LEADER 04012nam 2200589 450 001 9910163215303321 005 20200108085033.0 010 $a1-78289-458-6 035 $a(CKB)3810000000097800 035 $a(MiAaPQ)EBC4808810 035 $a(Au-PeEL)EBL4808810 035 $a(CaPaEBR)ebr11354580 035 $a(OCoLC)975221896 035 $a(OCoLC)645323108$z(OCoLC)664502497 035 $a(BIP)059099254 035 $a(EXLCZ)993810000000097800 100 $a20200108e20131946 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTo Bizerte with the II Corps, 23 April - 13 May 1943 210 1$a[Place of publication not identified] :$cPickle Partners Publishing,$d2013. 210 4$d1946 215 $a1 online resource (74 pages) $cillustrations, maps 225 1 $aCMH pub ;$v100-6 225 1 $aAmerican forces in action series 300 $aReprint. Originally published: Washington, D.C. : Historical Division, War Department, 1943. (American forces in action series). 300 $aPaper version available for sale by the Superintendent of Documents, U.S. Government Publishing Office. 330 8 $aWith 18 maps & 24 Illustrations.A DELEGATION OF GERMAN OFFICERS arrived at American Headquarters south of Ferryville at 0926 on 9 May 1943. Their mission was to surrender the remnants of a once proud unit of the Wehrmacht, the formidable Fifth Panzer Army...Marshal Giovanni Messe, commanding the Italian First Army, surrendered unconditionally to the British Eighth Army on 13 May. The long battle for North Africa was ended.Troops of the II Corps, U. S. A., who had entered the fight for Africa with the invasion on 8 Nov. 1942, played a prominent role in the decisive final battle which opened on 23 April...Within 2 weeks of the Nov. landings in Northwest Africa, British and American forces under General Dwight D. Eisenhower were driving from Algeria into western Tunisia in an effort to seize the great ports of Tunis and Bizerte. German reinforcements, rushed into Africa in the nick of time, stopped the advance just short of the Tunis plain. With operations now made difficult by the rainy winter season, the Allied Army fought bitter engagements in the mountains from Sedjenane Station to Medjez el Bab. To the south, American units in hard fighting stopped savage German drives through Kasserine Pass toward the Allied base at Tebessa and kept pressure on the long Axis communications between Field Marshal Rommel and Tunis.In late March, Rommel's forces were driven from the Mareth Line toward the north. Protecting his line of retreat, the enemy fought a stubborn delaying action against the Americans and the British in the El Guettar-Gafsa area. By 22 April the equivalent of 5 Italian and 9 German divisions were at bay for what they planned to be a protracted defense of Tunis and Bizerte. But the Axis was not allowed a breathing space to strengthen its defenses. The Allied forces, united under General Sir Harold R. Alexander as the Eighteenth Army Group, were already preparing the blow that was to destroy the enemy forces in a battle lasting 21 days. 606 $aWorld War, 1939-1945$xCampaigns$zTunisia 606 $aWorld War, 1939-1945$xRegimental histories$zUnited States 606 $aMilitary campaigns$2fast 606 $aRegimental histories$2fast 607 $aTunisia$2fast 607 $aUnited States$2fast 608 $aHistory.$2fast 615 0$aWorld War, 1939-1945$xCampaigns 615 0$aWorld War, 1939-1945$xRegimental histories 615 7$aMilitary campaigns. 615 7$aRegimental histories. 676 $a940.41273 700 $aAnon$0815482 712 02$aCenter of Military History, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910163215303321 996 $aTo Bizerte with the II Corps, 23 April - 13 May 1943$93588240 997 $aUNINA LEADER 06807nam 22008175 450 001 9910438235903321 005 20240307124242.0 010 $a9781283936033 010 $a1283936038 010 $a9789400752702 010 $a9400752709 024 7 $a10.1007/978-94-007-5270-2 035 $a(OCoLC)822232336 035 $a(MiFhGG)GVRL8NQU 035 $a(CKB)2670000000318004 035 $a(MiAaPQ)EBC1030716 035 $a(MiFhGG)9789400752702 035 $a(DE-He213)978-94-007-5270-2 035 $a(EXLCZ)992670000000318004 100 $a20121205d2013 u| 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aGender, Religion and Education in a Chaotic Postmodern World /$fedited by Zehavit Gross, Lynn Davies, Al-Khansaa Diab 205 $a1st ed. 2013. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2013. 215 $a1 online resource (vii, 382 pages) 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 08$a9789400794498 311 08$a9400794495 311 08$a9789400752696 311 08$a9400752695 320 $aIncludes bibliographical references and index. 327 $aIntroduction: Challenging Patriarchy: New Advances in Researching Religious Feminism and Religious Education -- Section I: The Contested Role of Education, Religion and Gender -- 1. Gender, Religion and the Work of Home Schooling -- 2. Women?s Theologies, Women?s Pedagogies: Globalisation, Education and Liberation in Nicaragua -- 3. Gender, Buddhism and Education: Dhamma and Social Transformation within the Thervada Tradition -- 4. Shakti as a Liberatory and Education Force for Hindu Women -- 5. Shame and Borders: The ?Aisyiyah?s Struggle for Muslim Women?s Education in Indonesia -- 6. The Role of Silencing among Religious Girls in Jewish, Christian-Arab, Muslim and Bedouin Schools in Israel -- Section II.  