Word: develop
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Dates: during 1960-1969
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...notion of heretability as a quantity separable from environmental influence is at best questionable. The interaction between gene structure and environment is a complex one, and Jensen has not sufficiently isolated one factor from the other. He argues, for instance, that environment operates as a threshhold variable in affecting development. Below a certain minimum threshhold of environmental benefits, the genetic potential of an individual does not develop, and cannot be considered an important variable in determining IQ. But Jensen never quantifies the threshhold level. He merely indicates, somewhat arbitrarily, that minority-group students are not below it. They very well...
...memorandum said the committee will consult with faculty and students at the Law School, "in particular first-year students who recently prepared a report on these matters." "The Faculty and I appreciate the efforts of these students to develop proposals on matters of great concern to the Law School," Bok added...
...believe that the system draws critical distinctions among students prematurely, at the expense of developing talents over a three-year period. We believe that the system is a detrimental force in the lives of many first-year students; that it creates unnecessary tension, anxiety, and fear of failure in the minds of many of our classmates; that it encourages us to compete, to score points on each other, rather than to communicate and work in cooperation with one another. We believe that the system offers to some the incentive to develop the skill of examinationship, while it offers no incentive...
...current grading system provides almost no incentive to develop over three years of law school. Once awarded, grades become counterproductive for a large segment of the class. For students at the top, grades cease being an incentive, for such students do not have to do as well during the next two years. They have made it into one of the honoraries and are busy with other activities. As for those in the middle and bottom of the class, the school offers little encouragement for development over a two or three year period. Last March, the editors of the Law Review...
...Interest in the work. The student's initial enthusiasm is dampened, as it is now, by ever-increasing tension. A student would know how he was doing, and would retain confidence that he could continue to develop proficiency over three years. In addition, assignments under the proposed system might become increasingly flexible as the year progressed, so that a student could concentrate on points that particularly interested...