This book consists of an easy-to-follow plan designed to guide and assist parents in nurturing and developing pre-reading/pre-literacy skills needed to learn how to read. Parents/caregivers begin their journey by examining and exploring why some children have difficulty learning to read. It is also noted the role they can play in preparing their children for the learning to read process at home. They are guided through the development of pre-reading milestones and behavior characteristics of young children. Additionally, parents/caregivers complete a self-assessment to determine their thoughts about learning which is important in setting up a creative and vibrant learning environment for their home. Before addressing the four components of the reading process, parents/caregivers are guided in setting the stage for learning to reading their home by establishing a print rich environment.

This book consists of an easy-to-follow plan designed to guide and assist parents in nurturing and developing pre-reading/pre-literacy skills needed to learn how to read. Parents/caregivers begin their journey by examining and exploring why some children have difficulty learning to read. It is also noted the role they can play in preparing their children for the learning to read process at home. They are guided through the development of pre-reading milestones and behavior characteristics of young children. Additionally, parents/caregivers complete a self-assessment to determine their thoughts about learning which is important in setting up a creative and vibrant learning environment for their home. Before addressing the four components of the reading process, parents/caregivers are guided in setting the stage for learning to reading their home by establishing a print rich environment.

This book presents current and aspiring school leaders with strategies, techniques, and recommended tips used by effective school administrators. It also shares selected principles and strategies used that assisted school leaders in maintaining their roles as effective instructional leaders and change agents for their schools. School leaders gain information and techniques they make use to increase their knowledge and skill based from veteran administrators who have been able to stay the course as they encounter challenges and changes faced throughout their career as school leaders.

This book presents current and aspiring school leaders with strategies, techniques, and recommended tips used by effective school administrators. It also shares selected principles and strategies used that assisted school leaders in maintaining their roles as effective instructional leaders and change agents for their schools. School leaders gain information and techniques they make use to increase their knowledge and skill based from veteran administrators who have been able to stay the course as they encounter challenges and changes faced throughout their career as school leaders.

Interdisciplinary overview of American Jewish life post-Holocaust. The 1950s and early 1960s have not traditionally been viewed as a particularly creative era in American Jewish life. On the contrary, these years have been painted as a period of inactivity and Americanization. As if exhausted by the traumas of World War II, the American Jewish community took a rest until suddenly reawakened by the 1967 Six-Day War and its implications for world Jewry. Recent scholarship, however, has demonstrated that previous assumptions about the early silence of American Jewry with regard to the Holocaust were exaggerated. And while historians have expanded their borders and definitions to encompass the postwar decades, scholars from other disciplines have been paying increasing attention to the unique literary, photographic, artistic, dramatic, political, and other cultural creations of this period and the ways in which they hearken back to not only the Holocaust itself but also to images of prewar Eastern Europe. Reconstructing the Old Country: American Jewry in the Post-Holocaust Decades brings together scholars of literature, art, history, ethnography, and related fields to examine how the American Jewish community in the post-Holocaust era was shaped by its encounter with literary relics, living refugees, and other cultural productions which grew out of an encounter with Eastern European Jewish life from the pre-Holocaust era.

The Learning House provides parents, home-schoolers, and daycare/preschool providers with ideas designed to develop reading and mathematic readiness skills utilizing rooms in a house. Ordinary rooms are converted into vibrant, exciting, realistic learning laboratories for three to seven year-old children. Additionally, with the guidance of the author, daily mundane household chores gain a new purpose-reinforcing skills and fostering intellectual development of children. Features: Simple and easy-to-do activities with easy-to-follow directions and instructions, Interesting homemade games, Diagrams and patterns as guides and additional resources, Suggested neighborhood/community trips to enhance the home experiences and broaden the learning laboratory. Parents are encouraged to continue to be their child's first teacher. Sapp's book helps parents, childcare providers, and home-schoolers tap into the natural curiosity and creativity of children as they develop intellectually.

