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.

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.

Ebenezer Howard's To-Morrow is deservedly the most famous publication in the history of town planning. Originally published in 1898 and repeatedly thereafter, it sparked the garden city movement across the world, and fundamentally changed the terms of debate in urban planning.

This new paperback facsimile of the original version of Howard's work includes a detailed commentary by three leading commentators and reproduces in full colour all the material subsequently left out and lost to posterity. This is an invaluable insight into the originality and breadth of Howard's vision, and demonstrates the full extent of his inspiration of future generations of town planners.

Bringing the Internet to School presents the results of one of the first comprehensive studies of Internet-implementation in K-12 schools. Based on the information gleaned from this groundbreaking study, two experts in the field of high-technology and schools, Janet Ward Schofield and Ann Locke Davidson, examine the myriad issues that arise when the Internet is introduced into the classroom. This important book reveals the positive and negative consequences that Internet use has on classroom equity, academics, and social life. For example, while Internet access often changes student-teacher roles and relationships in positive ways and gives students new, exciting, and useful source for information and feedback, it also provides students with a tempting distraction from their studies and can exacerbate inequities in the classroom. Throughout the book, the authors illuminate the ways in which the existing culture and structure of schools shape Internet use, the ways students' and teachers' experiences are affected by it, and the technical and systemic challenges involved in bringing the Internet to schools.