Abstract: The arrest and subsequent imprisonment of Silas Bissell, former heir to the rug-cleaning fortune who was discovered living near Eugene, Oregon, in 1987, drew a line under one of the most spectacular and bizarre episodes in the history of the American New Left, for it marked the official end of the Weatherman. The product of splits within the anti-war movement during the late 1960s, the Weatherman Underground would become synonymous with violent, clandestine resistance to the racism and imperialism in the United States and, for some, a symptom of how the movement went wrong. This comprehensive history of the Weatherman covers the origins, development and ultimate demise of the organization: its emergence from the Students for a Democratic Society; its leadership role in the famous Days of Rage in Chicago during October 1969; its decision to go underground; the various actions it staged - and in some cases bungled - during the 1970s; its role as goad to other left organizations to sustain the struggle against racism and imperiliasm; and, finally, its disintegration, as various members were either captured or surrendered. Drawing on an array of documents, interviews with participants, and a knowledge of the history of the New Left, Jacobs gives an objective assessment of US 1960s radicalism.

Abstract: I ncreasingly, professors have been receiving memos of this sort f rom administrators. Currently more than 45,000 students with learning disabilities (LD) enter college each year, up f rom 19,000 in 1988,1 with the n u m b e r o f LD students graduat ing high school growing by more than 5 percent a year. 2 Professors have reacted to these developments with confusion. Most have no idea what LD is and have only a vague awareness that the law is somehow relevant. Consequently they have quietly acquiesced to all requests, believing they have no legal recourse. Professors who otherwise staunchly resist any intrusions into their teaching now passively abdicate their academic f reedom, allowing an administrator to decide how they shall conduct their courses. To remedy this problem, I shall describe LD, explain the legal issues, and provide a f ramework for thinking about the topic.

Abstract: The purpose of this article is to conduct a social-psychological analysis of C. Wright Mills and his “Hispanic writings.” I demonstrate how Mills's social-psychological theoretical framework, as articulated in Character and Social Structure, is attendant in his comments on Latinos and Latin America—a population and geopolitical region for which he seemed to have a compelling if somewhat distant fascination. I conclude with a synopsis and appraisal of: (1) Mills's personal perceptions of Latinos; (2) the social structural factors that impacted on the four Latino groups, and (3) the personality traits of Latinos as Mills saw them.

Abstract: Test anxiety prevents students from demonstrating their knowledge on examinations. To be covered by the Americans with Disabilities Act, test anxiety must pass two legal tests. First, it must be a "mental impairment." As a form of Social Phobia, a mental disorder included in the Diagnostic and Statistical Manual of Mental Disorders, it meets this first test. Second, it must "substantially limit one or more of the major life activities." Individuals for whom test anxiety is one manifestation of Social Phobia-Generalized are substantially limited in the major life activities of interacting with others and working. Individuals for whom test anxiety is the only manifestation of their Social Phobia are substantially limited in the major life activities of thinking and working, the latter because they are excluded from any career requiring a test for application, credentialing, licensure, or training. Accommodations may include taking the test in a separate room or taking an untimed examination. Documentation supporting a diagnosis of test anxiety should include evidence of significant impairment in test performance.