This book constitutes a timely contribution to the existing literature by presenting a relatively comprehensive, neurobiological account of certain aspects of second language acquisition. It represents the collaborative efforts of members of the Neurobiology of Language Research Group in the Applied Linguistics and TESL Department at UCLA. Members of the group are trained in neurobiology and then use this knowledge to develop biological accounts of various aspects of applied linguistics.
The volume avoids the corticocentric bias that characterizes many brain-language publications--both cortical and subcortical structures receive their appropriate attention. In addition, it demonstrates that enough is presently known about the brain to inform our conceptualizations of how humans acquire second languages, thus, it provides a refreshingly novel, highly integrative contribution to the (second) language acquisition literature.
The goal of the research program was based on the need to drawmore links between the neurobiological mechanisms and second language acquisition. As such, the book promotes a neurobiology of language that starts with the brain and moves to behavior. The fundamental insights presented should guide second language acquisition researchers for years to come.

This book presents a journey into how language is put together for speaking and understanding and how it can come apart when there is injury to the brain. The goal is to provide a window into language and the brain through the lens of aphasia, a speech and language disorder resulting from brain injury in adults. This book answers the question of how the brain analyzes the pieces of language, its sounds, words, meaning, and ultimately puts them together into a unitary whole. While its major focus is on clinical, experimental, and theoretical approaches to language deficits in aphasia, it integrates this work with recent technological advances in neuroimaging to provide a state-of-the-art portrayal of language and brain function. It also shows how current computational models that share properties with those of neurons allow for a common framework to explain how the brain processes language and its parts and how it breaks down according to these principles. Consideration will also be given to whether language can recover after brain injury or when areas of the brain recruited for speaking, understanding, or reading are deprived of input, as seen with people who are deaf or blind. No prior knowledge of linguistics, psychology, computer science, or neuroscience is assumed. The informal style of this book makes it accessible to anyone with an interest in the complexity and beauty of language and who wants to understand how it is put together, how it comes apart, and how language maps on to the brain.

Salvage Poetics: Post-Holocaust American Jewish Folk Ethnographies explores how American Jewish post-Holocaust writers, scholars, and editors adapted pre-Holocaust works, such as Yiddish fiction and documentary photography, for popular consumption by American Jews in the post-Holocaust decades. These texts, Jelen argues, served to help clarify the role of East European Jewish identity in the construction of a post-Holocaust American one. In her analysis of a variety of "hybrid" texts-those that exist on the border between ethnography and art-Jelen traces the gradual shift from verbal to visual Jewish literacy among Jewish Americans after the Holocaust. S. Ansky's ethnographic expedition (1912-1914) and Martin Buber's adaptation and compilation of Hasidic tales (1906-1935) are presented as a means of contextualizing the role of an ethnographic consciousness in modern Jewish experience and the way in which literary adaptations and mediations create opportunities for the creation of folk ethnographic hybrid texts. Salvage Poetics looks at classical texts of the American Jewish experience in the second half of the twentieth century, such as Maurice Samuel's The World of Sholem Aleichem (1944), Abraham Joshua Heschel's The Earth Is the Lord's (1950), Elizabeth Herzog and Mark Zborowski's Life Is with People (1952), Lucy Dawidowicz's The Golden Tradition (1967), and Roman Vishniac's A Vanished World (1983), alongside other texts that consider the symbiotic relationship between pre-Holocaust aesthetic artifacts and their postwar reframings and reconsiderations. Salvage Poetics is particularly attentive to how literary scholars deploy the notion of "ethnography" in their readings of literature in languages and/or cultures that are considered "dead" or "dying" and how their definition of an "ethnographic" literary text speaks to and enhance the scientific discipline of ethnography. This book makes a fresh contribution to the fields of American Jewish cultural and literary studies and art history.

