For most of the postwar period, the destruction of European Jewry was not a salient part of American Jewish life, and was generally seen as irrelevant to non-Jewish Americans. Survivors and their families tended to keep to themselves, forming their own organizations, or they did their best to block out the past. Today, in contrast, the Holocaust is the subject of documentaries and Hollywood films, and is widely recognized as a universal moral touchstone. Reluctant Witnesses mixes memoir, history, and social analysis to tell the story of the rise of Holocaust consciousness in the United States from the perspective of survivors and their descendants. The public reckoning with the Holocaust, the book argues, was due to more than the passage of time. It took the coming of age of the "second generation" - who reached adulthood during the rise of feminism, the ethnic revival, and therapeutic culture - for survivors' families to reclaim their hidden histories. Inspired by the changed status of the victim in American society, the second generation coaxed their parents to share their losses with them, transforming private pains into public stories. Reluctant Witnesses documents how a group of people who had previously been unrecognized and misunderstood managed to find its voice. It tells this story in relation to the changing status of trauma and victimhood in American culture more generally. At a time when a sense of Holocaust fatigue seems to be setting in, and when the remaining survivors are at the end of their lives, it offers a reminder that the ability to speak openly about traumatic experiences had to be struggled for. By confronting traumatic memories and catastrophic histories, the book argues, we can make our world mean something beyond ourselves.

New research on children's executive functioning and self-regulation has begun to reveal important connections to their developing social understanding (or "theories of mind") and emotional competence. The exact nature of the relations between these aspects of children's social and emotional development is, however, far from being fully understood. Considerable disagreement has emerged, for instance, over the question of whether executive functioning facilitates social-emotional understanding, or vice versa. Recent studies linking the development of children's social understanding with aspects of their interpersonal relationships also raise concerns about the particular role that social interaction plays in the development of executive function. Three key questions currently drive this debate: Does social interaction play a role in the development of executive function or, more generally, self-regulation? If it does play a role, what forms of social interaction facilitate the development of executive function? Do different patterns of interpersonal experience differentially affect the development of self-regulation and social understanding? In this book, the contributors address these questions and explore other emerging theoretical and empirical links between self-regulation, social interaction, and children's psycho-social competence. It will be a valuable resource for student and professional researchers interested in executive function, emotion, and social development.

The emerald sheen illuminating the Sabbatarian burying ground, 8 Mile River's misty figures which emerge at the Devil's Hopyard, and flying demon skeletons on Charles Island these bizarre haunts are uniquely Connecticut. In the ghostly lore of the state, the ambient ramblings of the Leatherman still ring out in the caves of Harwinton's forests and the former residents of the Hale Homestead continue to roam the attic at night. Join authors and Paranormal United Research Founders, Thomas D'Agostino and his wife Arlene Nicholson, as they recount bone chilling mysteries from Putnam, Canton, New London and many more shadowy corners of the Nutmeg state.

New England is rich in history and mystery. Numerous sleepy little towns and farming communities distinguish the region's scenic tranquility. But not long ago, New Englanders lived in fear of spectral ghouls believed to rise from their graves and visit family members in the night to suck their lives away. Although the word "vampire" was never spoken, scores of families disinterred loved ones during the eighteenth and nineteenth centuries searching for telltale signs that one of them might be what is now referred to as the New England vampire.

A collection of six terrifying tales from the Nicktoons channel, featuring favourite characters such as SpongeBob Squarepants, the Rugrats, the Rocket Power gang, and the Wild Thornberrys.

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.

Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the 'mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.