Freedom in the World, the Freedom House flagship survey whose findings have been published annually since 1972, is the standard-setting comparative assessment of global political rights and civil liberties. The survey ratings and narrative reports on 194 countries and 14 territories are used by policymakers, the media, international corporations, civic activists, and human rights defenders to monitor trends in democracy and track improvements and setbacks in freedom worldwide. The Freedom in the World political rights and civil liberties ratings are determined through a multi-layered process of research and evaluation by a team of regional analysts and eminent scholars. The analysts used a broad range of sources of information, including foreign and domestic news reports, academic studies, nongovernmental organizations, think tanks, individual professional contacts, and visits to the region, in conducting their research. The methodology of the survey is derived in large measure from the Universal Declaration of Human Rights, and these standards are applied to all countries and territories, irrespective of geographical location, ethnic or religious composition, or level of economic development.

An original insight into how occupation officials and relief workers controlled and cared for Displaced Persons in the French zone.

Boundaries-physical, political, social, religious, and cultural-were a key feature of life in medieval and early modern Poland, and this volume focuses on the ways in which these boundaries were respected, crossed, or otherwise negotiated. It throws new light on the contacts between Jews and Poles, including the vexed question of conversion and the tensions it aroused. The collected articles also discuss relations between the various elements of Jewish society-the wealthy and the poor, the educated and the uneducated, and the religious and the lay elites, considering too contacts between Jews in Poland and those in Germany and elsewhere. Classic studies by such eminent scholars as Meir Ba?aban, Jacob Goldberg, and Moshe Rosman provide a foil for new research by Hanna Zaremska and David Frick, as well as Adam Teller, Magda Teter, Elisheva Carlebach, Jurgen Heyde, and Adam Ka'zmierczyk. Taken together, the contributions on this central theme help redefine the Jewish history of pre-modern Poland. As ever, the New Views section examines a wide variety of other topics. These include accusations of ritual murder in nineteenth-century Poland; the Russian Jewish integrationist politician Mikhail Morgulis; the attitude of Boles?aw Prus towards Jewish assimilation and his relationship with the Jewish journalist Nahum Sokolow; women in the Mizrahi movement in Poland; Polish patriotism among Jews; the impact of the first Soviet occupation of 1939-41 on Polish-Jewish relations; how the war affected the views of Julian Tuwim and Antoni S?onimski; the shtetl in the work of American Jewish writers Allen Hoffman and Jonathan Safran Foer; and the initial Polish response to Jan Gross's Fear.

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.

A collection of essays exploring the consequences of making non-standard economic assumptions. Breaking away from traditional economic theory, they cover a wide range of microeconomic and macroeconomic fields as well as anthropology, psychology and sociology.