While we are all familiar with the lives of prominent Black civil rights leaders, few of us have a sense of what is entailed in developing a White anti-racist identity. Few of us can name the White activists who joined the struggle against discrimination, let alone understand the complexities, stresses and contradictions of doing this work while benefiting from the privileges they enjoyed as Whites. This book fills that gap by vividly presenting, in their own words, the personal stories, experiences and reflections of seventeen prominent White anti-racists. They recount the circumstances that led them to undertake this work, describe key moments and insights along their journeys, and frankly admit their continuing lapses and mistakes. They make it clear that confronting oppression (including their own prejudices) - whether about race, sexual orientation, ability or other differences - is a lifelong process of learning. The chapters in this book are full of inspirational and lesson-rich stories about the expanding awareness of white social justice advocates and activists who grappled with their White privilege and their early socialization and decided to work against structural injustice and personal prejudice. The authors are also self-critical, questioning their motivations and commitments, and acknowledging that - as Whites and possessors of other privileged identities - they continue to benefit from White privilege even as they work against it. This is an eye-opening book for anyone who wants to understand what it means to be White and the reality of what is involved in becoming a White anti-racist and social justice advocate; is interested in the paths taken by those who have gone before; and wants to engage reflectively and critically in this difficult and important work.

A considerable amount of information on the retinal morphology in fishes has been accumulating during the past century. Among the vertebrates, fishes are a highly successful group, both in number of species and in the adaptive radiation of forms. For instance, 415 teleost families are now recognised (GREENWOOD, ROSEN, WEITZMANN and MYERS, 1966), and the 20,000 odd fish species mentioned in text-books have been by far out numbered. The fish retina also shows considerable variations, in conformity with the extreme morphological diversification reached by piscine forms, in colonising all conceivable aquatic habitats and developing a wide spectrum of life habits. We intend to illustrate this in the present Atlas, a collection of short texts and photomicrographs of the retina from about one hundred fish families. This Atlas is intended also to fulfil other purposes. One of them is to present in a phylogenetic order the rather scattered data on fish retinal structure, with appropriate illustrative material; another is to assist the visual physiologist or biochemist in his search for a retina with particular morpholog ical features compatible with his specific requirements. In other words, what we aim at is a ready pool of information for laymen, students, and specialists of varied interests. The material used for this Atlas comes from various sources."

Researchers and practitioners are, for the most part, in agreement that the greatest instructional gaps exist between white, female teachers and their black, male students. Achievement data consistently reveal that black boys are underperforming in the nation's schools. The Guide for White Women Who Teach Black Boys requires the reader to work through activities that may challenge them, ask them to honestly reflect on who they are and where they come from. By engaging in personal and professional introspective work, this guide takes the reader through works by experts, stories by educators and students, and videos that will help personalize the educational lives of black boys and their white teachers.

While we are all familiar with the lives of prominent Black civil rights leaders, few of us have a sense of what is entailed in developing a White anti-racist identity. Few of us can name the White activists who joined the struggle against discrimination, let alone understand the complexities, stresses and contradictions of doing this work while benefiting from the privileges they enjoyed as Whites. This book fills that gap by vividly presenting, in their own words, the personal stories, experiences and reflections of seventeen prominent White anti-racists. They recount the circumstances that led them to undertake this work, describe key moments and insights along their journeys, and frankly admit their continuing lapses and mistakes. They make it clear that confronting oppression (including their own prejudices) – whether about race, sexual orientation, ability or other differences – is a lifelong process of learning. The chapters in this book are full of inspirational and lesson-rich stories about the expanding awareness of white social justice advocates and activists who grappled with their White privilege and their early socialization and decided to work against structural injustice and personal prejudice. The authors are also self-critical, questioning their motivations and commitments, and acknowledging that – as Whites and possessors of other privileged identities – they continue to benefit from White privilege even as they work against it. This is an eye-opening book for anyone who wants to understand what it means to be White and the reality of what is involved in becoming a White anti-racist and social justice advocate; is interested in the paths taken by those who have gone before; and wants to engage reflectively and critically in this difficult and important work.

Exploring the relationship between ASD and mental health difficulties, this book offers practical guidance to help parents and professionals recognise and handle co-morbid conditions, and dispels the myth that they are just a part of autism. The authors cover a wide range of common mental health problems experienced by children with ASD, including Obsessive Compulsive Disorder (OCD), anxiety, ADHD, eating disorders, psychosis, stress, tics and depression, and illustrate these issues with case studies. They also provide vital advice in an accessible format and suggest strategies to ease the difficulties which arise from these co-morbid conditions. This book is essential reading for professionals working with children on the autism spectrum and is an accessible and practical resource for parents and carers.

In Sufism, the student/Teacher relationship is based on spiritual love. The first vibration of love is the time when we see the inner light reflected in the mirror of the heart. If the student waits patiently, then he or she can discover the face of his or her reality. The mirror of the heart gradually becomes polished through balance and purification. The polished mirror of the student's heart then reflects the energy of Divine illumination provided by the Teacher. This book is a sharing of the heart to heart wisdom of Sufi Grace between Teacher and student. When we witness Divine love within the heart we open to the wisdom of Unity. The treasure of this journey of love is revealed within the pages of this book. COLLECTION CONTRIBUTORS: Dr. Arife Ellen Hammerle, Safa Ali Michael Newman, and Dr. Amineh Amelia Pryor.