At Home in This World

James Still ◽

10.5810/kentucky/9780813174181.003.0027 ◽

2017 ◽

Author(s):

Carol Boggess

Keyword(s):

Lee Smith ◽

Poet Laureate ◽

Wendell Berry ◽

At Home

This chapter discusses the last decade of Still’s life during which he published five books, including The Wolfpen Notebooks; River of Earth celebrated its 50th anniversary; and Still was named Poet Laureate of Kentucky. He made an important new connection in Ted Olson who later would collect and edit his poems and stories. He strengthened friendships with writers Wendell Berry and Lee Smith, and influenced a range of younger writers including among others: George Ella Lyon, Chris Offutt, Maurice Manning, Crystal Wilkinson, and Silas House.

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Home in Biblical and Antwerp City Poems – A Journey

Arcadia - International Journal for Literary Studies ◽

10.1515/arcadia-2017-0009 ◽

2017 ◽

Vol 52 (1) ◽

pp. 161-182 ◽

Cited By ~ 1

Author(s):

Karolien Vermeulen

Keyword(s):

Urban Space ◽

Hebrew Bible ◽

Poet Laureate ◽

New City ◽

Home Space ◽

The City ◽

At Home

AbstractSince 2003, the city of Antwerp has a poet laureate. Following the classical and Renaissance models, the Antwerp poet laureate writes, performs, and materializes poems for the city. Also in the Hebrew Bible, texts occur that qualify as city poems avant-la-lettre, even though the writers remain anonymous and the texts are part of a larger corpus with a different purpose. This article reads three Antwerp city poems alongside with biblical Psalm 137, in search for the poems’ constructions of cities as homes. The selected texts each introduce the city (i. e., Antwerp for the Antwerp city poems; Jerusalem and Babylon for the psalm) and its possible identification with a home place in ways that are conceptually and stylistically similar. The poems only differ in their final portrayals of the home, themselves connected to the different context of each poem. Throughout the texts the poets explore and question the spatial categories of ‘city’ and ‘home.’ The analysis reveals that being at home both in biblical and Antwerp city poems is connected to childhood, which allows redefining the urban space. The poems conceive cities as a mobile category that is internalized if being defined as home space. Stylistic interventions, in particular the use of inclusios and contrast, help creating and establishing the city-as-home-space in the selected city poems. The juxtaposition of old and new city poems sharing the same topic offers new insights into the textual construal of cities as homes, a process that proves to be similar for the three Antwerp city poems and the biblical psalm.

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Siblings of Children with Mental Retardation Living at Home or in Residential Placement

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963097002084 ◽

1998 ◽

Vol 39 (3) ◽

pp. 355-363 ◽

Cited By ~ 36

Author(s):

Laurie Eisenberg ◽

Bruce L. Baker ◽

Jan Blacher

Keyword(s):

Mental Retardation ◽

Residential Placement ◽

At Home

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Systematic Modification of Parental Input to Train Language Symbols

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.04 ◽

1981 ◽

Vol 12 (1) ◽

pp. 4-12 ◽

Cited By ~ 6

Author(s):

Barbara Culatta ◽

Donna Horn

Keyword(s):

Language Learning ◽

Meaningful Use ◽

Hearing Impaired ◽

Specific Language ◽

Parental Input ◽

Language Exposure ◽

Therapy Sessions ◽

Impaired Children ◽

Hearing Impaired Children ◽

At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

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Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00011 ◽

2020 ◽

Vol 51 (2) ◽

pp. 371-389 ◽

Cited By ~ 2

Author(s):

Xigrid Soto ◽

Yagmur Seven ◽

Meaghan McKenna ◽

Keri Madsen ◽

Lindsey Peters-Sanders ◽

...

Keyword(s):

High Stress ◽

Social Validity ◽

Home Language ◽

Single Subject ◽

Considerable Difficulty ◽

Home Program ◽

Iterative Development ◽

Vocabulary Skills ◽

Validity Measures ◽

At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

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