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...made a huge difference in the ability of students to access higher education but we knew we were going to have to do it again,” Nixon said. “When you are in tight budgetary times you don’t just win the fight one year, because the funding is annual...

Author: By Julie R. Barzilay, CRIMSON STAFF WRITER | Title: Harvard Resists Reagan’s ’85 Budget | 5/27/2010 | See Source »

Coming into Harvard, most Business School students acknowledge that much of the Harvard MBA’s value is derived from outside the classroom: the access to rich networks at social functions, the brand name degree—essentially, the promise of a better and brighter future...

Author: By Tara W. Merrigan, CRIMSON STAFF WRITER | Title: A Brand Name MBA | 5/27/2010 | See Source »

After the arrival of the first Macintosh computers, written notices were suddenly replaced with word-processed posters as student groups gained access to desktop publishing. In his annual report to the Board of Overseers in 1985, then-University President Derek C. Bok asked faculty to embrace the potential of computing technology to revolutionize University education by limiting “the passive experience of listening to lectures and reading texts...

Author: By Laura G. Mirviss, CRIMSON STAFF WRITER | Title: Plugged In: Computers In Class | 5/27/2010 | See Source »

...Harvard students, we are in a unique position—we cannot really fail. Of course, we will all fail at some point; we’ll fail to win a girl’s love, to earn a promotion, to gain access to the right law school, just as we failed to maintain membership in all 25 of our extracurricular activities from the freshman activities fair, or as we failed by getting that B-minus once.  But these are not real failures. These are hiccups. We’ve been blessed with enough talent and luck...

Author: By Gabriel J Daly | Title: Not All Who Wander Are Lost | 5/26/2010 | See Source »

...challenging—partly because my colleagues and I don’t subscribe to the long-standing notion that one should teach one kind of science to future science concentrators and another to future non-science concentrators. In the freshman year we believe that all students should have access to a meaningful introduction to science—one that prepares future science concentrators to take further coursework, but also one that gives future non-science concentrators a solid ground to understand a wide range of issues related to the sciences. In other words, future poets, artists, lawyers, and politicians...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

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