Theme for English A, B and E: An Anthology of Identity in Cape Town, South Africa

This collection of poetry from grade 11 students in Cape Town, South Africa seeks to explore self-identity in South African high school students. In reading through their personal work, one can identify four ways in which these students define themselves: using self-promotion, or a display of personal strength; self-doubt, or moments of vulnerability; self-exploration, or the literary journey students take to define and explore their lives; and self-definition through social issues, or the examining of important social issues in South Africa and how they play into the lives of students. This anthology and literary analysis explores life-defining issues that are unique to South African high school students using these four criteria and ponders the distinctness of these issues through poetry.

Ein Symposium der Forschung [Rezension] : Occident and Orient. Being Studies in Semitic Philology and Literature, Jewish History, Philosophy and Folklore in the widest sense. In Honour of Haham Dr. Gasters 80. Birthday ed. by Bruno Schindler and A. Marmorstein. Taylors Foreign Press, London 1937

-ss.

Na 1 Nachlass Max Horkheimer, 694 - "German Economy, Politics and Culture, 1900-1933", "The Collapse of German Democracy and the Expansion of National Socialism" (p. IX 168e - IX 169a)

"German Economy, Politics and Culture, 1900-1933. A Research Project of the International Institute of Social Research" (1940):; 1. Umriß des Forschungsprojekts: e)-g) Fassung vom 25.5.1940: e) Typoskript, 63 Blatt, f) Typoskript mit handschriftlichen Korrekturen, 61 Blatt, g) Typoskript, 61 Blatt, h)-k) "Introduction": h) Typoskript, 21 Blatt, i) Typoskript, 15 Blatt, k) D.V. Glass: Entwurf, Manuskript, 17 Blatt; 2. Kostenschätzung zum Forschungsprojekt. 1 Blatt; "The Collapse of German Democracy and the Expansion of National Socialism" (1940):; 1. Darstellung des Forschungsprojekts (15.9.1940), a) als Typoskript vervielfältigt, 70 Blatt;

Na 1 Nachlass Max Horkheimer, 695 - "The Collapse of German Democracy and the Expansion of National Socialism", "Cultural Aspects of National Socialism" u.a. (p. IX 169.1a - IX 170.1-4)

"The Collapse of German Democracy and the Expansion of National Socialism" (1940):; 1. Darstellung des Forschungsprojekts (15.9.1940), b. Typoskript mit handschriftlichen Korrekturen, 78 Blatt; 2. "Research work on recent trends in the history of ideas (parts of the Research project on the Collapse of German Democracy would be included)". Als Memorandum zur Eröffnung zur Eröffnung einer Zweigstelle des Instituts in Los Angeles (12.12.1940): a) Typoskript, 2 Blatt, b) Teilstück, Typoskript mit handschriftlichen Korrekturen, 1 Blatt, c) Teilstück, Typoskript mit handschriftlichen Korrekturen, 1 Blatt, d) Teilstück, Typoskript, 1 Blatt, e) Teilstück, Typoskript, 1 Blatt, f) Entwurf, Typoskript mit handschriftlichen Korrekturen und Manuskript, 3 Blatt; 3. University of California, Los Angeles: 2 Briefe (Abschrift) von Max Horkheimer, o.O., 1940, 2 Briefe (Abschrift) an Max Horkheimer, 1940, 2 Blatt; A.R.L. Gurland: "Survey of Structural Changes in the German Economy, 1933 to 1939. Technological Bases and Organizational Forms of the National Socialist Economic System". Typoskript mit handschriftlichen Korrekturen unter anderem von Theodor W. Adorno, 48 Blatt (formal nicht identisch mit "Technological Trends and Economic Structure under National Socialism", Studies in Philosophy and Social Science, Bd. IX, 1941, S. 226ff.); "Cultural Aspects of National Socialism. A Research Project" (1941):; 1. Institute of Social Research: Mitteilung über das Forschungsprojekt und das 'Supplementary Statement', Typoskript, englisch, 4 Blatt; 2. Supplementary Statement to the Research Project, a) Typoskript, 14.4.1941, 63 Blatt, b) Typoskript, 12.4.1941, mit handschriftlichen Korrekturen, 35 Blatt; 3. "Cultural Aspects of National Socialism. A Research Project" (24.2.1941), a) als Typoskript vervielfältigt, 54 Blatt, b) Typoskript mit handschriftlichen Korrekturen, 34 Blatt, c) Fassung Januar 1941, Typoskript mit handschriftlichen Korrekturen, 40 Blatt; 4. Inhaltsverzeichnisse, mit handschriftlichen Korrekturen, 3 Blatt;

