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The present bibliography is a continuation of and a complement to those published in the Urban History Yearbook 1974–91 and Urban History from 1992. The arrangement and format closely follows that of previous years. The list of abbreviations identifies only those periodicals from which articles cited this year have been taken, though many other journals are also checked. There is an index of towns on p. x

The present bibliography is a continuation of and a complement to those published in the Urban History Yearbook 1974–91 and Urban History from 1992. The arrangement and format closely follows that of previous years. The list of abbreviations identifies only those periodicals from which articles cited this year have been taken, though many other journals are also checked. There is an index of towns on p. 552

This bibliography is a continuation of and a complement to those published in the Urban History Yearbook 1974–91 and Urban History from 1992. The arrangement and format closely follows that of previous years. The list of abbreviations identifies only those periodicals from which articles cited this year have been taken, though many other journals are also checked. There is an index of towns on pp. 574–6.

The teaching of history has long been the subject of partisan warfare. Religion often plays a prominent role in these debates, as secular progressives and conservative Christians disagree over which historical figures are worthy of study, how (or whether) certain events should be portrayed, and ultimately how tax dollars should be spent. But what about students who are educated outside the public schools, either in religious schools or at home? How are they learning history, and what effect does that have on our democracy? This book analyses the high school world history textbooks produced by the three most influential publishers of Christian educational materials. In these books, the historian, informed by his faith, tells the allegedly unbiased story of God's actions as interpreted through the Bible.

Academic historians often complain that their work is not appreciated by the public and that the impact of their books is limited to a few other scholars. There are, however, situations where historians face the opposite challenge, namely a great deal of interest from both the public and from politicians who want to exploit or interfere with their work to further their political agendas. This arises most often in countries that are undergoing deep political and social changes. At these times, the legacies of the past that emerge after a fundamental regime transformation, like the collapse of dictatorship, have a profound impact on historical research and discourse.

Most analyses of arms control during the Cold War focus on its role in maintaining strategic stability between the United States and the Soviet Union. However, history shows that the superpowers' search for strategic stability is insufficient to explain the roots and course of negotiations. This essay argues that arms control was used as one tool in a broader strategy of war prevention, designed to contain a series of challenges to U.S. and Soviet dominance of the international system that both sides worried could upset bipolarity and increase the chances of conflict between them. At the same time, U.S. policy-makers balanced this joint superpower interest with Washington's extended deterrent commitment to its allies, which ultimately upheld the integrity of the system as a whole. The essay concludes that today's leaders should integrate arms control into a more comprehensive strategy of political accommodation fit for twenty-first-century conditions.

■ This article presents and discusses the methodological issues arising in a project on the advent, diffusion and integration of Finnish television over its 50-year history. The study uses oral history, in the form of written reminiscences, to explore the changing role of television in the life of Finns. This social historical study combines methods of ethnographic television audience studies and oral history studies. This kind of approach is rarely used in media ethnography. It raises questions around themes such as the importance of context, the nature of narratives and coding methods. This article also summarizes how the project's data and methodology have served to produce a third generation media history study. ■