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In order to inform English foreign language (EFL) diagnostic assessment of literacy, this study examined the extent to which 175 first-language Hebrew-speaking EFL young learners from fifth to tenth grade exhibited differences in single-letter grapheme recognition, sub-word, and word reading, and rapid automatized naming (RAN) of letters and numbers. In addition, this cross-sectional quasi-experimental quantitative study examined correlations between the aforementioned literacy components and oral reading speed, spelling, vocabulary, syntax, and morphological awareness. There were no differences between the grades for single-letter grapheme recognition, and participants demonstrated incomplete automatic recognition for this task. Sub-word recognition improved across grades. However, the results highlighted a lack of mastery. Sub-word recognition correlated with word reading and spelling throughout. RAN speeded measures and oral reading speed correlated with sub-word, word recognition, and spelling in the older grades illustrating the presence of accuracy and speed components. Correlations across grades between literacy components and vocabulary, syntax, and morphological awareness provided support for theories explaining how knowledge of multiple layers of words contributes to literacy acquisition. These results comprising EFL diagnostic assessment can inform reading and spelling teaching and learning.

English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers' self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers' self-efficacy and their instructional approach. Teaching experience and teachers' native language did not influence their selection of EFL literacy instructional components or their sense of self-efficacy regarding their ability to teach reading and writing. Providing theoretical knowledge in teacher education to all types of EFL teachers may lead to more effective literacy instruction.

Israel is one of many countries in which English is not the spoken language. In these countries, it is of the utmost importance for students to acquire literacy in English as a foreign language (EFL) to support their entry into higher education and enhance their social and business opportunities. However, many students do not acquire adequate literacy skills by the conclusion of their elementary school years. To obtain these skills, the curriculum as reflected in EFL textbooks must include extensive and accurate content related to the constructs of the English language. This study aimed to explore to what extent literacy instruction components, as defined by research, are incorporated into textbooks that are commonly used for teaching EFL in elementary schools in Israel according to teacher self-reports. The textbook examination was based on the research-based literacy components aligned with the Science of Reading for English as a first language and on additional EFL literacy instruction components. The findings indicate that textbooks inadequately cover theory-based instructional materials for each of the literacy components. The conclusions of this study can be used to raise awareness regarding how EFL literacy instruction in Israel may be improved by providing theory-based textbooks.

This study examines the knowledge of language components in 44 teachers of English as a foreign language (EFL). These components include phonology, orthography, and morphology, for reading and spelling instruction. The study also examines teacher attitudes towards and perceptions of these language components in the context of their self-reported practice. Mixed methods analyses showed that teacher knowledge was not at ceiling level but was greater than reported comparative studies in the Israeli EFL context. Similar to previous studies, this study found that teacher knowledge of phonological awareness was weak. The teachers in this study were keen to learn more; however, their self-reported practice demonstrated a discrepancy between their perceptions of the importance of language components such as orthography and their implementation in the field, with the least number of teachers reporting teaching the orthographic conventions. The teachers' responses provide some insights into their thinking about the relevance of language components to their teaching in an EFL context where they are often the only guiding source in the path towards literacy. For EFL teachers to impact their students' progress in literacy, there is a need for them to acquire a more in-depth understanding of language components such as phonology, orthography, and morphology to become professionally adept.

Peer victimization is a major stressor adolescents often face in the school environment, and has been linked to depression and suicidal risk. This study analyzed the associations between three behavioral coping strategies (avoidance, seeking social support from adults/peers, and retaliation) and depression and suicidal ideation. Participants included 4,254 victimized students who were part of the Saving and Empowering Young Lives in Europe (SEYLE) study that compared three school-based prevention interventions and collected information on health risk behaviors in adolescents from 11 European countries. Results showed behavioral avoidance to be associated with an increase in levels of depression, as compared to the other coping strategies (adult social support, peer social support, retaliation). Seeking social support from adults was associated with lower depression and suicidal ideation rates. A more than 25% increase in suicidal ideation was associated with behavioral avoidance, compared to seeking social support from adults. By contrast, retaliation to peer victimization was not found to be associated with increased depression or suicidal ideation. The findings support the Coping Deficit model and may suggest that abstaining by doing nothing when victimized can be associated with certain adverse emotional outcomes.

