Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

How do teachers "read" children's body language, and what are the consequences of these (mis)interpretations? Using Pierre Bourdieu's work in the construction of social class, together with Annette Lareau's work on how social class influences the child-rearing practices of parents, Henry argues that children raised in working-class homes come to elementary school with different, largely underappreciated, corporeal capacities. The middle-class corporeal practices of elementary school (hands to yourself, raise your hand to speak, stay in straight lines) require working-class children to adopt middle-class corporeal performances in order to demonstrate that they have achieved self-control, a significant mechanism by which some bodies are validated in society and vilified in others. Henry argues that curricula aimed at helping teachers teach poor children predisposes them to see poor children's corporeal performance from deeply classed positions that maintain cycles of social reproduction in schools rather than interrupting them.

2020 Foreword INDIES Book of the Year Awards Winner, Silver (Political and Social Sciences) Winner of the Montaigne Medal, awarded to "the most thought-provoking books" The first book to explore a shocking yet all-too-common type of wrongful conviction-one that locks away innocent people for crimes that never actually happened. Rodricus Crawford was convicted and sentenced to die for the murder by suffocation of his beautiful baby boy. After years on death row, evidence confirmed what Crawford had claimed all along: he was innocent, and his son had died from an undiagnosed illness. Crawford is not alone. A full one-third of all known exonerations stem from no-crime wrongful convictions. The first book to explore this common but previously undocumented type of wrongful conviction, Smoke but No Fire tells the heartbreaking stories of innocent people convicted of crimes that simply never happened. A suicide is mislabeled a homicide. An accidental fire is mislabeled an arson. Corrupt police plant drugs on an innocent suspect. A false allegation of assault is invented to resolve a custody dispute. With this book, former New York City public defender Jessica S. Henry sheds essential light on a deeply flawed criminal justice system that allows-even encourages-these convictions to regularly occur. Smoke but No Fire promises to be eye-opening reading for legal professionals, students, activists, and the general public alike as it grapples with the chilling reality that far too many innocent people spend real years behind bars for fictional crimes.

In The Future Conditional, Eric S. Henry brings twelve-years of expertise and research to offer a nuanced discussion of the globalization of the English language and the widespread effects it has had on Shenyang, the capital and largest city of China's northeast Liaoning Province. Adopting an ethnographic and linguistic perspective, Henry considers the personal connotations that English, has for Chinese people, beyond its role in the education system. Through research on how English is spoken, taught, and studied in China, Henry considers what the language itself means to Chinese speakers. How and why, he asks, has English become so deeply fascinating in contemporary China, simultaneously existing as a source of desire and anxiety? The answer, he suggests, is that English-speaking Chinese consider themselves distinctly separate from those who do not speak the language, the result of a cultural assumption that speaking English makes a person modern. Seeing language as a study that goes beyond the classroom, The Future Conditional assesses the emerging viewpoint that, for many citizens, speaking English in China has become a cultural need—and, more immediately, a realization of one's future.