Word: wide
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Dates: during 1960-1969
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Members of the Board of Overseers should not (and I am sure do not) confuse student inactivity with student apathy. Most Harvard students are quite concerned about the quality of their education. But they do not want to spend weeks and months in "university-wide discussions" and public haggling in "constitutional conventions" about how they are going to get that quality. They want out learn something about English or government or biology, not about participating in a "free, democratic community of scholars," whatever that is supposed to mean...
Finally, Mr. President, we must report a growing sense -- reinforced by Mr. Harrison Salisbury's recent reports from Hanoi -- that too often there is a wide disparity between American statements about Vietnam and American actions there...
...worth of credit and technical assistance agreements with Russia, making Chile Latin America's second-largest recipient of Soviet aid (after Cuba). On his trip to Washington, Frei was scheduled to have two meetings with President Johnson. Frei has been a prime organizer and spirit behind the hemisphere-wide summit conference scheduled for early April in Punta del Este, Uruguay, which Johnson plans to attend...
...Quarterback Bart Starr, who completed 62% of his passes during the regular season, was the No. 1 passer in pro football. So Green Bay was going to the air. Fact Three: the Chiefs' cornerbacks on defense were vulnerable; they were "gambling," trying to cover Green Bay's wide receivers too tightly-mostly because they were forced into single man-on-man coverage by the blitzing tactics of the Kansas City linebackers. Fact Four: Kansas City's own "play action" passes were "college stuff" that could be countered by crashing a linebacker now and then-to hit Chiefs...
...syllabi for these unique courses. Hutchins planned for an emphasis on method rather than content so that the student would develop, with the professor, a technique of critical analysis rather than a list of memorized facts. A Humanities course would not attempt to familiarize students with a wide historical range of "the greats" of literature or art. Instead, a class would probe in depth isolated examples of literary, artistic and musical creation. An examination would present new material and ask the students to apply the intellectual and emotional methods of analysis and appreciation developed over the year...