This book represents a first considered attempt to study the factors that conditioned industrial chemistry for war in 1914-18. Taking a comparative perspective, it reflects on the experience of France, Germany, Austria, Russia, Britain, Italy and Russia, and points to significant similarities and differences. It looks at changing patterns in the organisation of industry, and at the emerging symbiosis between science, industry and the military.

An era has ended. The political expression that most galvanized evangelicals during the past quarter-century, the Religious Right, is fading. What's ahead is unclear. Millions of faith-based voters still exist, and they continue to care deeply about hot-button issues like abortion and gay marriage, but the shape of their future political engagement remains to be formed. Into this uncertainty, former White House insiders Michael Gerson and Peter Wehner seek to call evangelicals toward a new kind of political engagement -- a kind that is better both for the church and the country, a kind that cannot be co-opted by either political party, a kind that avoids the historic mistakes of both the Religious Left and the Religious Right. Incisive, bold, and marked equally by pragmatism and idealism, Gerson and Wehner's new book has the potential to chart a new political future not just for values voters, but for the nation as a whole.

This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000. The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects. This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.