Religious Education and the Study of Religion -- 7.  Gendering Religion Studies: Reconstructing Religion and Gender Studies in Japan -- 8. The Implications of the Feminization of Theology: Reconstructing Sacred Texts as an Educational Issue -- 9. Religious Education beyond Multireligious Instruction: Pupils and Students? Reactions to Religions Education in a Context of Diversity -- 10.  ?Holiness Class: ?Constructing a Constructive Woman? in a Zionist Religion Ulpana -- Section III:  Migration and Identity -- 11. Recovering the Voice of Women in Islam: Lessons for Educators and Others -- 12. Germany, Islam and Education: Unveiling the Contested Meaning(s) of the Headscarf -- 13. Palestinian Educated Women: Between Religion and Society -- 14. Defying Religion or Changing through Religion? Shifting Concepts of Religion, Culture and Self for Druze Women Students -- 15. Islam, Education and Gender: Discourses and Practices among Pakistani Diaspora in the UK -- Section IV: Sexuality, Masculinity, the Body and Gendered Space -- 16. The Role of Islam in the Lives of Girls and Women in PhysicalEducation and Sport -- 17.  Homophobic Bullying in Catholic High Schools: Five US Studies in Heterosexism, Authority, Masculinity and Religion -- 18. Teenage Boys and Life Experiences: towards a Theory of Spirituality and Religiosity -- 19. Embodying the Veil: Muslim Women and Gendered Islamophobia in ?New Times? -- Section V:  Rights, Equality, Secularism -- 20. Learning through Living: Intersections of Religion and Gender -- 21. A World beyond the Veil: Pursuing Gender Equality in Pakistan -- 22. Fundamentalist Religion and Gender: the Case for an Inclusive Secular Education -- Conclusion: Intersections and Drivers of Change in Gender, Religion and Education -- Index. 330 $aThe immense changes that the world is undergoing in terms of globalization and migration of peoples have had a profound effect on cultures and identities.  The question is whether this means shifts in religious identities for women and men in different contexts, whether such shifts are seen as beneficial, negative or insufficient, or whether social change actually means new conservatisms or even fundamentalisms.  Surrounding these questions is the role of education is in any change or new contradiction. This unique book enhances an interdisciplinary discourse about the complex intersections between gender, religion and education in the contemporary world.  Literature in the social sciences and humanities have expanded our understanding of women?s involvement in almost every aspect of life, yet the combined religious/educational aspect is still an under-studied and often under-theorized field of research.  How people experience their religious identity in a new context or country is also a theme now needing more complex attention. Questions of the body, visibility and invisibility are receiving new treatments. This book fills these gaps.    The book provides a strong comparative perspective, with 15 countries or contexts represented. The context of education and learning covers schools, higher education, non-formal education, religious institutions, adult literacy, curriculum and textbooks.  Overall, the book reveals a great complexity and often contradiction in modern negotiations of religion and secularism by girls and boys, women and men, and a range of possibilities for change.  It provides a theoretical and practical resource for researchers, religious and educational institutions, policy makers and teachers. . 606 $aReligion and sociology 606 $aInternational education 606 $aComparative education 606 $aEducational sociology 606 $aTeachers$xTraining of 606 $aEducation, Higher 606 $aSociology of Religion 606 $aInternational and Comparative Education 606 $aSociology of Education 606 $aTeaching and Teacher Education 606 $aHigher Education 615 0$aReligion and sociology. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducational sociology. 615 0$aTeachers$xTraining of. 615 0$aEducation, Higher. 615 14$aSociology of Religion. 615 24$aInternational and Comparative Education. 615 24$aSociology of Education. 615 24$aTeaching and Teacher Education. 615 24$aHigher Education. 676 $a306.6 701 $aGross$b Zehavit$0850047 701 $aDavies$b Lynn$01626462 701 $aDiab$b Al-Khansaa$01764016 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438235903321 996 $aGender, religion and education in a chaotic postmodern world$94204753 997 $aUNINA