Contemporary concerns in mathematics education recognize that in the increasingly technological and globalized world, with concomitant change in population demographics (e.g. immigration, urbanization) and a change in the status of languages (e.g. English as a dominant language of science and technology) multilingualism in classrooms is a norm rather than an exception. Shifts in perspective also view language not simply as an instrument for cognition with all learners equipped with this instrument in service of learning, although clearly in the classroom that remains of importance. Rather, it is now also being acknowledged that language use is inherently political, so that the language that gets official recognition in the classroom is invariably the language of the powerful elite, or the dominant societal language, or in the case of post-colonial contexts the language of the colonisers. From this socio-political role of language in learning quite different issues arise for teaching, learning and curriculum for linguistically marginalized learners than that of cognition (e.g. immigrants, second language learners, other). Policies on language in education are being considered and re-considered with specific reference to mathematics teaching and learning. Given the policy environment, globally the proposed publication is timely. This edited collection draws on recent, emerging insights and understandings about the approaches to improving policy and practice in mathematics education and mathematics teacher education in multilingual settings. It presents, and discusses critically, examples of work from a range of contexts and uses these examples to draw out key issues for research in education in language diverse settings including teaching, learning, curriculum and fit these with appropriate policy and equity approaches. With contributions from all over the world, especially novice researchers in low income countries, this book is a valuable resource for courses in Mathematics Education and related social sciences both at the graduate and undergraduate levels, as well as for students of international development.

Liquid Crystal on Silicon (LCoS) has become one of the most widespread technologies for spatial light modulation in optics and photonics applications. These reflective microdisplays are composed of a high-performance silicon complementary metal oxide semiconductor (CMOS) backplane, which controls the light-modulating properties of the liquid crystal layer. State-of-the-art LCoS microdisplays may exhibit a very small pixel pitch (below 4 μm), a very large number of pixels (resolutions larger than 4K), and high fill factors (larger than 90%). They modulate illumination sources covering the UV, visible, and far IR. LCoS are used not only as displays but also as polarization, amplitude, and phase-only spatial light modulators, where they achieve full phase modulation. Due to their excellent modulating properties and high degree of flexibility, they are found in all sorts of spatial light modulation applications, such as in LCOS-based display systems for augmented and virtual reality, true holographic displays, digital holography, diffractive optical elements, superresolution optical systems, beam-steering devices, holographic optical traps, and quantum optical computing. In order to fulfil the requirements in this extensive range of applications, specific models and characterization techniques are proposed. These devices may exhibit a number of degradation effects such as interpixel cross-talk and fringing field, and time flicker, which may also depend on the analog or digital backplane of the corresponding LCoS device. The use of appropriate characterization and compensation techniques is then necessary.

On the surface, "Seventeen Syllables" is the story of Rosie and her preoccupation with adolescent life. Between the lines, however, lurks the tragedy of her mother, who is trapped in a marriage of desperation.