The Army wants its trainees to know how to read, how to recite well in class, and how to write simple and correct English without too much flourish or attention to technical details. Let us teachers again bestir ourselves to aid these boys who are fighting many battles of mind and soul.-H. Adelbert White Veterans have sacrificed much to attend our institutions of higher education, and our college must assume a responsibility toward each veteran accepted as a student, or there may be dangerous repercussions in the years to come from the cynicism of alumni veterans.-Edward C. McDonagh The excerpt from H. Adelbert White's (1944) essay "Clear Thinking for Army Trainees" appeared in College English in the same year that the Servicemen's Readjustment Act of 1944, better known as the GI Bill of Rights, was ratified. Only three years later, when McDonagh's (1947) comments appeared in the Journal of Higher Education, the United States was at the peak of GI Bill college enrollment with veterans representing nearly 50 percent of all college students. By 1956, when the original GI Bill was terminated, 7.8 million World War II veterans had used GI Bill benefits for college or vocational training programs ("History and Timeline," US Department of Veteran Affairs 2013). This influx of veterans on college campuses dramatically influenced postsecondary instruction, including composition curricula. Now, over sixty years later, the 2009 Post-9/11 GI Bill, one of the most generous social programs in US history, has enabled a new generation of veterans to pursue higher education. The Chronicle of Higher Education reports Department of Defense statistics showing that the number of veterans enrolled in colleges and universities increased from just under 35,000 to over half a million between 2009 and 2011 ("Who Benefits from the Post-9/11 GI Bill?" 2012). The Pat Tillman Foundation (2013) reports that over 900,000 veterans had used the new GI Bill benefit by 2012. It seems clear that we are experiencing the largest influx of a unique student group since

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In 2013, Foxtel (SoHo) debuted Wentworth, the women-in-prison television drama and remake of Prisoner: Cell Block H (1979–1986). Season Two resurrects Joan ‘The Freak’ Ferguson, the prison’s new Governor. While the disturbing and the disturbed are tropes common in both gothic texts and prison dramas, something more sinister lurks within Wentworth as viewers witness Ferguson’s personal, psychological, and professional disintegration. Positioned within a feminist disability studies framework, this analysis reveals how Wentworth deliberately frames Ferguson as a revenge-seeking madwoman, conflating symptoms of psychiatric disorders that ultimately dehumanize her. By adopting the banal archetype of the madwoman as villain and leveraging disability as spectacle, Wentworth perpetuates patriarchal and ableist misconceptions about women in power and people with psychiatric disabilities.

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