This book constitutes a timely contribution to the existing literature by presenting a relatively comprehensive, neurobiological account of certain aspects of second language acquisition. It represents the collaborative efforts of members of the Neurobiology of Language Research Group in the Applied Linguistics and TESL Department at UCLA. Members of the group are trained in neurobiology and then use this knowledge to develop biological accounts of various aspects of applied linguistics.
The volume avoids the corticocentric bias that characterizes many brain-language publications--both cortical and subcortical structures receive their appropriate attention. In addition, it demonstrates that enough is presently known about the brain to inform our conceptualizations of how humans acquire second languages, thus, it provides a refreshingly novel, highly integrative contribution to the (second) language acquisition literature.
The goal of the research program was based on the need to drawmore links between the neurobiological mechanisms and second language acquisition. As such, the book promotes a neurobiology of language that starts with the brain and moves to behavior. The fundamental insights presented should guide second language acquisition researchers for years to come.

This book presents a journey into how language is put together for speaking and understanding and how it can come apart when there is injury to the brain. The goal is to provide a window into language and the brain through the lens of aphasia, a speech and language disorder resulting from brain injury in adults. This book answers the question of how the brain analyzes the pieces of language, its sounds, words, meaning, and ultimately puts them together into a unitary whole.  While its major focus is on clinical, experimental, and theoretical approaches to language deficits in aphasia, it integrates this work with recent technological advances in neuroimaging to provide a state-of-the-art portrayal of language and brain function. It also shows how current computational models that share properties with those of neurons allow for a common framework to explain how the brain processes language and its parts and how it breaks down according to these principles. Consideration will also be given to whether language can recover after brain injury or when areas of the brain recruited for speaking, understanding, or reading are deprived of input, as seen with people who are deaf or blind. No prior knowledge of linguistics, psychology, computer science, or neuroscience is assumed. The informal style of this book makes it accessible to anyone with an interest in the complexity and beauty of language and who wants to understand how it is put together, how it comes apart, and how language maps on to the brain.

This handbook is a guide and recourse of strategies, tips, and how-to-do's for parents/caregivers, teachers, and school leaders. The author provides topics in the handbook that addresses parent involvement/engagement and its effect on academic achievement and school success, the benefits of parent involve/engagement and its impact, role of parents with their child's/children's education, a listing of selected easy-to-do games and instructional activities to develop and nurture self-esteem, self-confidence, resilience, and perseverance (Power Tools) to ensure school and life success. This book has tips/recommendations for not only parents/caregivers, but also for teachers and school leaders. When the home, school, and community form a viable partnership, all youth thrive and reach their potential. As an added feature of the handbook, includes brief explanations of the roles of key school personnel, general school policies, procedures, and regulations to demystify schooling to minimize misperceptions and increase positive relationships. Additionally, although the handbook is a resource all parents/caregivers in general, a chapter is included and devoted to the parents/caregivers of special needs children and discusses/shares strategies for maximizing the effectiveness of Individualized Education Program ( I.E.P.) meetings. There are also suggestions and recommendations for teachers and school leaders to participate as viable members of I.E.P. team members.

Emotion dysregulation, which is often defined as the inability to modulate strong negative affective states including impulsivity, anger, fear, sadness, and anxiety, is observed in nearly all psychiatric disorders. These include internalizing disorders such as panic disorder and major depression, externalizing disorders such as conduct disorder and antisocial personality disorder, and various others including schizophrenia, autism, and borderline personality disorder. Among many affected individuals, precursors to emotion dysregulation appear early in development, and often predate the emergence of diagnosable psychopathology. The Oxford Handbook of Emotion Dysregulation brings together experts whose work cuts across levels of analysis, including neurobiological, cognitive, and social, in studying emotion dysregulation. Contributing authors describe how early environmental risk exposures shape emotion dysregulation, how emotion dysregulation manifests in various forms of mental illness, and how emotion dysregulation is most effectively assessed and treated. Conceptualizing emotion dysregulation as a core vulnerability to psychopathology is consistent with modern transdiagnostic approaches to diagnosis and treatment, including the Research Domain Criteria and the Unified Protocol, respectively. This handbook is the first text to assemble a highly accomplished group of authors to address conceptual issues in emotion dysregulation research, define the emotion dysregulation construct across levels of cognition, behavior, and social dynamics, describe cutting edge assessment techniques at neural, psychophysiological, and behavioral levels of analysis, and present contemporary treatment strategies.

