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The equation of unified knowledge says that S = f (A,P) which means that the practical solution to a given problem is a function of the existing, empirical, actual realities and the future, potential, best possible conditions of general stable equilibrium which both pure and practical reason, exhaustive in the Kantian sense, show as being within the realm of potential realities beyond any doubt. The first classical revolution in economic thinking, included in factor “P” of the equation, conceived the economic and financial problems in terms of a model of ideal conditions of stable equilibrium but neglected the full consideration of the existing, actual conditions. That is the main reason why, in the end, it failed. The second modern revolution, included in factor “A” of the equation, conceived the economic and financial problems in terms of the existing, actual conditions, usually in disequilibrium or unstable equilibrium (in case of stagnation) and neglected the sense of right direction expressed in factor “P” or the realization of general, stable equilibrium. That is the main reason why the modern revolution failed in the past and is failing in front of our eyes in the present. The equation of unified knowledge, perceived as a sui generis synthesis between classical and modern thinking has been applied rigorously and systematically in writing the enclosed American‐British economic, monetary, financial and social stabilization plans. In the final analysis, a new economic philosophy, based on a synthesis between classical and modern thinking, called here the new economics of unified knowledge, is applied to solve the malaise of the twentieth century which resulted from a confusion between thinking in terms of stable equilibrium on the one hand and disequilibrium or unstable equilibrium on the other.

Three events of significance to this country took place in 1899 – the British Food Journal was launched, Australia retained the Ashes, and the Boer War hostilities commenced. If challenged on the order of their importance, cricketers and Empire‐builders may be excused their preference. However, looking at it purely from the standpoint of pro bono publico, the dispassionate observer must surely opt for the birth of a certain publication as being ultimately the most beneficial of the three.

This article demonstrates how student-produced newspapers can be used to teach students about the Second World War. A rationale for using this strategy is first offered, followed by an overall explanation about how to implement this task. In addition, a sample production schedule, an evaluative rubric, and a sample front page are provided.

is a memoir. The events of World War II (WWII) took place around the world disrupting the daily lives of children. In school students often examine WWII only from the perspective of their own nation and thereby fail to learn and understand how their lives today were impacted by a war that began 70 years ago and continues to impact the world today. This lesson examines a detailed memoir of Annelex, a child in the Dutch East Indies during WWII and in its immediate aftermath. Annelex describes her fears and how her mother and grandmother helped her overcome uncertainties in living to survive and grow.

This chapter examines World War II and its impact on international and military law. It covers the war’s key crimes, the Nürnberg and Tokyo tribunals, and the creation of the United Nations, the Four Geneva Conventions of 1949, and the Genocide Convention of 1948.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.

The purpose of this paper is to shed light on the ways in which World War II ideologically interacted with education and social networks within a school context, on the basis of a pupil's diary. More specifically, this paper looks at pupils’ active involvement in contesting the patriotic school climate and deals with the effects of what happens when the predominant school's belief or value system is questioned “from below”.

The paper presents a case study of ideological conflict in a Flemish school, the Sint-Jozefscollege in Turnhout, during the second half of 1940. It is primarily based on the diary of one pupil.

The author argue that the diary can reveal the ways in which the war did or did not penetrate language and daily school life and that this type of research enables us to grasp the many complexities of past society, or even, to some extent, offers a corrective for the “grand narrative” of both educational and World War II history, which unavoidably present some generalisations. This paper suggests that this grand narrative could benefit from the confrontation with personal documents that focus more on private interpretations of these big events.

As a result of the prevalent use of “traditional” written sources in historiography, the history of war-time schooling “at the chalk face” in large part remains virgin territory. The diary is one of few sources that leave us with an idea of pupils’ experiences in the period under review.

In this paper, I suggest that prediction is a useful methodological strategy for evaluating political opportunities/political process models of social movements. I demonstrate the utility of this theory by analyzing the current political opportunities facing anti-war/interventionist/hegemony/imperialist movements in the contemporary United States. I conclude that the prospects for a mass movement are slim relative to previous wars but that the prospect for alliances with military elites has increased. This conclusion supports Ian Roxborough's position in a recent volume of this journal that sociologists should engage military policy makers.