This study attempts to designate that some periapical and periodontal radiopacities can be caused by inflamed or necrotic pulps and periodontitis. An hypothesis is offered to explain the formation of a periapical sclerotic lesion. The increase in periapical bone density can often mask an occult granulomatous lesion and it can be obscured by inadvertently superimposing tori over apical radiolucencies. The increased reactive periapical sclerosis is not necessarily clue to an osteitis. This is especially true of dense trabecular bone patterns that are noted in cases of occlusal stress and in periodontitis. It is questionable whether the use of the terms condensing osteitis or sclerosing osteitis is appropriate. Endodontic or periodontic therapy in cases associated with increased bone density produce a normalization of the bone trabeculae. The lesions that do not respond to the specific treatment may be due to anatomic landmarks, increase in functional stimuli producing excessive bone production, local and systemic disorders. Diagnostic features of the radiopaque lesion are discussed.

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In this volume Brumfit provides a detailed, yet highly readable, analysis of many problems that at least partially arise from viewing language as a static code. He describes language as a dynamic force that interacts with other social forces and practices and as a process that is permeable, variable, and useful. He argues that the best way to teach, research, and plan language policy is to recognize and enhance the users' abilities to use language for their own permeable, variable, and unpredictable purposes.

Ridley addresses two developments in language teaching and SLA research. The first development is toward learner autonomy through self-reflection. None of her subjects reported learning a language in a classroom with a focus on learning strategies, though Ridley documents their individual preferred learning strategies with data from the beginning of the study. She then formulates her first hypothesis, “that individual learners have their own preferred lexical problem-solving strategies and patterns of reflective monitoring which are manifest when they speak and also write in the target language” (p. 20).