Word: reform
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Dates: during 1970-1979
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Thus it became evident that the demand for a genuine democracy involved not merely a cosmetic reform of the system, but a deep qualitative change--the end of U.S. control in Greek politics and the smashing of the right-wing terrorist groups and their protectors within the armed forces and state bureaucracy. The elections scheduled for May 28, 1967, were certain to produce a left of center government, which under intense popular pressure would have to pursue that orientation. In these circumstances, the U.S. government gladly acquiesced in the colonels' coup, in the occupation of Athens by elite units incorporated...
Wilson often tailors his arguments to his audience: his writings define punishment to include progressive programs but then he states that none has been successful; he changes emphasis from violent crimes--where his theories have more legitimacy--to small-time street crime in general. But his attacks on social reforms that try to cure the basic roots of crime are superficial: from the courtroom to the parole board, the criminal reform movement has been so understaffed, misdirected and politically compromised that any conclusions are premature and rest on inadequate data. As one Law Enforcement Assistance Administration official said last week...
...legislation has become more complex (e.g., energy and tax reform), it has become harder to study, formulate and finally pass. In this time of total communication almost any interest group can gain national attention-and most of them do, bringing a welter of pressures that retard the legislative process beyond anything we have seen in previous years...
Tosteson has worked extensively on legislation regarding medical education, and on curriculum reform at Chicago. He created an M.D.PH.D. program there, suggesting a strong interest in basic scientific research...
...report Rosovsky outlines the basis for the need to reform undergraduate education, noting correctly that many facets of the program, especially the Gen. Ed. requirements, seem to have little meaning or purpose. His call for a "constructive debate on the issues, not merely a battle between those who favor the status quo and those who oppose it," is a welcome one. Considering the unnecessary wariness and pettiness of the Harvard faculty and the opposition it has expressed not only to specific changes but to the discussion of important issues of education in general, such a call is extremely important...