Download e-book for iPad: And If I Perish: Frontline U.S. Army Nurses in World War II by Evelyn Monahan, Rosemary Neidel-Greenlee

By Evelyn Monahan, Rosemary Neidel-Greenlee

In international battle II, 59,000 girls voluntarily risked their lives for his or her state as U.S. military nurses. while the battle begun, a few of them had so little thought of what to anticipate that they packed celebration attire; however the fact of carrier fast stuck up with them, whether or not they waded during the water within the historical landings on North African and Normandy shorelines, or labored round the clock in health facility tents at the Italian entrance as bombs fell throughout them.

For greater than part a century those women’s reports remained untold, nearly with out reference in books, ancient societies, or army information. After years of reasearch and thousands of hours of interviews, Evelyn M. Monahan and Rosemary Neidel-Greenlee have created a dramatic narrative that finally brings to mild the serious position that ladies performed through the warfare. From the North African and Italian Campaigns to the Liberation of France and the Conquest of Germany, U.S. military nurses rose to the calls for of conflict at the frontlines with grit, humor, and nice heroism. an extended late paintings of heritage, And If I Perish can also be a strong tribute to those girls and their inspiring legacy.

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Additional resources for And If I Perish: Frontline U.S. Army Nurses in World War II

Sample text

The seminar room is an important place for academia and as we have seen, a place where women and men feel differently at ease. Homeless in Academia 43 Christine Sylvester's concept 'homeless' was extremely helpful and became a useful metaphor to describe the sensation we had in the seminar room. The concept 'homeless' made us aware that the feeling we had as individuals, described something more than our personal fears and insecurities. (Kronsell 1990-1997) In thinking about homelessness, the gender dynamics of the seminar room became clearer.

Finally, students commented that the project provided them with an important shared experience that led to a productive dialogue. Indeed, inclass discussions throughout the projects were lively, challenging, and engaging. In follow-up interviews conducted with the students in the first project (the interviews with political elites), students reported that the interviews they did made the class discussions more meaningful personally and collectively. The interviews also revealed an important secondary benefit of the interview project in particular.

The students learn about society from a ruler's perspective. " If asked about their own class and gender experiences, the first reaction is usually total blankness. (Widerberg 1998, 194-95) Widerberg cautions instructors to resist the temptation to correct this deficiency in students by simply lecturing about gender in abstract terms: it is of little use to just step in and "straighten things out," that is, telling them how wrong they are about gender and what gender is all about. Of course, they might (emphasis added) learn about my understandings of gender but they will not learn about their own and neither will I.

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And If I Perish: Frontline U.S. Army Nurses in World War II by Evelyn Monahan, Rosemary Neidel-Greenlee


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