This volume, covering 1945 to 1992, is the third of three volumes on the role of federal military forces in domestic disorders. Summarizing institutional and other changes that took place in the Army and in American society during this period, it carries the reader through the nation's use of federal troops during the civil rights movement of the 1950s and 1960s and the domestic upheavals of the 1960s and 1970s associated with the Vietnam War. The development and refinement of the Army's domestic support role, as well as the disciplined manner in which the Army conducted these complex and often unpopular tasks, are major themes of this volume. In addition, the study demonstrates the Army's progress in coordinating its operational and contingency planning with the activities of other federal agencies and the National Guard. --from the Foreword.

Berthoff); "Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism" (Mike Rose); "Cognition, Convention, and Certainty: What We Need to Know about Writing" (Patricia Bizzell). Under Section Four--Talking about Writing in Society--are these essays: "Collaborative Learning and the 'Conversation of Mankind'" (Kenneth A. Bruffee); "Reality, Consensus, and Reform in the Rhetoric of Composition Teaching" (Greg Myers); "Consensus and Difference in Collaborative Learning" (John Trimbur); "'Contact Zones' and English Studies" (Patricia Bizzell); "Professing Multiculturalism: The Politics of Style in the Contact Zone" (Min-Zhan Lu). Under Section Five--Talking about Selves and Schools: On Voice, Voices, and Other Voices--are these essays: "Democracy, Pedagogy, and the Personal Essay" (Joel Haefner); "Beyond the Personal: Theorizing a Politics of Location in Composition Research" (Gesa E. Kirsch and Joy S.^

A catalogue of fifteenth and sixteenth century German paintings in the National Gallery of Art, Washington DC.

How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.

This book explores regional variations in civilians' attitudes toward the Jewish population in Romania and the occupied Soviet Union.