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.

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.

• Concretely addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools • Provides realistic access and insight into the professional lives of novice teachers in ways that invite preservice and other novice teachers to reflect on the complexities of classroom engagement • Unpacks tension between the standardization of education and the advocates for pedagogy that supports individual inquiries and dialogues within literacy classrooms • Demonstrates methods for prospective and novice ELA and English teachers to “wobble,” or enact inquiry-based or dialogic pedagogy in the context of structured and inflexible schooling systems.

An intelligent machine built to study methods of social warfare struggles to understand and communicate the lived experience of race In a narrative full of social significance and poetically decorated with monks, vampires, and mythical statistics, Race in the Machine presents a world where the stories we use to explain race all simultaneously exist, within and around us, dictating our interactions and innermost beliefs. The nameless protagonist, an enigmatic social mechanic at Nearbay Institute, living in a population of socially connected intelligent machines, encounters a simple query in the context of an introductory lecture: "What exactly is race? And what is it in the context of the social machine?" This prompt guides the protagonist along a twisting intellectual tale surrounding a series of experiments which explore: How many racists does it take to create systems of inequality? What role do non-racists actors play in upholding them? How is bias learned? How does it spread? The narrator develops a distinct understanding of race through the figurative bending of time, dreams of a "race code" and by confronting a series of mysterious communications that remain just outside comprehension. Over the course of this journey, the answers to important questions about racial inequality quietly emerge for the protagonist. Scholarly encounters with both antagonistic colleagues and unexpected allies, culminate when the hero is forced to reach a devastating conclusion about themself and the world. Stirring and luminous, Race in the Machine deftly oscillates between the allegorically simplified and the impossibly complex to weave an utterly unique and nuanced portrait of race in the modern world.

There is a relatively high use of complementary and alternative medicine (CAM), especially dietary supplements, among people with multiple sclerosis (MS). Health professionals with CAM information can improve the quality of patient care by guiding patients away from possibly harmful therapies and, if appropriate, towards low-risk, possibly effective therapies.

"Dietary Supplements and Multiple Sclerosis" is meant to be referred to when people with MS ask a question about a particular dietary supplement. Supplements are arranged in alphabetical order under the most commonly used name. In addition, the index contains a listing of these common names as well as less common names that may be encountered. The main information about the supplements is written in a concise summary form that usually discusses only the MS relevance of the supplement.

The supplements selected for inclusion are those with specific MS relevance, such as those that are known to be used by people with MS, have claimed efficacy for slowing disease progression or relieving MS symptoms, interact with drugs commonly used to treat MS, and potentially worsen MS or its symptoms. Also, supplements are reviewed that are popular in the general population or are known to have serious adverse effects.

* Concretely addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools * Provides realistic access and insight into the professional lives of novice teachers in ways that invite preservice and other novice teachers to reflect on the complexities of classroom engagement * Unpacks tension between the standardization of education and the advocates for pedagogy that supports individual inquiries and dialogues within literacy classrooms * Demonstrates methods for prospective and novice ELA and English teachers to "wobble," or enact inquiry-based or dialogic pedagogy in the context of structured and inflexible schooling systems.