Most people most of the time want to live for ever. But there is another truth; the longing for oblivion. With pain, wit, and humour, the art of Samuel Beckett variously embodies this truth, this ancient enduring belief that it is better to be dead than alive, best of all never to have been born. Beckett is the supreme writer of an age which has created new possiblities and impossibilities even in the matter of death and its definition, an age of transplants and life-support. But howdoes a writer give life to dismay at life itself, to the not-simply-unwelcome encroachments of death? After all, it is for the life, the vitality, of their language that we value writers. As a young man, Beckett himself praised Joyce's words. `They are alive.' Beckett became himself as a writer when he realized in his very words a principle of death. In cliches, which are dead but won't lie down. In a dead language and its memento mori. In words which mean their own opposites, cleaving andcleaving. In the self-stultifying or suicidal turn, dubbed the Irish bull. In what Beckett called a syntax of weakness. This book explores the relation between deep convictions about life or death and the incarnations which these take in the exact turns of a great writer - the realizations of an Irishman who wrote in English and in French, two languages with different apprehensions of life and of death.

This valuable addition to the literature offers readers a comprehensive overview of recent brain imaging research focused on reading, writing and mathematics—a research arena characterized by rapid advances that follow on the heels of fresh developments and techniques in brain imaging itself. With contributions from many of the lead scientists in this field, a number of whom have been responsible for key breakthroughs, the coverage deals with the commonalities of, as well as the differences between, brain activity related to the three core educational topics. At the same time, the volume addresses vital new information on both brain and behavior indicators of developmental problems, and points out the new directions being pursued using current advances in brain imaging technologies as well as research-based interventions. The book is also a tribute to a new Edmund, J Safra Brain center for the study of learning Disabilities at the University of Haifa-Israel.

Publishers Weekly bestseller · A joyful and accessible homeschool guide to making learning a part of everyday life Parents who are deeply invested in their children's education can be hard on themselves and their kids. When exhausted parents are living the day-to-day grind, it can seem impossible to muster enough energy to make learning fun or interesting. How do parents nurture a love of learning amid childhood chaos, parental self-doubt, the flu, and state academic standards? In this book, Julie Bogart distills decades of experience--homeschooling her five now grown children, developing curricula, and training homeschooling families around the world--to show parents how to make education an exciting, even enchanting, experience for their kids, whether they're in elementary or high school. Enchantment is about ease, not striving. Bogart shows parents how to make room for surprise, mystery, risk, and adventure in their family's routine, so they can create an environment that naturally moves learning forward. If a child wants to pick up a new hobby or explore a subject area that the parent knows little about, it's easy to simply say "no" to end the discussion and the parental discomfort, while dousing their child's curious spark. Bogart gently invites parents to model brave learning for their kids so they, too, can approach life with curiosity, joy, and the courage to take learning risks.

"Makes the case that the everyday should and does matter in archaeology. The content is fresh, the approaches are varied, and the case is convincing."--Adam King, editor of Archaeology in South Carolina: Exploring the Hidden Heritage of the Palmetto State Focusing on the daily concerns and routine events of people in the past, Investigating the Ordinary argues for a paradigm shift in the way southeastern archaeologists operate. Instead of dividing archaeological work by time periods or artifact types, the essays in this volume unite separate areas of research through the theme of the everyday. Ordinary activities studied here range from flint-knapping to ceremonial crafting, from subsistence to social gatherings, and from the Paleoindian period to the nineteenth century. Contributors demonstrate that attention to everyday life can help researchers avoid overemphasizing data and jargon and instead discover connections between the people of different eras. This approach will also inspire archaeologists with ways to engage the public with their work and with the deep history of the southeastern United States.

Wie hängen sprachliche und mathematische Entwicklung zusammen? Dieser Frage wird derzeit mit großem Interesse aus unterschiedlichen Perspektiven nachgegangen. Dieser Sammelband vereint Erkenntnisse aus Psychologie, Neurowissenschaften, Mathematikdidaktik, (Psycho-)Linguistik und Mehrsprachigkeitsforschung. Der interdisziplinäre Ansatz bietet einen umfassenden Blick auf den aktuellen Forschungsstand, dargestellt von national und international renommierten Forschenden. Das Buch gliedert sich in drei Teile. Der erste Teil „Modelle und Theorien“ fasst theoretische Überlegungen zusammen und stellt Strukturen für Forschung und Praxis bereit. Dieser Teil dient dazu, den Grundstein für die anderen Teile sowie für zukünftige Forschung zu legen. Der zweite Teil „Kindergartenalter“ sowie der dritte Teil „Grundschulalter“ decken empirische Befunde über die Korrelation zwischen Sprache und mathematischem Lernen in der jeweiligen Altersgruppe ab. Ein besonderer Fokus liegt hierbei auf dem Aspekt der Mehrsprachigkeit. Damit bietet dieser Sammelband eine große Bandbreite fachspezifischen Wissens für Bildungswissenschaftler*innen, Lehramtsstudierende, Psycholog*innen und Forschende zur Mehrsprachigkeit.