scholarly journals The Missing Yemeni Children Affair – How Could It Happen?

Author(s):  
Bat-Zion Eraqi Klorman

This article aims to position the phenomenon of the Missing Children within the broad context of the relations between Yemeni Jews and the hegemonic Eastern European Yishuv society, and as a continuation of institutional and social stance towards them. It is further argued that the Yishuv leadership's attitude toward the Yemenis signaled its conduct toward Mizrahi Jews in general.

2020 ◽  
pp. 1-16
Author(s):  
Dan Stone

Abstract After the Second World War, the International Tracing Service's Child Search Branch (CSB) responded to inquiries for missing children and, until 1950 when funding was stopped, searched for children ‘in the field’. As the Cold War set in, the US military authorities restricted the opportunities for such children, mostly Eastern European, to be removed from their German foster parents and returned to their countries of origin. In the spring of 1948, when tensions between the CSB fieldworkers and the military authorities were at their height, ITS appointed an experienced fieldworker, Charlotte Babinski, to investigate cases of children in German foster homes with a view to streamlining policy regarding child removal. Despite her findings, as monetary and geopolitical pressures increased, the CSB had to accept that many children of Eastern European origin would remain in Germany. Children were thus a battleground in the early Cold War, in which politics triumphed over ethics.


2019 ◽  
Vol 28 (2) ◽  
pp. 501-514
Author(s):  
Deborah A. Hwa-Froelich ◽  
Hisako Matsuo

Purpose Pragmatic language is important for social communication across all settings. Children adopted internationally (CAI) may be at risk of poorer pragmatic language because of adverse early care, delayed adopted language development, and less ability to inhibit. The purpose of this study was to compare pragmatic language performance of CAI from Asian and Eastern European countries with a nonadopted group of children who were of the same age and from similar socioeconomic backgrounds as well as explore the relationship among emotion identification, false belief understanding, and inhibition variables with pragmatic language performance. Method Using a quasi-experimental design, 35 four-year-old CAI (20 Asian, 15 Eastern European) and 33 children who were not adopted were included in this study. The children's pragmatic language, general language, and social communication (emotion identification of facial expressions, false belief understanding, inhibition) were measured. Comparisons by region of origin and adoption experience were completed. We conducted split-half correlation analyses and entered significant correlation variables into simple and backward regression models. Results Pragmatic language performance differed by adoption experience. The adopted and nonadopted groups demonstrated different correlation patterns. Language performance explained most of the pragmatic language variance. Discussion Because CAI perform less well than their nonadopted peers on pragmatic communication measures and different variables are related to their pragmatic performance, speech-language pathologists may need to adapt assessment and intervention practices for this population.


1972 ◽  
Vol 15 (4) ◽  
pp. 852-860 ◽  
Author(s):  
Zoe Zehel ◽  
Ralph L. Shelton ◽  
William B. Arndt ◽  
Virginia Wright ◽  
Mary Elbert

Fourteen children who misarticulated some phones of the /s/ phoneme were tape recorded articulating several lists of items involving /s/. The lists included the Mc-Donald Deep Test for /s/, three lists similar to McDonald’s but altered in broad context, and an /s/ sound production task. Scores from lists were correlated, compared for differences in means, or both. Item sets determined by immediate context were also compared for differences between means. All lists were found to be significantly correlated. The comparison of means indicated that both broad and immediate context were related to test result. The estimated “omega square” statistic was used to evaluate the percentage of test score variance attributable to context.


2013 ◽  
Author(s):  
James Michael Lampinen ◽  
Lindsey Nicole Sweeney

Author(s):  
Johann P. Arnason

Different understandings of European integration, its background and present problems are represented in this book, but they share an emphasis on historical processes, geopolitical dynamics and regional diversity. The introduction surveys approaches to the question of European continuities and discontinuities, before going on to an overview of chapters. The following three contributions deal with long-term perspectives, including the question of Europe as a civilisational entity, the civilisational crisis of the twentieth century, marked by wars and totalitarian regimes, and a comparison of the European Union with the Habsburg Empire, with particular emphasis on similar crisis symptoms. The next three chapters discuss various aspects and contexts of the present crisis. Reflections on the Brexit controversy throw light on a longer history of intra-Union rivalry, enduring disputes and changing external conditions. An analysis of efforts to strengthen the EU’s legal and constitutional framework, and of resistances to them, highlights the unfinished agenda of integration. A closer look at the much-disputed Islamic presence in Europe suggests that an interdependent radicalization of Islamism and the European extreme right is a major factor in current political developments. Three concluding chapters adopt specific regional perspectives. Central and Eastern European countries, especially Poland, are following a path that leads to conflicts with dominant orientations of the EU, but this also raises questions about Europe’s future. The record of Scandinavian policies in relation to Europe exemplifies more general problems faced by peripheral regions. Finally, growing dissonances and divergences within the EU may strengthen the case for Eurasian perspectives.


2018 ◽  
Vol 16 (1) ◽  
pp. 39-62
Author(s):  
Adam Weiler Gur Arye

The paper focuses on Reid's unique epistemological distinction between the primary and the secondary qualities and examines it in relation to other facets of his philosophy: his stance vis-à-vis the scientific inquiries of secondary qualities; his aesthetics; his analysis of the perception of the primary quality of hardness; his theory of learning. An inquiry into the primary/secondary distinction which takes into account such a broad context will reveal it to be far more sophisticated, dynamic and flexible than an analysis of the distinction which solely takes into consideration the passages in which the Scottish philosopher directly and straightforwardly introduces it.


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