The main purpose of this book is to shed light on the limitations of the American hegemony in occupied Japan. Previous studies share the assumption that the United States was in a near-monopoly position to shape the postwar development in Japan as well as in the Asia-Pacific region. The book goes on to modify the prevailing view that American hegemony not only eroded under its own weight, but was never absolute in any case. Japan, a former enemy, eventually became America's main regional ally in the Asia-Pacific region.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

In the previous century, survey data were often collected from random samples from the population. Respondents were questioned in face-to-face, via telephone interviews, or by mail questionnaires. Nowadays, in many polls, people are invited to express their opinion through the Internet. Is this technological progress or a methodological hornets nest or both? In October of 2006, the Data Archiving and Networked Services (DANS) organied a symposium on this topic. DANS is the national organiation in the Netherlands for storing and providing permanent access to research data from the humanities and social sciences. It is responsible for existing data archives as well as developments of data infrastructure in new fields.

Creating Japan’s Ground Self-Defense Force, 1945–2015 is a timely contribution to postwar Japan security studies. It is the first comprehensive account of Japan’s post-1945 army, including a comprehensive institutional history, together with the evolution of roles and missions and the adoption of successive professional identities. The organizational history is embedded within a thorough examination of Japan’s own defense policy, as well as of America’s policy of alliance with Japan. The book examines and challenges assumptions about the drafting and adoption of the War Renunciation clause of Japan’s postwar Peace Constitution, Article 9, which uniquely not only renounces war, but the arms to wage war. Thus Japan’s army is not called an army, but the Ground Self-Defense Force (GSDF). The work also examines the place of an army and soldiers in the formation of Japan’s national identity after its last devastating war, and explores the impact of constitutional, legal and policy restrictions, as well as the power of the legacy of the still-largely vilified Imperial Japanese Army on GSDF members who seek to serve because “there are people we want to protect.” The study is rounded by an examination of the place of soldiers in Japan’s popular culture, focused on movies, manga and anime, assessing the impact on the GSDF of a public imagination that most often ignores or villainizes soldiers, though ending with a note that some positive images of soldiers and of the GSDF members themselves have started to appear in the last few years. The book’s author, a retired U.S. Army soldier who spent more than twenty years working, studying and training with the GSDF, offers a broad-ranging exploration of a unique organization. This work is extensively researched, using English and Japanese sources, and will appeal to anyone interested in Japanese security studies, alliance studies, and military imagery in Japanese pop culture, as well as to students of military history, international security, international relations, and cultural identity.

Bestselling author Francis Fukuyama brings together esteemed academics, political analysts, and practitioners to reflect on the U.S. experience with nation-building, from its historical underpinnings to its modern-day consequences. The United States has sought on repeated occasions to reconstruct states damaged by conflict, from Reconstruction in the South after the Civil War to Japan and Germany after World War II, to the ongoing rebuilding of Iraq. Despite this rich experience, there has been remarkably little systematic effort to learn lessons on how outside powers can assist in the building of strong and self-sufficient states in post-conflict situations. The contributors dissect mistakes, false starts, and lessons learned from the cases of Afghanistan and Iraq within the broader context of reconstruction efforts in other parts of the world, including Latin America, Japan, and the Balkans. Examining the contrasting models in Afghanistan and Iraq, they highlight the Coalition Provisional Authority in Iraq as a cautionary example of inadequate planning. The need for post-conflict reconstruction will not cease with the end of the Afghanistan and Iraq missions. This timely volume offers the critical reflection and evaluation necessary to avoid repeating costly mistakes in the future. Contributors: Larry Diamond, Hoover Institution and Stanford University; James Dobbins, RAND; David Ekbladh, American University; Michèle A. Flournoy, Center for Strategic and International Studies; Francis Fukuyama, Paul H. Nitze School of Advanced International Studies, Johns Hopkins University; Larry P. Goodson, U.S. Army War College; Johanna Mendelson Forman, UN Foundation; Minxin Pei, Samia Amin, and Seth Garz, Carnegie Endowment for International Peace; S. Frederick Starr, Central Asia–Caucacus Institute at Johns Hopkins School of Advanced International Studies; F. X. Sutton, Ford Foundation Emeritus; Marvin G. Weinbaum, University of Illinois at Urbana–Champaign

This study examines one aspect of American women's professionalization and the implications of the cross-cultural dialogue between American woman missionaries and Japanese students and supporters at Kobe College between 1873 and 1909.

Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?