Word: acceptably
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Dates: during 1960-1969
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...South Viet Nam's Premier Ky asked him how he did it. "Well, to start with," said the Israeli Defense Minister, "it helps if you can arrange to fight against Arabs." Lyndon Johnson personally sent a black eyepatch to General Westmoreland. Nasser quit, but Levi Eshkol refused to accept his resignation. At week's end, the New York Times ran a full-page ad for Israel's El Al Airlines: VISIT ISRAEL AND SEE THE PYRAMIDS...
...imperialists" and pleading "Nasser, stay with us!" If, as some intelligence sources indicate, an incipient military coup was in the works against Nasser, the plotters got the message. So did everybody else. Mohieddin announced that he would refuse to take over. Nasser's Cabinet voted not to accept his resignation; Nasser's rubber-stamp National Assembly did the same. Just as he had probably calculated all along, Nasser was able to "bow to the voice of the people" and keep...
...other hand, fails to fit radical ideology to the American experience: it misunderstands the mentality of the working class, relies on puritanical cadre-like working class, comprising skilled as well as unskilled blue collar labor, has organization, secrecy and dictatorial leadership. Neither the revisionists (CP) nor the Maoists (PL) accept truly democratic methods of decision making internally, and both groups have grubby, materialistic values. But in order to build a movement among adults who are repelled by the old Left and alienated from present society, SDS must develop an entirely new ideology. It must show these adults how their personal...
...between the goals which the school espouses and the educational process by which these goals are supposedly attained. The Ed School, in accord with the purposes outlined in the Scheffler Report of 1965, proclaims its commitment to training excellent educators who will also be agents of social change. Students accept this goal, but feel that their education is not living...
...economics, diverse as they may seem, do share certain concerns and have advocated in common the issues of curriculum reform, increased faculty interaction, and participation in policy decisions. The activists seem motivated by the conviction that their opinions are not only relevant but important, and by the unwillingness to accept the educational process as a static system which they cannot question. Their gripes are no longer personal but public and well-articulated. Discussion is satisfying for a time, but it is action which they seek...