Purpose: The growing demand for implants has led to their implementation by general dental practitioners (GDPs) in clinical practice. The present study assessed referral patterns of GDPs for the surgical phase of implant dental treatment. Materials and Methods: One hundred fifty GDPs were asked to fill out a structured questionnaire containing their demographic data and answer six questions characterising their referral patterns for implant dentistry. Results: Forty-one (41%) percent performed the surgical phase, and 87% provided implant restoration. Gender was the only influencing factor for the surgical phase, as 51.4% of male GDPs and 6.5% of female GDPs performed implant surgery themselves. Experience and practice set-up did not influence the referring decision. Fifty-four percent of the practitioners referred 0 to 5 patients per month, and the chosen specialists were: 80% oral and maxillofacial surgeon, 11% periodontist, and 9% selected a specialist depending on the individual case. The major reasons influencing the referral pattern were the complexity of the surgical procedure, followed by systemic medical compromise of the patient. Conclusions: Most implant surgeries in Israel are still performed by specialists. [ABSTRACT FROM AUTHOR]

English foreign language (EFL) literacy achievement is a major challenge for EFL pupils in Israel. To better understand this challenge, this study used a quantitative approach to examine differences between experienced and preservice EFL teachers' content knowledge of the English orthography and the impact of a semester course on this knowledge. A qualitative analysis examined perceptions of the English orthography, effective teaching methods for word recognition and spelling as well as effectiveness of the course. Results supported English first language teacher knowledge research showing relatively weak English orthographic knowledge for all participants with experienced teachers demonstrating a slight advantage. Post course scores showed significant improvements for preservice EFL teachers but these scores were still far from ceiling. Participants were unanimous in stating that they felt that they benefited and gained significant knowledge as a result of participation in the course. They acknowledged the challenges of EFL spelling but were divided regarding whether and how it should be taught. Poor scores on the overall Teacher Knowledge Survey suggest that participants did not have the orthographic related knowledge necessary to guide their decisions as to how to teach EFL literacy. Orthographic related instruction for EFL preservice and practicing teachers should continue to be examined as a facilitating factor for effective teaching of EFL word recognition and spelling.

Objective: In support of a whole-school approach to mental health promotion, this study was conducted to find out whether and how significantly teachers' satisfaction with school and their subjective psychological well-being are related to the belief that they can help pupils with mental health problems. Design: Cross-sectional data were collected as a part of the European Union's, Seventh Framework Programme for Research (FP7) Saving and Empowering Young Lives in Europe (SEYLE) study. One of the elements of the SEYLE study was to evaluate teachers' attitudes and knowledge related to pupils' mental health issues and their own psychological well-being, as well as their satisfaction with the school environment. Setting: The sample of schools from the SEYLE study sites representing 11 European countries was randomly chosen according to prior defined inclusion and exclusion criteria. The final cross-sectional database used for analysis in the current study comprised 2485 teachers from 158 randomly selected schools. Method: Respondents' belief that teachers can help pupils with mental health problems served as the outcome variable in our predictions with probability of the positive answer being modelled in the logistic regression analysis. Teachers' subjective psychological well-being and school satisfaction were included as independent variables in the logistic regression model and several other relevant variables were added to statistically control for them. Multiple models were tested in order to obtain the final modResults: Logistic regression models showed that better satisfaction with general school climate, higher psychological well-being, and the ability to understand pupils' mental health problems increased the odds of teachers' readiness to help pupils with mental health problems. Conclusion: By providing a good school environment, by valuing the subjective psychological well-being of the teachers, and by providing adequate training to fulfil their 'gatekeeper' role, the preconditions to improve the mental health of the pupils they teach will be achieved. These suggestions are in line with a whole-school approach to mental health promotion.

