Since the Cold War, peace operations have become the core focus of many Western armed forces. In these operations, the division between civil and military responsibilities often rapidly blurs.
 
 Among policy makers and in military circles, a debate has erupted regarding the scope of the military in stabilizing and reconstructing war torn societies. Should soldiers, who primarily prepare for combat duties, observe a strict segregation between the "military sphere" and the "civilian sphere" or become involved in "nation building"? Should soldiers be allowed to venture into the murky arena of public security, civil administration, humanitarian relief, and political and social reconstruction? 
 
In Soldiers and Civil Power, Thijs Brocades Zaalberg draws on military records and in-depth interviews with key players to examine international operations in the 1990's in Cambodia, Somalia, Bosnia, and Kosovo. Focusing his historical analysis on the experiences of various battalions in the field, he reveals large gaps between this tactical level of operations, political-strategic decision making and military doctrine. By comparing peace operations to examples of counterinsurgency operations in the colonial era and military governance in World War II, he exposes the controversial, but inescapable role of the Western military in supporting and even substituting civil authorities during military interventions.
 
At a time when US forces and its allies struggle to restore order in Iraq and Afghanistan, Brocades Zaalberg’s in-depth study is an invaluable resource not only for military historians, but anyone interested in the evolving global mission of armed forces in the twenty-first century.

One of the hottest topics in education today is trauma-informed pedagogy. Much of what has been written in this area comes from counselors, therapists, and other experts in this field, but there is very little written specifically about the effects of trauma on English learners. This book has been written to address this need. The authors have sifted through the literature on trauma and social-emotional learning (SEL) to provide the material that applies directly to English learners. This book was written mainly for teachers of students with immigrant backgrounds and for the building administrators who support them, including counselors, paraprofessionals, and social workers.
 
This book is designed to provide a practical resource to help educators better understand the possible traumatic backgrounds of their students and how that could be affecting their academic, social, and emotional lives. It also focuses on how school personnel can create a safe environment in schools and classrooms to help students recognize, nurture, and expand the internal resilience that has enabled them to weather past situations and that will allow them to continue the healing process.
 
One chapter is devoted to the topic of self-care for educators who are working so hard to help students be resilient. An appendix features a list of recommended books on the topics of personal migration and resilience.