Na 1 Nachlass Max Horkheimer, 711 - Zu "Image de la France. Un sondage de l'opinion publique allemande" und "Enquête sur l'écoute et les conditions d'efficacité des émissions en langue allemande de la Radiodiffusion Francais à destination de l'Allemangne" sowie "The Effectiveness of Candid versus Evasive German-Language Broadcasts of the Voice of America. Final Report" (p. IX 185.3-22 - IX 186)

3. "Plan d'ensemble d'une enquête sur les attitudes generales de la population allemande a l'egard de la France et leurs consequences en ce qui concerne l'orientation des emissions en langue allemande de la radiodiffusion francaise", 18.05.1953. Typoskript, 7 Blatt; 4. "Note" Über Methode, Forschungsrichtung und Reichweite der Ergebnisse der Untersuchung; 18.05.1953; Typoskript, 7 Blatt; 5. "Note" Über Geschichte und Tätigkeit des Instituts für Sozialforschung; 18.05.1953; Typoskript, 5 Blatt; 6. Memorandum des Instituts zu Verfahren und ergebnissen der Untersuchung; 1954 [?]; Typoskript, 2 Blatt; 7.-17. Décamps, Jacques: Memoranden; 7. Memorandum, 12.09.1953; Typoskript, 1 Blatt; 8. "Memorandum re: Besprechung in Bad Godesberg in Bezug auf die französische Studie, am 04.September 1953", 10.09.1953. Typoskript, 1 Blatt; 9. "Memorandum re: Vorhaben des 'Centre d'Etudes Sociologiques, Paris', eine deutsch-französische Arbeitsgemeinschft für die Durchführung von Gemeindestudien zu gründen", 15.06.1953. Typoskript, 1 Blatt; 10. "Memorandum über den Besuch von M. Jean L. Pelosse, Centre d'Etudes sociologiques Paris", 12.06.1953. Typoskript, 3 Blatt; 11. "Bericht über die 'Journées d'Etudes eurropéennes sur la Population' Paris, 21., 22. und 23. Mai 1953", 01.06.1953; 12. "Bericht über den Stand der Verhandlungen mit dem Französischen Auswärtigen Amt und dem französischem Rundfunk. Besprechungen in Paris am 27. und 28. Mai 1953", 01.06.1953. Typoskript, 2 Blatt; 13. Angaben für Max Horkheimer zur Übergabe von Memoranden, Projektbeschreibungen und Briefentwürfen, Mai 1953; Typoskript, 1 Blatt; 14. "Bericht über das 'Institut National d'Etudes Démographiques'", 07.05.1953. Typoskript, 4 Blatt; 15. "Memorandum re: Methode der Gruppendiskussion", 04.05.1953. Typoskript, 1 Blatt; 16. "Besprechung im 'Institut francaise d'Opinion Publique, Paris' und bei der hohen Behörde Luxemburg" 30.04.1953; 17. "Besprechung im Auswärtigen Amt und bei dem französischen Rundfunk", 29.04.1953. Typoskript, 6 Blatt; 18. Horkheimer, Max: 1 Brief an den französischen Botschafter in der Bundesrepublik Deutschland, ohen Ort, ohne Datum; Typoskript, 1 Blatt; 19. Radiodiffusion-Télévision Francaise, le Directeur: 1 Briefabschrift an Jacques Décamps, Paris, 09.03.1954; 1 Blatt; 20. Plessner, Helmuth: 1 Brief an den französischen Außenminister, ohne Ort, 18.05.1953; 1 Blatt; 21. Plessner, Helmuth: 1 Brief an Radiodiffusion Francaise, ohne Ort, 18.05.1953; 1 Blatt; 22. Plessner, Helmuth: 1 Brief an den Ministerialrat der Sektion "Agences et Radio" im französischem Außenministerium, ohne Ort, 18.05.1953; 1 Blatt; "The Effectiveness of Candid versus Evasive German-Language Broadcasts of the Voice of America. Final Report", 1953. Typoskript, gebunden, 432 Blatt;

The history and literature of the Israelites according to the Old Testament and the Apocrypha

by C[onstance] and A[nna] de Rothschild

A language exchange program: sustainability innovation in language and culture engagement

Spanish Educational Laws have been promoting the widespread use of English; as a result, Spanish Uni versities are looking for ways to give students more international training in order to prepare them for a future that will increasingly involve global problems and partnerships. Therefore, the Polytechnic University of Madrid, Spain (UPM), and the University of British Columbia, Okanagan, Canada (UBCO) have come together to offer opportunities for international collaboration and learning, thus facilitating virtual encounters among Spanish and Canadian students. The Language Exchange Program between the UPM and UBCO acts as a model for sustainability innovation in language and culture engagement as the students can interact with native speakers in communication tasks. This interdisciplinary initiative supports the latest methodological principles observed in the Common European Framework for Languages, such as autonomous and life-long learning, self-assessment and peer-assessment as well as the incorporation of new technologies to the learning process. Additionally the ‘virtual’ mobility is provided at no extra cost. This article presents the preliminary results of two virtual exchange programs that have been offering varied forms of study which are venue-independent, and have clearly expanded the range of scenarios for the students on both sides by promoting collaborative work and cultural exchange.

