Word: approach
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Dates: during 1960-1969
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...transformation from academician to Ambassador appears wrought with difficulties. The problem of changing from an idealist's to a practical realist's approach, while at the same time being forced to accept the White House foreign policy line, has torpedoed many good-willed scholars and kept them from becoming effective politicians...
...Clark in dissent. Reddening with anger and pounding his fist on the desk before him, Harlan accused the majority of peddling "poor constitutional law," which promised "harmful consequences for the country at large." During 25 years, said Harlan, "the court has developed an elaborate, sophisticated and sensitive approach to admissibility of confessions." To replace that "totality of circumstances" doctrine with hard and fast rules based on the Fifth Amendment seemed to Harlan downright silly. Cops who lie about third-degree tactics used to coerce confessions, he claimed, "are destined to lie as skillfully about warnings and waivers." And anyway...
...observed, it took the U.S. 13 years from the time the Declaration of Independence was signed in 1776 until George Washington was inaugurated as the President of a viable nation. All the same, it was scarcely the kind of talk to rally U.S. opinion behind him. A more practical approach was suggested by a namesake of the President's, Army Chief of Staff Harold K. Johnson, who told a group of Oklahoma newsmen that while Americans must naturally be fully informed about setbacks and casualties, they should also be told more about "personal acts of heroism, civic action...
...first raised two years ago by Donald W. Oliver, proper of Education. Oliver, sitting on committee to draw up qualifications a new professor of secondary education, reported simply that one proper would be nowhere near enough. It was time, he argued, for the Ed school to reevaluate its whole approach to secondary schools...
...well enough organized and failed to select out major facts and major concepts. Superficially it appears that Harvard students are simultaneously asking for more independence and more "spoon feeding." Yet these two requests are perhaps not as contradictory as they first appear, and both are a reflection of our approach to education. Perhaps what they are saying is this: If you insist on surveying every facet of medical knowledge, please give us some indication of what you as the faculty believe is important and what you consider unimportant. For if you do this and provide us with a little more...