Is there such a thing as a distinctive Jewish literature? While definitions have been offered, none has been universally accepted. Modern Jewish literature lacks the basic markers of national literatures: it has neither a common geography nor a shared language-though works in Hebrew or Yiddish are almost certainly included-and the field is so diverse that it cannot be contained within the bounds of one literary category. Each of the fifteen essays collected in Modern Jewish Literatures takes on the above question by describing a movement across boundaries-between languages, cultures, genres, or spaces. Works in Hebrew and Yiddish are amply represented, but works in English, French, German, Italian, Ladino, and Russian are also considered. Topics range from the poetry of the Israeli nationalist Natan Alterman to the Russian poet Osip Mandelstam; from turn-of-the-century Ottoman Jewish journalism to wire-recorded Holocaust testimonies; from the intellectual salons of late eighteenth-century Berlin to the shelves of a Jewish bookstore in twentieth-century Los Angeles. The literary world described in Modern Jewish Literatures is demarcated chronologically by the Enlightenment, the Haskalah, and the French Revolution, on one end, and the fiftieth anniversary of the State of Israel on the other. The particular terms of the encounter between a Jewish past and present for modern Jews has varied greatly, by continent, country, or village, by language, and by social standing, among other things. What unites the subjects of these studies is not a common ethnic, religious, or cultural history but rather a shared endeavor to use literary production and writing in general as the laboratory in which to explore and represent Jewish experience in the modern world.

The fiction of Nobel Laureate Shmuel Yosef Agnon is the foundation of the array of scholarly essays as seen through the career of Alan Mintz, visionary scholar and professor of Jewish literature at the Jewish Theological Seminary of America. Mintz introduced Agnon's posthumously published Ir Umeloah (A City in Its Fullness)—a series of linked stories set in the 17th century and focused on Agnon's hometown, Buczacz, a town in what is currently western Ukraine—to an English reading audience, and argued that Agnon's unique treatment of Buczacz in A City in its Fullness, navigating the sometimes tenuous boundary of the modernist and the mythical, was a full-throated, self-conscious literary response to the Holocaust. This volume is an extension of a memorial dedicated to Mintz's memory (who died suddenly in 2017) which combines selections of Alan's work from the beginning, middle and end of his career, with autobiographical tributes from older and younger scholars alike. The essays dealing with Agnon and Buczacz remember the career of Alan Mintz and his contribution to the world of Jewish studies and within the world of Jewish communal life.

"Most long poems contain lyric occasions. Here is an amazingly sustained lyric that contains traces of other commodities." -Robert Kroetsch Sheila Murphy and Douglas Barbour extend their singular poetic vision of that elusive third I/eye in Continuations 2. The new lyric voice sustained (within) these labyrinthine verses does so by virtue of its authors' pitch-perfect collaborative process. For ten years they have kept their song alive via email, pulsing jazz-like variations and haunting repetitions back and forth from Arizona to Alberta, all the while adhering to that taut stanza of six lines. Readers who admire Barbour and Murphy's past innovations, or any poetry that gracefully exceeds its reach, will enjoy Continuations 2.

This textbook has been carefully designed to provide a thorough introduction to the study of speech. It assumes no technical background, and students from the wide variety of disciplines contributing to this new and exciting field will find the exposition always accessible. Each chapter progresses from simple examples to more detailed discussions of recent primary research and concludes with problem sets which student's will find interesting and enlightening. All the topics that are essential for a basic understanding of the field are covered - the physiological, biological, and neurological bases of speech; the physics of sound; the source-filter theory of speech production; and the principles underlying electrical and computer models of speech production. All students, whatever their area of special interest speech therapy, phonological theory, psycholinguistics. neurolinguistics, anthropology, etc. - will discover in this text the challenge and fascination of the scientific study of speech. The authors undoubtedly succeed in their explicit aim: not only, to prepare students to evaluate critically the latest research, but also to encourage them to undertake their own research projects.

