"Because immigration is such a recurring-and divisive-topic in the United States, it is easy to assume that we understand what it means for an immigrant to live under the specter of surveillance and punishment. It is easy to assume, as many scholars and journalists do, that undocumented immigrants live on the run from the authorities, constantly fleeing to the margins of daily life, staying in the shadows beneath the eyes of the law. And yet, while it is certainly true that immigrants are constantly faced with mechanisms of surveillance that function as tools of societal exclusion, this only tells part of the story. As Asad L. Asad shows, many people with a sanctionable status cannot-and, in some cases, do not want to-evade surveilling institutions or the formal records they generate: evading the institutions that keep formal records is a luxury that most immigrants (especially those with children) cannot afford. In Engage and Evade, Asad uses a wealth of interviews and ethnographic observations collected in Dallas County, Texas, bolstered and contextualized by original analyses of national survey data, to explore whether, how, and why immigrants engage with surveilling institutions. Presenting the stories of immigrants living in mixed-status families in which at least two members of the household have different legal statuses, and focusing especially on the experiences of immigrant parents, Asad argues that engagement with such institutions stems as much from hope for societal inclusion as it does from fear of exclusion. By paying attention to the ways in which immigrants make sense of, pursue, and use the records that result from these engagements, Asad reveals a variety of ways these individuals reinforce or resist their sanctionable status through the state's own surveillance"--

A soldier obeys illegal orders, thinking them lawful. When should we excuse his misconduct as based in reasonable error? How can courts convincingly convict the soldier's superior officer when, after Nuremberg, criminal orders are expressed through winks and nods, hints and insinuations? Can our notions of the soldier's "due obedience," designed for the Roman legionnaire, be brought into closer harmony with current understandings of military conflict in the contemporary world? Mark J. Osiel answers these questions in light of new learning about atrocity and combat cohesion, as well as changes in warfare and the nature of military conflict. Sources of atrocity are far more varied than current law assumes, and such variations display consistent patterns. The law now generally requires that soldiers resolve all doubts about the legality of a superior's order in favor of obedience. It excuses compliance with an illegal order unless the illegality - as with flagrant atrocities - would be immediately obvious to anyone. But these criteria are often in conflict and at odds with the law's underlying principles and policies. Combat and peace operations now depend more on tactical imagination, self-discipline, and loyalty to immediate comrades than on immediate, unreflective adherence to the letter of superiors' orders, backed by threat of formal punishment. The objective of military law is to encourage deliberative judgment. This can be done, Osiel suggests, in ways that enhance the accountability of our military forces, in both peace operations and more traditional conflicts, while maintaining their effectiveness. Osiel seeks to "civilianize" military law while building on soldiers' own internal ideals of professional virtuousness. He returns to the ancient ideal of martial honor, reinterpreting it in light of new conditions, arguing that it should be implemented through realistic training in which legal counsel plays an enlarged role rather than by threat of legal prosecuti

A psychiatrist and neuroscientist describes fear and anxiety in our brain and body, and how it colors many aspects of a modern human’s life. In a way accessible to the public, he explains why we love to be scared, the link between bravery, meaning, aggression, creativity, and fear, as well as diseases of fear and anxiety, and how we manage them.

Long known as one of the greatest chess masters of the nineteenth century, William Steinitz is recognized as the first world champion. More exactly (and thanks to the efforts of the author of this book) he has been officially acknowledged as the first American world chess champion. Luckily for chess scholars, many letters and postcards survive written by Steinitz and his associates, friends and foes. After years of research, numerous personal contacts with people on three continents, and unflagging efforts to acquire any and all known letters to and from Steinitz, the author here presents in their own words a remarkable account of Steinitz and his contemporaries in the chess world of over a century ago. Notable personalities that write or are written about include Lasker, Pillsbury, Zukertort, Bird, Blackburne, Janowski, Tschigorin and Winawer. Each original letter, postcard, scrapbook item, newspaper or chess magazine article or other writing (including three lengthily-negotiated match play agreements) is described along with details of location, ownership, and circumstances of discovery. It is then printed, nearly always in full, in English (many translated from their original German by Landsberger). The author provides a running commentary on the letters and documents, which are generally chronological in arrangement, putting them in context and remarking the significance of certain points made in them. A biographical dictionary at the back of the book offers information about all the many figures who received, sent, or were mentioned in the documents or letters. Some of the games accompanying some of the letters are annotated by modern grandmaster Andy Soltis (Steinitz’s annotations and insights also accompany some). Each game is illustrated. Facsimiles of some of the letters are provided.

Committees are indispensable to the governance of higher education, yet there is seldom guidance to faculty and administrators on how committees should be conducted or how to maximize committee obligations. This is the first handbook on how both to manage committees and how to engage effectively as members to achieve departmental or broad institutional goals, and how participation valuably contributes to individual learning and advancement.Based on empirical research, organizational theory, and interviews with faculty and administrators, Dr. David Farris provides an informative and vivid examination of the dynamics of committee work, addresses the planning, conduct, roles, composition, and dispositions of members as well as the institutional context and structures in which they operate that are vital to organizational success.Committees are not just laboratories for implementing the vision of university leadership, developing solutions to institutional challenges, and refining organizational procedures; they are the proving ground for future leaders in higher education. How members perform in committees reflects our professionalism, aptitude, integrity, and character – all-important considerations given that we serve as ambassadors for our department, college, office, and colleagues.In offering guidance on good committee practices, a recurring theme of this book is that readers should critically evaluate individual performance and how it impacts others or the committee at large. Too often the locus of control is presumed to be reserved for the chairperson even though significant influence can be exercised through informal leadership, member dispositions, and leveraging social networks.In addition to reviewing the mechanism of committees, David Farris provides practical information regarding the functional application of committees (tactical, operational, or strategic), committee leadership and management, group dynamics that influence committee performance, and the importance of diversity and inclusive committee cultures to institutional performance. Throughout the book he identifies opportunities for faculty and administrators to reflect on their committee experiences, challenges readers to consider how to capitalize on committee experiences, and consider the various ways that committees shape institutional culture and performance.This book provides guidance on how to create committees that are conducive to fair, equitable, and engaging participative decision-making experiences to yield the best results and to promote enthusiasm for participation in committees, whether as chairs or committee members.