Background: Subthreshold-depression and anxiety have been associated with significant impairments in adults. This study investigates the characteristics of adolescent subthreshold-depression and anxiety with a focus on suicidality, using both categorical and dimensional diagnostic models. Methods: Data were drawn from the Saving and Empowering Young Lives in Europe (SEYLE) study, comprising 12,395 adolescents from 11 countries. Based on self-report, including Beck Depression Inventory-II (BDI-II), Zung Self-Rating Anxiety Scale (SAS), Strengths and Difficulties Questionnaire (SDQ) and Paykel Suicide Scale (PSS) were administered to students. Based on BDI-II, adolescents were divided into three groups: nondepressed, subthreshold-depressed and depressed; based on the SAS, they were divided into nonanxiety, subthreshold-anxiety and anxiety groups. Analyses of Covariance were conducted on SDQ scores to explore psychopathology of the defined groups. Logistic regression analyses were conducted to explore the relationships between functional impairments, suicidality and subthreshold and full syndromes. Results: Thirty-two percent of the adolescents were subthreshold-anxious and 5.8% anxious, 29.2% subthreshold-depressed and 10.5% depressed, with high comorbidity. Mean scores of SDQ of subthreshold-depressed/anxious were significantly higher than the mean scores of the nondepressed/nonanxious groups and significantly lower than those of the depressed/anxious groups. Both subthreshold and threshold-anxiety and depression were related to functional impairment and suicidality. Conclusions: Subthreshold-depression and subthreshold-anxiety are associated with an increased burden of disease and suicide risk. These results highlight the importance of early identification of adolescent subthreshold-depression and anxiety to minimize suicide. Incorporating these subthreshold disorders into a diagnosis could provide a bridge between categorical and dimensional diagnostic models. (Contains 4 tables.)

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension. (Contains 2 tables.)

This study examined whether factors affecting first language reading acquisition also affect English Foreign Language (EFL) reading acquisition. Hebrew (L1) and EFL reading related measures were administrated to 145 fourth graders from the north of Israel who were beginning their first year of English instruction. Results from a Linear Structural Equational Analysis (LISREL) showed that the Hebrew independent variable consisting of morphological and phonological awareness, orthographic ability, and word reading (accuracy and speed) predicted EFL knowledge of letter sounds and names, word attack and reading comprehension. In addition to the Hebrew independent variable, English word recognition (accuracy and speed) predicted English reading comprehension. These results support the Linguistic Coding Differences Hypothesis (LCDH), which argues for core linguistic abilities that influence first and subsequent language reading acquisition.

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Research indicates that the memory of collective trauma influences attitudes towards contemporary social and political issues. We suggest that the specific attributions for trauma that members of victim and perpetrator groups make provide a more nuanced understanding of this relationship. Thus, we constructed and validated a measure of attributions for the Holocaust. Then, we ran a preregistered study on representative samples in Germany (N = 504) and Israel (N = 469) to examine whether attributing the Holocaust to essentialist or contextual causes influences attitudes towards the immigration crisis and the Israeli–Palestinian conflict. Results indicated that, among Germans, attributing the Holocaust to German character was associated with positive attitudes to immigration via collective guilt. Among Israelis, attributions to German character were associated with negative attitudes to non-Jewish immigration, a hawkish stance in the Palestinian–Israeli conflict, and pro-Israel attitudes via a sense of perpetual victimization. Results reveal how attributions about past trauma affect contemporary social and political attitudes among victims and perpetrators. [ABSTRACT FROM AUTHOR]

