In this authoritative book, the only work to cover the full sweep of German foreign policy since the end of World War II, noted scholar Helga Haftendorn explores Germany's remarkable recovery from wartime defeat and destruction. Offspring of the Cold War, the Federal Republic of Germany and the German Democratic Republic entered the international arena in 1949 under three crippling constraints: they were held accountable for the crimes of the Third Reich, they were fully dependent on the occupation powers, and their international room for maneuver was limited by an East-West conflict that placed Bonn and East Berlin on opposite sides of the Iron Curtain. Tracing the FRG's strategy of multilateralism, Haftendorn convincingly demonstrates how these liabilities transformed into opportunities as Germany found a security guarantee in NATO membership and economic and political rewards in the system of European integration. The author's overview of past half-century shows a high degree of continuity and consistency in German foreign policy despite the tumultuous events of the era. However, Haftendorn argues that Germany's traditional policy of self-restraint was increasingly counterbalanced by a more assertive stance after reunification and the rise of a post-war generation to power. Although the country's leaders continued to value international institutions, the benefits were increasingly weighed against Germany's enlightened self-interest. Scholars and students of contemporary Germany, Europe, and East-West relations will find this nuanced and knowledgeable study invaluable.

Studies the increase in industrial productivity in the United states, suggesting theories to account for the increase, its general and technical causes, barriers to productivity, how to improve industrial productivity for the future.

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.

In Volume 2 of Celebrating Canada, Raymond B. Blake and Matthew Hayday bring together emerging and established scholars to consider key moments in Canadian history when major anniversaries of Canada's political, social, or cultural development were celebrated.

The book explores the effect of modern technological shifts on human society, showing that technologies are undergoing accelerating qualitative changes that open up new opportunities for personal development and satisfaction of wants and, simultaneously, engender risks associated with growing opportunities of human interference with nature and technogenic stress on the environment. Based on the study of cutting-edge technologies and resulting socioeconomic shifts, Bodrunov’s analysis outlines the shape of the civilizational crisis we face. It can only be overcome by founding a new industrial society of the second generation (if we consider the new industrial state described by J. K. Galbraith as the first generation) reliant on knowledge intensive material production and the gradual removal of humans from immediate material production.