Word: question
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Dates: during 1950-1959
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...first glance this "fighting ending" seems an adequate answer to the question of why Manolios (or Christ) had to die. Actually, the story after Manolios' death takes the form of an epilogue. Seen in this perspective, the "fighting ending" only suggests that fighting common enemies transcends fighting friends, which, rather than sanctioning battle, indicates a fine irony that Manolios' death brings not only unity, but more death...
...single or even direct combination of answers in the film justifies Dassin's big question. The justification comes from an evocation of smaller questions, like that about fighting, and their probable answers. On this level, the story succeeds completely. The virtue in asking a "big question" lies in the fact that many smaller questions, subsumed, become answered...
...answer to a question by Carl J. Friedrich, Eaton Professor of Government, on errors in United States policy toward Latin America, the Governor maintained that the United States should not intervene in the internal affairs of any Latin country. The U.S. should have "friendly official relations" with all, but should be "friendlier towards some than others" lest those people under dictatorships get the mistaken impression that the United States condones the rules of dictators...
...question of the Godkin Lectures, the Governor was non-committal for the first time during the morning. All he would say was that Nationalism, in his view, is becoming obsolete, that it doesn't go in a nuclear-power world. Considering Munoz' unique achievement in the field of applied political theory, his views on the subject should be well worth the trip to Sanders Theatre...
...fundamental question, therefore, is whether compulsory "liberal" education should be part of the Harvard curriculum. Concentration has long been a part of the College, not as a necessary evil, but a positive good; to make General Education the first step in the creation of a liberal arts college, or even a compromise with that end would be a radical and undesirable change. Rather, General Education should be what it was designed to be: a liberalized distribution program which recognizes that its participants will never study the areas of human knowledge in toto, and tries to impart a general understanding...