Word: effective
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Dates: during 1960-1969
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...approach, some may note, is also reminiscent of General George C. Marshall's handling of American aid to Europe. Instead of attempting, from Washington, to decide how best to allocate Marshall Plan resources, the General told the Europeans to get together and come up with their own plans. In effect, he said, "Once you have come to conclusions about how best to proceed, we'll help you do it--but the decision is yours, not ours...
Secondly, the Report should have gone on to make very clear recommendtions for action, Wilson says. To be effective it should have listed a very limited number of programs. As it is, the Report makes several suggestions but does not set up any system of priorities. Such tactics, Wilson added, can only dilute whatever effect it could otherwiise have hoped...
...performance exhibited the meticulous preparation that one expects from the Glee Club. Forbes is a conscientious conductor and he shapes dynamics, attack, and tone quality to create beautiful and exciting effects. In the motets by contemporary composer Rev. Russell Woolen which opened the program, Forbes drew out a line that repeatedly swelled and subsided. The effect reflects the performance practice of traditional Gregorian Chant and adds a physical dimension to the musical sensations...
...group of folk songs and spirituals that closed the second third of the concert. James Jones, baritone, once again stood out for the sheer professionalism of his performance. There was, however, a certain unaccustomed tightness in his production which did not, in the end, mar the overall effect. Also featured were Allan Haley, tenor, Donald Meaders, baritone. Martin Kessler, baritone, an excellent sextet in Webbe's "Glorious Appollo," and Phil Kelsey doing several prodigious "swoops" in the Poulenc...
...deception experiments, decisions on ethics of human experimentation are easier than they have been in the past. In 1960, Professor Stanley Milgram of Yale embarked on a study of "obedience to authority" which was later to arouse much moral outrage. Under the pretense that he was studying the effect of punishment on learning, Milgram had subjects shock a "student" (actually a member of the experimental team) when the "student" erred in a prescribed task. Although the "student" never actually received a shock, the subjects were asked to administer the punishment in increasing voltages. The voltages were labeled "slight shock," "very...