Word: scopes
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Dates: during 2000-2009
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...biblical history), it just doesn’t hang together as a coherent requirement. Again, we have to keep in mind that the requirement will attract attention from far and wide, and for a long time. For us to magnify the significance of religion as a topic equivalent in scope to all of science, all of culture, or all of world history and current affairs, is to give it far too much prominence. It is an American anachronism, I think, in an era in which the rest of the West is moving beyond it. These reservations should not be seen...
...While “Micromotives,” republished this year, is certainly a worthwhile read, it is rather limited in scope. Schelling—the former Littauer professor of political economy at the Kennedy School of Government—clearly explains many forms of collective behavior; however, because he does not directly address the social implications of that behavior, the book is not as interesting as it could have been...
...around the world who entertain the idea that there may be a God. In fact, such a requirement would show that Harvard requires its graduates to respect religion and acknowledge that religious people can be very intellectual. Requiring religion classes will broaden—not suppress—the scope of students’ intellectual experiences...
...said lung health was chosen as the dependent variable in the study to represent overall health because researchers had access to data on this measure. According to Maselko, the link between churchgoing and health cannot be labeled a causal effect despite the strong correlation between the two variables. The scope of the study is limited, she added, because it only examines the effects of Christian religious services. Maselko is currently working on another study examining similar factors in Hindu India in an effort to generalize the study’s findings to other communities. Richard P. Sloan, a professor...
...history of American institutions and practices in addition to their global contexts. While we lend our full support to the creation and selection of courses that employ comparative methods, this approach should not come at the expense of being able to explore the U.S. on its own terms. The scope of the U.S. history category should be broadened such that courses focusing predominately on the U.S. (such as Gov 1510, "American Constitutional Law") fit in as well. We trust that students who take a course on the United States will be able to later draw comparisons with other countries...