From Preface:
This undergraduate textbook on the theory of Lebesgue integration is designed for use in a one-semester or two-quarter undergraduate course in the junior or senIor year.
By "integration theory" we mean that the technique of integrating functions is developed first and is then used for the measuring of sets, rather than the other way around. The choice of the "integration first" approach was mostly a matter of taste, but also made it possible to arrive at meaningful and interesting theorems on integration as early as possible in the course.

This book is an introduction to the field of dynamical systems, in particular, to the special class of Hamiltonian systems. The authors aimed at keeping the requirements of mathematical techniques minimal but giving detailed proofs and many examples and illustrations from physics and celestial mechanics. After all, the celestial $N$-body problem is the origin of dynamical systems and gave rise in the past to many mathematical developments. Jürgen Moser (1928-1999) was a professor at the Courant Institute, New York, and then at ETH Zurich. He served as president of the International Mathematical Union and received many honors and prizes, among them the Wolf Prize in mathematics. Jürgen Moser is the author of several books, among them Stable and Random Motions in Dynamical Systems. Eduard Zehnder is a professor at ETH Zurich. He is coauthor with Helmut Hofer of the book Symplectic Invariants and Hamiltonian Dynamics. Titles in this series are copublished with the Courant Institute of Mathematical Sciences at New York University.

Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison). Thousands of official documents and textbooks were analyzed. Thousands of teachers, principals, and other experts responded to survey questionnaires. A sample of mathematics teachers in three countries had their lessons videotaped. Hundreds of thousands of children in almost 50 countries were tested in mathematics and science. This report presents a closer look at US mathematics and science education through careful examination of TIMSS data. The authors believe this investigation shows how deceptive many often unquestioned assumptions about American education can be. Drawing upon many new analyses not previously reported and integrating these with previous analyses of TIMSS data, the authors develop and illustrate the argument that what happens to American students is the consequence of American beliefs that shape educational practice and the accretion of a myriad educational choices made in mathematics and science education.