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Describes the course `Drugs in the Nervous System' aimed at getting college students to think critically and creatively about science. Course at Hampshire College in Amherst, Massachusetts; Project-based, student-centered approach; Focus on students exploring primary literature; Development of variety of skills for scientific work.

Explores the challenges of implementing an electronic reserves program which extends library services to off-campus distance education students. Case study using the University of Massachusetts-Amherst program; Project's context and history focusing on practicalities, problems and solutions in starting an electronic library reserves service; Issues integral to the service.

Reflecting on 5 years of experience in an ongoing partnership between the University of Massachusetts and the Pskov region in Russia, this paper analyses the process of introducing Western style planning in a provincial region in Russia at the post-Soviet era. After describing the region, the participants, and some changes undergoing in Russia, the key elements of the project, its accomplishments and some problems encountered are reported. The distinguishing characteristics of this project are its attempt at a unified approach that combines academic, consulting and public policy elements, and its success as a partnership in which Americans and Russians together attempt to find the best way to introduce Western style planning in a country moving from a centralized to a free market economy. [ABSTRACT FROM AUTHOR]

Traditionally, eye care services have not always been included in college health services. The awareness of eye care as an integral part of primary health care and the efficaciousness of these services in prepaid group practices is changing this. The purpose of this paper is to share a five year experience in developing a comprehensive eye care program for the university community at the University of Massachusetts in Amherst, Massachusetts. Attention is given to the scope of services, mode of practice, staffing and staff responsibilities, utilization of services, quality assessment, consumer surveys, and implication for plan members and other health care providers in the plan. It is hoped that this information will be helpful to those planning health care programs. [ABSTRACT FROM AUTHOR]

Massachusetts workers have engaged in some of the most important struggles in American labor history. Yet, until recently, there has been no systematic attempt to document the Bay State's labor organizations. The Archives and Manuscripts department of the University of Massachusetts (UM) at Amherst hopes to ensure that the state's more recent labor history does not suffer due to negligence. UM previously had eight volumes of minutes and dues books of the Loom Fixers Association of Fall River, a small, elite craft union in the industry, and a minute book for the Fall River Yarn Finishers Union. But the paucity of labor records reflected both the lack of interest by repositories and the sporadic strength of textile unions until the rise of the Congress of Industrial Organizations. In 1986, the University acquired the records of the New Bedford Joint Board of the Textile Workers Union of America, documenting the resurgence of New England textile unionism from 1940 through its decline in the 1970s. The holdings of UM have begun to provide the raw material for the story of the Bay State's labor history.

Offers the author's thoughts on teaching at two different colleges--Amherst College and Greenfield Community College. Differences in supplies and how they reflect the fundamental differences between a school with the sons and daughters of millionaires and one where many students qualify for public assistance; Other differences.

This article presents the author's views related to lesbians in science. In the year 1979, four women, lesbians in science, had formed a study group. They were students in geology, environmental engineering, forestry, and general science at the University of Massachusetts, Amherst. Science students are notoriously short on time for everything except labs, research reports, and unsolved problems. A unique, microscopic subset of women, lesbians in science is the only class of feminists who will reject a women's studies course for yet another science course and who will pass up a once-a-year women's event to do problem no. 6, one of thirty assigned that semester. The intense preoccupation with itself which science fosters is double-edged. The workload and demands on time require almost a fealty of students, and one must jealously guard the time for feminist reading, lectures, and cultural events. On the other hand, science is a context of learning in which discipline and the ability to focus and organize work, of necessity, and quickly learned.

The article profiles Garth Wilkes, an editor of the journal. In the field of morphology and rheology, Wilkes has been well established. After the completion of his PhD with Dick Stein at the University of Massachusetts in Amherst, Massachusetts, he joined the Princeton faculty in 1969. He joined the journal in 1979 as an editor for 25 years before becoming a member of the Advisory Board in 2004.

Town meeting deliberation and decision making form a communicative event, the act sequence of which ensures that participants enact a democratic process. Drawing on ethnographic fieldwork from 1999 to 2000, documents, interviews, and videotapes and transcripts of meetings, I analyze the Amherst, Massachusetts town meeting. Performances of rhetorical interactions, over time, develop norms for discourse that participants use to make sense of and evaluate conduct. I outline norms for deliberative democracy in a particular instantiation of democracy and show how local democracy draws from, and contributes to, the larger rhetorical-political culture in the United States. This essay contributes to studies of language and social interaction in political settings and addresses (a) the lack of communication scholarship concerning a fundamental part of New England local democracy and (b) deliberative democratic theorists' idealist notions of local democracy. Given the variety in forms of local political systems, opportunities abound for similar studies of other local democracies' ways of speaking. [ABSTRACT FROM AUTHOR]

This description of counseling and psychotherapy services at Amherst College begins with our heritage from the "mental hygiene" movement of the nineteenth century, the founding of the first university mental health services and the later development of a counseling center tradition. By tracing the evolution at Amherst, from a brief counseling and assessment office to a psychotherapy service, I hope to illustrate and discuss the factors which support a psychotherapy service, as opposed to other models such as a counseling and assessment service or a triage and referral service. Important questions include staffing, time limits, administrative involvement, the institutional context, acknowledging the proper limits of our authority, the need to be aware of how our values may influence our judgments, and resisting the pressures to reduce or streamline our services. I argue for the value of providing a therapeutic space for college students. [ABSTRACT FROM AUTHOR]

The article presents information about the program called "Professors as Writers" at the University of Massachusetts in Amherst, Massachusetts. The objective of the program is to provide a quiet and comfortable working place for faculty to write. This program was started 15 year back to help the faculty members to write more productively. The organizers of the program invite all college teachers to sign up for the dates and times that suit them at the beginning of the semester. The program sets aside structured time and space for the faculty to write.

Focuses on a course called The Social Construction of Whiteness and Women in the Women's Studies program at the University of Massachusetts in Amherst, Massachusetts. Beginnings and growth of the course; Views on teaching whiteness; Topics of the subject; Evaluation of the course and the response of the students; Problems that were encountered.

Examines how faculty and student leaders in the community service project called TEAMS Project at the University of Massachusetts at Amherst challenge college students' assumptions about community service tutoring. Promotion of understandings about stereotypes, hierarchical group dynamics and inequality in schools; Use of interpersonal skills and strategies to build relationships; More.

Focuses on the research campaign assessing the impact of sex discrimination in schools in the University of Massachusetts in Amherst, Massachusetts. History of sexual discrimination against females in schools; Discussion on laws on sexual discrimination of females in schools; Importance of gender equity in schools.

Reports on the inability of the University of Massachusetts at Amherst to achieve a multicultural campus that respects all its students. Testimony by several university students before the Massachusetts Advisory Committee to the US Commission on Civil Rights regarding campus tension; Neglect of student testimonies on campus tensions by administrative and faculty experts; More.