Word: idea
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Dates: during 1960-1969
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...next stop was to be the press room. For once, Kennedy did not plunge through the crush to reach the Embassy Room's main door. Bill Barry, his bodyguard, wanted to go that way despite the crowd; he did not like the idea of using a back passageway. Said R.F.K.: "It's all right." So they went directly behind the speaker's platform through a gold curtain toward a serving kitchen (see diagram) that led to the press room. The Senator walked amid a clutch of aides, hotel employees and newsmen, with Ethel a few yards behind. This route took...
...Nebraska in a train, he mused on all the things that he wanted to do and all that he felt he could do: reconcile the races, summon the "good that's in America," end the war, get the best and most creative minds into government, broaden the basic idea of the Peace Corps so that people in all walks of life would try to help one another. He was ambitious, but not for himself. He ended his musing: "I don't know what I'll do if I'm not elected President." As his body...
...member of the Harvard Corporation, R. Keith Kane '22, told the CRIMSON in an interview last month that the Corporation grants the honorary degrees "with the idea in mind of bringing honor to Harvard. Thus we do not choose people who are controversial," Kane said. Kane is a member of the two-man subcommittee of the Corporation in charge of honorary degrees...
...would be nice to think that the Radcliffe administration, on its own, had discovered the idea that students could be useful in running a university; in fact, the change is the result of many months of careful work by the officers of the new Radcliffe student government--the Radcliffe Union of Students. Born of many years of boredom and dissatisfaction with student government, where a few devoted student-government types had traditionally limited their concerns to the next jolly-up or strawberry breakfast, the RUS constitution was meant to give students a more responsible and creative role in the University...
...instruction through Independent studies, seminars and fourth-course pass-failing programs--might seem to indicate the Ford has radically new ides on College teaching methods. He is basically, however, a traditionalist. He believes in the value of systematic, highly organized instruction and the lecture system. Ford once described his idea of Harvard development as a process of "doing more of some things without doing less of others." This philosophy seeks to take into account a diverse student body, and it also applies to course offerings, fields of concentration, Faculty chairs, and General Education courses...