Through thoughtful analysis of twentieth- and twenty-first-century Israeli literature, Israeli Salvage Poetics interrogates the concept of the "negation of the diaspora" as addressed in Hebrew-language literature authored by well-known and lesser-known Israeli authors from the eve of the Holocaust to the present day. Author Sheila E. Jelen considers the way that Israeli writers from eastern Europe or of eastern European descent incorporate pre-Holocaust eastern European culture into their own sense of Israeliness or Jewishness. Many Israelis interested in their eastern European legacy live with an awareness of their own nation's role in the repression of that legacy, from the elevation of Hebrew over Yiddish to the ridicule and resentment directed at culture, text, and folk traditions from eastern Europe. To right the wrongs of the past and reconcile this conflict of identity, the Israeli authors discussed in this book engage in what Jelen calls "salvage poetics": they read Yiddish literature, travel to eastern Europe, and write of their personal and generational relationships with Ashkenazi culture. Israeli literary representations of eastern European Jewry strive, sometimes successfully, to recuperate eastern European Jewish pre-Holocaust culture for the edification of an audience that might feel responsible for the silencing and extinction of that culture.

This volume explores how American Jewish post-Holocaust writers, scholars, and editors adapted pre-Holocaust works, such as Yiddish fiction and documentary photography, for popular consumption by American Jews in the post-Holocaust decades. These texts, Jelen argues, served to help clarify the role of East European Jewish identity in the construction of a post-Holocaust American one. In her analysis of a variety of "hybrid" texts—those that exist on the border between ethnography and art—Jelen traces the gradual shift from verbal to visual Jewish literacy among Jewish Americans after the Holocaust. S. Ansky's ethnographic expedition (1912–1914) and Martin Buber's adaptation and compilation of Hasidic tales (1906–1935) are presented as a means of contextualizing the role of an ethnographic consciousness in modern Jewish experience and the way in which literary adaptations and mediations create opportunities for the creation of folk ethnographic hybrid texts. Salvage Poetics looks at classical texts of the American Jewish experience in the second half of the twentieth century, such as Maurice Samuel's The World of Sholem Aleichem (1944), Abraham Joshua Heschel's The Earth Is the Lord's (1950), Elizabeth Herzog and Mark Zborowski's Life Is with People (1952), Lucy Dawidowicz's The Golden Tradition (1967), and Roman Vishniac's A Vanished World (1983), alongside other texts that consider the symbiotic relationship between pre-Holocaust aesthetic artifacts and their postwar reframings and reconsiderations. Salvage Poetics is particularly attentive to how literary scholars deploy the notion of "ethnography" in their readings of literature in languages and/or cultures that are considered "dead" or "dying" and how their definition of an "ethnographic" literary text speaks to and enhance the scientific discipline of ethnography. This book makes a fresh contribution to the fields of American Jewish cultural and literary studies and art history.

"The strength of this book is in its quick-change artistry, the sensation of flux that is continuous, and capable at any moment of erupting into epiphany or surprise." Roo Borson Across great distances and a panorama shaped by words, poets Douglas Barbour and Sheila Murphy began writing in collaboration. Tapped to technology's dance across paper, with thoughts like bright colours coursing across screens, Continuations emerged as the product of a new creator, a "third individual," who writes differently from either poet. Words shapeshifted and poets transformed, Continuations is an intriguing addition to the growing field of collaborative poetry in North American literature.

Important ecclesiastical documents have stressed the urgency of world hunger and put in the foreground its natural and historical causes, from famine to global austerity measures and welfare. These concerns have not always affected the way the biblical texts themselves have been read, however. Here, inspired by calls, from Dorothee Solle and Kathleen O'Connor, biblical scholars apply a "hermeneutics of hunger" to the Bible, taking readings of texts from the Old and New Testaments alike on the premise that human hunger and want are urgent concerns that rightly shape the work of interpretation. Too often, however, as the authors show, biblical texts--like Jesus' well known words that humans do not live "by bread alone"--have been used to marginalize such concerns within religious communities. Their essays here explore the dynamics of hunger and its causation in ancient Israel and the Greco-Roman world and challenge readers to take seriously the centrality of hunger concerns in the Bible.