Word: arguments
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Dates: during 1960-1969
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Pressed to clarify this difference, Bourne's explanation was ambiguous. It goes without saying that Afro-American rhythm, "soul" rhythm, differs from "white" rhythm. Bourne's argument that just as soul rhythm can be heard in music, it can be applied to and seen in film was murky. He readily agreed that his thesis was vague, blaming it on the fact that the concept itself...
...itself to those who find it appealing: it seems better on the face of it that people, even graduate students, be happy rather than unhappy. As for the educational case, there are those who think that happy students learn more than unhappy ones. But there is probably room for argument about this, and we need not insist upon...
...closing argument, Garrison tried to wrap up with sheer demagoguery what he had been unable to deliver in fact: that the Warren Commission report was a "fraud" and that the whole apparatus of the Federal Government was being used to hide the truth. He mentioned the defendant by name only once, all but confirming Defense Attorney F. Irving Dymond's charge that Shaw "was brought in here for no other purpose than to create a forum to present this attack on the Warren Commission." Garrison's last gasp did not impress the jury. The twelve men deliberated just...
...developing his argument, Jensen, makes some notable contributions to educational thought -- contributions which almost all the respondents (environmentalists solicited by the Harvard Education Review to criticize Jensen's piece) praised and accepted. Jensen disposes first of the concept of the "average child," the assumption that all children are essentially alike in the way they learn and in what they learn best. This notion, that kids are like so many dolls from the same assembly line, is responsible for much of the curricular and instructional rigidity that has crippled both black and white education in this country. Jensen's emphasis...
...does prejudge the issue. He has looked at the data on compensatory education, and taken the most pessimistic of positions. "Compensatory education has been tried," his opening line proclaims, "and it has apparently failed." He also intimates that his genetic hypothesis seems the most likely successor to the environmentalist argument. "The preponderance of evidence," he intones, "is, in my opinion less consistent with a strictly environmental hypothesis than with a genetic hypothesis...