Höweler + Yoon Architecture, founded in 2001 and based in Boston, gained early praise for ephemeral and interactive public projects and today is recognized for striking works that combine conceptual speculation and technological sophistication. The firm's impressive body of work has expanded the scope of design beyond traditional disciplinary boundaries and has won them numerous national and international awards. Verify in Field is Höweler + Yoon Architecture's second book. Its title derives from a notational convention on architectural drawings to indicate that the information is subject to unknown conditions in the field. The book highlights verification as an integral part of the design process and demonstrates it as a productive tool to test ideas and act on the world. For both disciplinary and contractual reasons, the instruments of design--drawings, models, and prototypes--operate on the world at a distance. Techniques of prototyping, measurement, feedback, negotiation, and intervention inform the diverse output of the studio. Verify in Field features recent designs by Höweler + Yoon architecture, including such projects as the Memorial to Enslaved Laborers at the University of Virginia; a floating outdoor classroom in Philadelphia; the MIT Museum;; and a pedestrian bridge in Shanghai's Expo Park. The book also examines the discipline's pressing questions, as they relate to verification, uncertainty, and design agency, in a series of essays by Eric Höweler and J. Meejin Yoon on topics that include means and methods, the public realm, energy and environments, the construction detail, and social media. These themes are echoed in conversations with collaborators, historians, and theorists: Adam Greenfield, Nader Tehrani, Kate Orff, Daniel Barber, and Ana Miljacki.

A “splendid” (The Wall Street Journal) account of one of history’s most important and yet little-known wars, the campaign culminating in the Battle of Actium in 31 BC, whose outcome determined the future of the Roman Empire. Following Caesar’s assassination and Mark Antony’s defeat of the conspirators who killed Caesar, two powerful men remained in Rome—Antony and Caesar’s chosen heir, young Octavian, the future Augustus. When Antony fell in love with the most powerful woman in the world, Egypt’s ruler Cleopatra, and thwarted Octavian’s ambition to rule the empire, another civil war broke out. In 31 BC one of the largest naval battles in the ancient world took place—more than 600 ships, almost 200,000 men, and one woman—the Battle of Actium. Octavian prevailed over Antony and Cleopatra, who subsequently killed themselves. The Battle of Actium had great consequences for the empire. Had Antony and Cleopatra won, the empire’s capital might have moved from Rome to Alexandria, Cleopatra’s capital, and Latin might have become the empire’s second language after Greek, which was spoken throughout the eastern Mediterranean, including Egypt. In this “superbly recounted” (The National Review) history, Barry Strauss, ancient history authority, describes this consequential battle with the drama and expertise that it deserves. The War That Made the Roman Empire is essential history that features three of the greatest figures of the ancient world.

In this lively and provocative book, Erica De Bruin looks at the threats that rulers face from their own armed forces. Can they make their regimes impervious to coups? How to Prevent Coups d'État shows that how leaders organize their coercive institutions has a profound effect on the survival of their regimes. When rulers use presidential guards, militarized police, and militia to counterbalance the regular military, efforts to oust them from power via coups d'état are less likely to succeed. Even as counterbalancing helps to prevent successful interventions, however, the resentment that it generates within the regular military can provoke new coup attempts. And because counterbalancing changes how soldiers and police perceive the costs and benefits of a successful overthrow, it can create incentives for protracted fighting that result in the escalation of a coup into full-blown civil war. Drawing on an original dataset of state security forces in 110 countries over a span of fifty years, as well as case studies of coup attempts in Asia, Africa, Latin America, and the Middle East, De Bruin sheds light on how counterbalancing affects regime survival. Understanding the dynamics of counterbalancing, she shows, can help analysts predict when coups will occur, whether they will succeed, and how violent they are likely to be. The arguments and evidence in this book suggest that while counterbalancing may prevent successful coups, it is a risky strategy to pursue—and one that may weaken regimes in the long term.

In their history of Cornell since 1940, Glenn C. Altschuler and Isaac Kramnick examine the institution in the context of the emergence of the modern research university. The book examines Cornell during the Cold War, the civil rights movement, Vietnam, antiapartheid protests, the ups and downs of varsity athletics, the women's movement, the opening of relations with China, and the creation of Cornell NYC Tech. It relates profound, fascinating, and little-known incidents involving the faculty, administration, and student life, connecting them to the "Cornell idea" of freedom and responsibility. The authors had access to all existing papers of the presidents of Cornell, which deeply informs their respectful but unvarnished portrait of the university. Institutions, like individuals, develop narratives about themselves. Cornell constructed its sense of self, of how it was special and different, on the eve of World War II, when America defended democracy from fascist dictatorship. Cornell’s fifth president, Edmund Ezra Day, and Carl Becker, its preeminent historian, discerned what they called a Cornell "soul," a Cornell "character," a Cornell "personality," a Cornell "tradition"—and they called it "freedom." "The Cornell idea" was tested and contested in Cornell’s second seventy-five years. Cornellians used the ideals of freedom and responsibility as weapons for change—and justifications for retaining the status quo; to protect academic freedom—and to rein in radical professors; to end in loco parentis and parietal rules, to preempt panty raids, pornography, and pot parties, and to reintroduce regulations to protect and promote the physical and emotional well-being of students; to add nanofabrication, entrepreneurship, and genomics to the curriculum—and to require language courses, freshmen writing, and physical education. In the name of freedom (and responsibility), black students occupied Willard Straight Hall, the anti–Vietnam War SDS took over the Engineering Library, proponents of divestment from South Africa built campus shantytowns, and Latinos seized Day Hall. In the name of responsibility (and freedom), the university reclaimed them. The history of Cornell since World War II, Altschuler and Kramnick believe, is in large part a set of variations on the narrative of freedom and its partner, responsibility, the obligation to others and to one’s self to do what is right and useful, with a principled commitment to the Cornell community—and to the world outside the Eddy Street gate.

"The United States Code is the official codification of the general and permanent laws of the United States of America. The Code was first published in 1926, and a new edition of the code has been published every six years since 1934. The 2012 edition of the Code incorporates laws enacted through the One Hundred Twelfth Congress, Second Session, the last of which was signed by the President on January 15, 2013. It does not include laws of the One Hundred Thirteenth Congress, First Session, enacted between January 2, 2013, the date it convened, and January 15, 2013. By statutory authority this edition may be cited "U.S.C. 2012 ed." As adopted in 1926, the Code established prima facie the general and permanent laws of the United States. The underlying statutes reprinted in the Code remained in effect and controlled over the Code in case of any discrepancy. In 1947, Congress began enacting individual titles of the Code into positive law. When a title is enacted into positive law, the underlying statutes are repealed and the title then becomes legal evidence of the law. Currently, 26 of the 51 titles in the Code have been so enacted. These are identified in the table of titles near the beginning of each volume. The Law Revision Counsel of the House of Representatives continues to prepare legislation pursuant to 2 U.S.C. 285b to enact the remainder of the Code, on a title-by-title basis, into positive law. The 2012 edition of the Code was prepared and published under the supervision of Ralph V. Seep, Law Revision Counsel. Grateful acknowledgment is made of the contributions by all who helped in this work, particularly the staffs of the Office of the Law Revision Counsel and the Government Printing Office"--Preface.

In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission.In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg's compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.