Military Rules of Evidence Manual, Fourth Edition is the only publication of its kind available to both military & civilian attorneys that analyzes what the Rules say & mean to judges & counsel in the military justice system. It also serves as an authoritative case finder. Since the Rules became effective in 1980, this book has been cited hundreds of times by the military courts. This Fourth Edition provides notes to virtually every military case that has interpreted or applied the Rules.

Risk assessment has become a dominant public policy tool for making choices, based on limited resources, to protect public health and the environment. It has been instrumental to the mission of the U.S. Environmental Protection Agency (EPA) as well as other federal agencies in evaluating public health concerns, informing regulatory and technological decisions, prioritizing research needs and funding, and in developing approaches for cost-benefit analysis. However, risk assessment is at a crossroads. Despite advances in the field, risk assessment faces a number of significant challenges including lengthy delays in making complex decisions; lack of data leading to significant uncertainty in risk assessments; and many chemicals in the marketplace that have not been evaluated and emerging agents requiring assessment. Science and Decisions makes practical scientific and technical recommendations to address these challenges. This book is a complement to the widely used 1983 National Academies book, Risk Assessment in the Federal Government (also known as the Red Book). The earlier book established a framework for the concepts and conduct of risk assessment that has been adopted by numerous expert committees, regulatory agencies, and public health institutions. The new book embeds these concepts within a broader framework for risk-based decision-making. Together, these are essential references for those working in the regulatory and public health fields.

Winner of the Yad Vashem International Book Prize for Holocaust Research The scale and the depth of Nazi brutality seem to defy understanding. What could drive people to fight, kill, and destroy with such ruthless ambition? Observers and historians have offered countless explanations since the 1930s. According to Johann Chapoutot, we need to understand better how the Nazis explained it themselves. We need a clearer view, in particular, of how they were steeped in and spread the idea that history gave them no choice: it was either kill or die. Chapoutot, one of France’s leading historians, spent years immersing himself in the texts and images that reflected and shaped the mental world of Nazi ideologues, and that the Nazis disseminated to the German public. The party had no official ur-text of ideology, values, and history. But a clear narrative emerges from the myriad works of intellectuals, apparatchiks, journalists, and movie-makers that Chapoutot explores. The story went like this: In the ancient world, the Nordic-German race lived in harmony with the laws of nature. But since Late Antiquity, corrupt foreign norms and values—Jewish values in particular—had alienated Germany from itself and from all that was natural. The time had come, under the Nazis, to return to the fundamental law of blood. Germany must fight, conquer, and procreate, or perish. History did not concern itself with right and wrong, only brute necessity. A remarkable work of scholarship and insight, The Law of Blood recreates the chilling ideas and outlook that would cost millions their lives.

This document is a response to teachers' requests for practical assistance in implementing California's history-social science framework. The document offers stimulating ideas to enrich the teaching of history and social science, enliven instruction for every student, focus on essential topics, and help make learning more memorable. Experiences and contributions of ethnic groups and women in history are integrated in this course model. The framework is divided into 11 units: (1) Connecting with Past Learnings: Uncovering the Remote Past; (2) Connecting with Past Learnings: the Fall of Rome; (3) Growth of Islam; (4) African States in the Middle Ages and Early Modern Times; (5) Civilizations of the Americas; (6) China; (7) Japan; (8) Medieval Societies: Europe and Japan; (9) Europe During the Renaissance, the Reformation, and the Scientific Revolution; (10) Early Modern Europe: The Age of Exploration to the Enlightenment; and (11) Linking Past to Present. Six of the 11 units delineated in the framework's 7th grade course description are developed in these course models. All units follow the same format. Each begins with a rationale and overview. Ways are suggested for teachers to coordinate the model with the state-adopted textbook for 7th grade. A presentation of activities to introduce and continue the sample topic are suggested to encourage students to apply what they have studied through projects. Each unit ends with an extensive annotated list of sample resources. (DK)