The definition and understanding of "terrorism" is in a state of unprecedented evolution. No longer are acts of terrorism rare and far-flung. Following the horrendous attacks on the World Trade Center and the Pentagon, U.S. citizens have had their eyes opened to a new world where this nightmare stalks the daily news and is never far from consciousness.

Attacking Terrorism brings together some of the world's finest experts, people who have made the study of this rising menace their life's work, to provide a comprehensive picture of the challenges and opportunities of the campaign against international terrorism. Part one, "The Nature of Terrorism," provides an overview and foundation for the current campaign, placing it within the political and historical context of previous threats and responses. Part two, "The Responses to Terrorism," looks at the range of policy instruments required in an effective strategy against terrorism.

The contributors to this volume bring finely honed analyses and nuanced perspectives to the terrorist realities of the twenty-first century—history, analyses, and perspectives that have been too often oversimplified or myopic. They bring a new depth of understanding and myriad new dimensions to the crisis of terrorism. And they reach into aspects of counterterrorism that broaden our grasp on such important tools as diplomacy, intelligence and counterintelligence, psycho-political means, international law, criminal law enforcement, military force, foreign aid, and homeland security, showing not only how these tools are currently being employed but how often they are being underutilized as well.

Attacking Terrorism demonstrates that there are no easy answers—and that the road toward victory will be long and arduous, frightening and dangerous—but as Audrey Kurth Cronin states in her introduction, "As the campaign against international terrorism unfolds, a crucial forward-looking process of strategic reassessment is under way in the United States, and this book is intended to be a part of it."

In addition to providing the full text, Uihlein and the contributors trace Ricker’s career and delve into his practice of teaching. Subject experts explore specific topics. Thomas Leslie surveys contemporary construction practices in Chicago. Tom F. Peters considers Ricker’s writings in the context of the time while Rachel Will looks at masonry know-how and testing. Donald Friedman examines the teaching of iron and steel construction.

An illuminating look at a field and a legacy, The Elements of Construction rediscovers a figure that shaped the teaching of architecture and trained a generation that forever changed Chicago.

Francis Wayland's The Elements of Moral Science, first published in 1835, was one of the most widely used and influential American textbooks of the nineteenth century. Direct and simple in its presentation, the book was more a didactic manual than a philosophic discussion of ethical problems. But because of its success, and because it set the tone and form for so much educational writing that was to follow, this first important American textbook in moral philosophy is now of great value as a document in the history of education.

The book grew naturally out of the lectures Wayland prepared for the senior course in moral philosophy he taught as President of Brown University beginning in 1827. Courses of this kind were common at the time. As an undergraduate at Union College, Wayland himself had taken one under President Eliphalet Nott, who was to become his lifelong supporter. Loosely organized, such courses gave the college president, most often interested in the training of character rather than in learning for its own sake, an opportunity to impress his personality and moral views on the seniors before turning them out in the world. Wayland's course at Brown, less rambling than many, was described by a former student as "one garden spot in the waste of the curriculum."

In his lectures and, finally, in his book, Wayland stood in opposition to the utilitarian ethics of the eighteenth century which based moral judgments on the consequences of men's acts. He held instead that conscience was a faculty directing man's actions in accordance with moral law. Wayland developed this idea in the first part of his book, called "Theoretical Ethics." In the second part, "Practical Ethics," he established three working principles: the eternal validity of moral law as revealed in the Scriptures, the right of private judgment in accordance with Protestant tradition, and the Jeffersonian republican limitation of the powers of government. These he then applied to moral practice, vindicating and validating the desirable virtues of justice, veracity, chastity, and benevolence.

One section of Wayland's otherwise inoffensive text turned out to be highly controversial. Under the heading "Personal Liberty" he discussed the question of slavery, coming at length to the conclusion that the duty of masters to slaves was to free them, while the duty of slaves to masters was to obey them and be faithful to them. In the climate of that time, his recommendation to leave action to the Christian conscience of the individual master was no more acceptable to the growing abolitionist sentiment of the North than to the defensive, proslavery feeling of the South. The Elements of Moral Science went on, nevertheless, to a long and popular life, going through several revisions (in which the slavery section was progressively altered) as well as translations, and selling 100,000 copies by the end of the century.

Francis Wayland (1796-1865), Mr. Blau writes, stands as 'a central figure in the first great movement for reform of education in the United States." Ordained first as a minister, he served as President of Brown from 1827 to 1855, advocating a wider, more liberal, more practical curriculum at a time when courses of study were still tightly bound to the classics. In politics anti-expansionist, and a pacifist by conviction, he bitterly opposed the Mexican War and the admission of Texas. His opposition to slavery gradually increased until, on the outbreak of the Civil War, he could write, "Can it be doubted on which side God will declare himself?... The best place to meet a difficulty is just where God puts it. If we dodge it, it will come in a worse place..."

This text reproduces the 1837 revision of The Elements of Moral Science. Minor variations from other editions are included as footnotes. Variant versions of longer passages are carried in full in appendices.

Why do some surprises delight—the endings of Agatha Christie novels, films like The Sixth Sense, the flash awareness that Pip’s benefactor is not (and never was!) Miss Havisham? Writing at the intersection of cognitive science and narrative pleasure, Vera Tobin explains how our brains conspire with stories to produce those revelatory plots that define a “well-made surprise.”

By tracing the prevalence of surprise endings in both literary fiction and popular literature and showing how they exploit our mental limits, Tobin upends two common beliefs. The first is cognitive science’s tendency to consider biases a form of moral weakness and failure. The second is certain critics’ presumption that surprise endings are mere shallow gimmicks. The latter is simply not true, and the former tells at best half the story. Tobin shows that building a good plot twist is a complex art that reflects a sophisticated understanding of the human mind.

Reading classic, popular, and obscure literature alongside the latest research in cognitive science, Tobin argues that a good surprise works by taking advantage of our mental limits. Elements of Surprise describes how cognitive biases, mental shortcuts, and quirks of memory conspire with stories to produce wondrous illusions, and also provides a sophisticated how-to guide for writers. In Tobin’s hands, the interactions of plot and cognition reveal the interdependencies of surprise, sympathy, and sense-making. The result is a new appreciation of the pleasures of being had.