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Word: half (lookup in dictionary) (lookup stats)
Dates: during 1950-1959
Sort By: most recent first (reverse)


Usage:

...raucous, highly partisan crowd of 2000 last night saw the varsity quintet come from seven points behind in the second half to edge Brandeis, 74 to 73, in Waltham. The Crimson went ahead for good with three and a half minutes to go on a jump shot by Bob Bowditch, but at that point the eventual outcome was still very much in doubt...

Author: By Walter L. Goldfrank, | Title: Crimson Retaliates in Second Half To Defeat Brandeis Quintet, 74-73 | 2/18/1959 | See Source »

...sophomore Larry McNulty, the game's high scorer with 31 points. The squads again traded baskets, and after George Harrington put the varsity ahead by three once more, McNulty matched Harrington's two free throws, thus narrowing the margin to one with a minute and a half left...

Author: By Walter L. Goldfrank, | Title: Crimson Retaliates in Second Half To Defeat Brandeis Quintet, 74-73 | 2/18/1959 | See Source »

...first half started at an incredibly fast pace, with the Judges trailing, but they came from behind to tie the score, 20 to 20, at the 10:40 mark. Then Brandeis went out in front, stifling the varsity with a zone defense and all the while increasing the lead to 39-30 at half-time...

Author: By Walter L. Goldfrank, | Title: Crimson Retaliates in Second Half To Defeat Brandeis Quintet, 74-73 | 2/18/1959 | See Source »

Employing a man-to-man defense, the Crimson opened the second half with a scoring spurt, capped by Richling's lay-up, that gave the varsity a 47-46 advantage at the 5:40 mark. And despite McNulty's 23 points in the second half, fine play by Griff McClellan, Richling, Bowditch, Harrington, and Bob Repetto kept the Crimson close enough to set the stage for the final rally...

Author: By Walter L. Goldfrank, | Title: Crimson Retaliates in Second Half To Defeat Brandeis Quintet, 74-73 | 2/18/1959 | See Source »

Such a tutorial, extending over the entire year, would count as an additional half course in the manner of General Education A. Offering credit would provide encouragement without coercion; students would not have to enroll, but those who did would be likely to keep up with their work. A student's doing well in such a group could be an argument for his re-admission to honors and full-credit Tutorial 99 within his department, if he wanted. Otherwise, it is possible that the committee could, on the basis of a generally distinguished record and a long essay, as well...

Author: NO WRITER ATTRIBUTED | Title: Non-Honors Tutorial | 2/18/1959 | See Source »

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