A language exchange program: sustainability innovation in language and culture engagement

The Language Exchange Program between the UPM and UBCO acts as a model for sustainability innovation in language and culture engagement as the students can interact with native speakers in communication tasks. This interdisciplinary initiative supports the latest methodological principles observed in the Common European Framework for Languages [1], such as autonomous and lifelong learning, self-assessment and peer-assessment as well as the incorporation of new technologies to the learning process

Generating Linked-Data based Domain-Specific Sentiment Lexicons from Legacy Language and Semantic Resources

We present a methodology for legacy language resource adaptation that generates domain-specific sentiment lexicons organized around domain entities described with lexical information and sentiment words described in the context of these entities. We explain the steps of the methodology and we give a working example of our initial results. The resulting lexicons are modelled as Linked Data resources by use of established formats for Linguistic Linked Data (lemon, NIF) and for linked sentiment expressions (Marl), thereby contributing and linking to existing Language Resources in the Linguistic Linked Open Data cloud.

The role of left prefrontal cortex in language and memory

This article reviews attempts to characterize the mental operations mediated by left inferior prefrontal cortex, especially the anterior and inferior portion of the gyrus, with the functional neuroimaging techniques of positron emission tomography and functional magnetic resonance imaging. Activations in this region occur during semantic, relative to nonsemantic, tasks for the generation of words to semantic cues or the classification of words or pictures into semantic categories. This activation appears in the right prefrontal cortex of people known to be atypically right-hemisphere dominant for language. In this region, activations are associated with meaningful encoding that leads to superior explicit memory for stimuli and deactivations with implicit semantic memory (repetition priming) for words and pictures. New findings are reported showing that patients with global amnesia show deactivations in the same region associated with repetition priming, that activation in this region reflects selection of a response from among numerous relative to few alternatives, and that activations in a portion of this region are associated specifically with semantic relative to phonological processing. It is hypothesized that activations in left inferior prefrontal cortex reflect a domain-specific semantic working memory capacity that is invoked more for semantic than nonsemantic analyses regardless of stimulus modality, more for initial than for repeated semantic analysis of a word or picture, more when a response must be selected from among many than few legitimate alternatives, and that yields superior later explicit memory for experiences.

Examining the Complex Relationships of Early Intervention on Language and Psychosocial Development in Families Facing Multiple Risks with a Focus on Children of Hispanic Immigrants

Abundant research has shown that poverty has negative influences on young child academic and psychosocial development, and unfortunately, disparities in school readiness between low and high income children can be seen as early the first year of life. The largest federal early care and education intervention for these vulnerable children is Early Head Start (EHS). To diminish these disparate child outcomes, EHS seeks to provide community based flexible programming for infants and toddlers and their families. Given how relatively recent these programs have been offered, little is known about the nuances of how EHS impacts infant and toddler language and psychosocial development. Using a framework of Community Based Participatory Research (CBPR) this paper had 5 goals: 1) to characterize the associations between domain specific and cumulative risk and child outcomes 2) to validate and explore these risk-outcome associations separately for Children of Hispanic immigrants (COHIs), 3) to explore relationships among family characteristics, multiple environmental factors, and dosage patterns in different EHS program types, 4) to examine the relationship between EHS dosage and child outcomes, and 5) to examine how EHS compliance impacts child internalizing and externalizing behaviors and emerging language abilities. Results of the current study showed that risks were differentially related to child outcomes. Poor maternal mental health was related to child internalizing and externalizing behaviors, but not related to emerging child language skills. Although child language skills were not related to maternal mental health, they were related to economic hardship. Additionally, parent level Spanish use and heritage orientation were associated with positive child outcomes. Results also showed that these relationships differed when COHIs and children with native-born parents were examined separately. Further, unique patterns emerged for EHS program use, for example families who participated in home-based care were less likely to comply with EHS attendance requirements. These findings provide tangible suggestions for EHS stakeholders: namely, the need to develop effective programming that targets engagement for diverse families enrolled in EHS programs.