Word: ought
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...foreign world." Jefferson, too, warned against "entangling alliances." Even as its power has grown, America's expansiveness toward other countries has waxed and waned, as have the world's expectations of America. But conditions are such that it is again necessary to ask what U.S. relations with other nations ought to be and what they can be. The President is only intermittently engaged in foreign affairs. Congress is increasingly isolationist and at the same time assertive. The public is bored by international issues. Yet at the same time, America is poised to send troops to help a distant people. Beyond...
...former Reagan Administration official. The new arrivals want to slash funding for the U.N. and cut the number of U.S. embassies abroad--some have talked about using the foreign-aid budget to build a big fence around the country--but they back higher military spending. "They figure we ought to basically tell other countries what to do because we're the strongest, then come home," says a Republican congressional staff member only half in jest. European parliamentarians and ministers who go to Capitol Hill for long-scheduled meetings with groups of congressmen are finding that only one or two--sometimes...
Surely no one doubts that a student ought to graduate with an ability to converse cogently on any topic, but here the Core falls short. In establishing the ten subject divisions--seven of which cover the three broad areas of Science, History and Literature & Arts--the Core fails to allow the student to explore those areas which are of keen interest...
...only upon cursory glance and as a means to inculcating a wide "approach to knowledge," that the Core presents itself as a worthy facet of the liberal arts education. Indeed, while we ought to embrace the administration's philosophy that, "every student should know a little bit of everything, and something well," it is equally necessary that we recognize that as it stands, the Core is less an aid than an impediment to that...
...when the desire to learn can be peaked by a course more suited to the student's interest. There is a broad impression among undergraduates that the Core fails to meet its goal of making, "Harvard undergraduate education useful, engaging and enlivening." The faculty must ask whether a student ought to memorize and regurgitate or read and discuss. Moreover, those few Cores which do captivate the student fall victim to over-subscription, exacerbating the already prevalent disinterest...