with the strengths of the original film. While

acknowledging the aforementioned imperfections in characterization, I think that the 1991 “Beauty and the Beast” is probably as close to a perfect film as members of the human species are likely to create.

Thus, when the 2017 remake does take the time to make a small change, like providing a more detailed backstory for the Beast, I found it aggravating. Moreover, I think that adapting animation to live-action is extraordinarily challenging, because capturing the same iconic, dynamic visual scenes sometimes seems impossible.

I was underwhelmed by the film, but I don’t think it’s terrible.

Perhaps if this film had made more substantive progressive changes, I would find it worthwhile as an entity separate from its predecessor. But, it doesn’t do that. The result is a film that pales in comparison to a masterpiece and fails to fully live up to its potential as a progressive statement piece.

Maybe that’s my real problem: I love the original film, so the only way to please me would have been to either create a completely different film or just show me the original as an April Fool’s prank. Of course, I can only speak for myself.

Rating: 5/10