The present research examines the hypothesis that political leftists and rightists mentally construe collective threats differently, such that each political side views the threats that are meaningful to them as close and concrete, whereas other threats are underemphasized and perceived as distant and abstract. In two studies (total N = 796) we show that Israeli-Jewish political leftists perceive threats against democracy and tolerance as psychologically closer and more concrete than threats against security, whereas political rightists show the opposite tendency. We use a mixed methods approach and demonstrate these tendencies in participants' threat ratings as well as in text analyses of open-ended questions, asking participants to describe different threats in their own words. Results indicate that ideological convictions are related to the mental construal of threats, and that people tend to perceive threats that are relevant to them as psychologically close and concrete. These results can be used to ameliorate political polarization through a better bipartisan understanding of the full spectrum of collective threats that must be considered when making painful concessions for peace with other groups. [ABSTRACT FROM AUTHOR]

Trade and economic cooperation are often promoted through policy to facilitate post-conflict normalization. The Qualified Industrial Zone (QIZ) model of duty and quota-free industrial regions is a policy tool initiated by the United States as a brokerage in promoting peace between Israel and its Arab neighbors. Indeed, a vast literature aims to evaluate the economic and political potential of trade liberalization. Yet the mechanisms of trade policy implementation in a post-conflict environment, its timing and underlying political motives, are critical but rather neglected factors, which design the prospects of trade incentives. We therefore question the effectiveness of the QIZ as a tool addressing post-conflict dynamics and ask whether its impact on Israel–Egyptian relations reflects the value of this policy or the circumstances of its implementation. Using mixed methods, this study presents and evaluates the implementation of the QIZ in Egypt since 2004 and its results, both economic and political, fine tuning the broader debate to focus on circumstances of implementation. This case study demonstrates the results of trade opportunity implementation as a reaction to threat rather than mobilization to realize post-conflict rapprochement or even to reap economic opportunity. Notwithstanding the forces of globalization, Egypt's pre and post-revolutionary internal political economy and delicate relations with Israel serve as the context for understanding the QIZ. This context facilitates contradicting political interpretations, with the QIZ simultaneously celebrated as an economic success, criticized as an Egyptian escape route from structural reforms, and accused as embodying a U.S.–Egyptian elite conspiracy, to coerce Egyptian economic normalization with Israel. [ABSTRACT FROM AUTHOR]

The loshn koydesh (Hebrew and Aramaic) component has historically influenced the development of Yiddish lexis and grammar. We examine its contemporary use among 26 native speakers of contemporary Hasidic Yiddish from Israel, New York, and London using a written questionnaire examining the gender of loshn koydesh nouns, periphrastic verbs with a Hebrew/Aramaic element, and adjectives derived from the loshn koydesh element of periphrastics. Our findings show that there are differences on both the geographical and gender axes, many of which are consistent with the speakers' varied exposure to Modern Hebrew, English, and loshn koydesh. We also found that the loshn koydesh component has developed since the pre-War stage of the language in ways that seem to affect contemporary Hasidic Yiddish usage in all locations and for both genders. We take these developments to provide evidence for the existence of this newly emergent variety of Yiddish – Contemporary Hasidic Yiddish. [ABSTRACT FROM AUTHOR]

The Qualified Industrial Zone (QIZ) model of border-located, duty and quota-free industrial regions is a policy tool designed to capitalize on cross-border cooperation to facilitate post-conflict normalization. Using mixed methods, this study presents and evaluates the implementation of the 1996 US initiated Israel-Jordan QIZ agreement and its social, economic and political impact, contributing to broader debates regarding the potential and limitations of post-conflict normalization through trade preference agreements. The Israel-Jordan QIZ framework no longer functions due to multiple circumstances. Yet there are lessons to be gained from the mechanisms of the QIZ implementation which contributed to the only minimal realization of its anticipated potential. We found that economic brokerage fostering trade and industry cross-border cooperation can serve one-sided economic interests while minimizing spillover to political or social realms, contrary to original intentions. The QIZ experience demonstrates the importance of self-motivation of each of the parties regarding specific cooperative ventures in realizing the potential of cross-border cooperation. [ABSTRACT FROM AUTHOR]

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction. [ABSTRACT FROM AUTHOR]

The article discusses glass industry history in the eastern empire of Herodian Israel and its impact on the west Roman world. Topics include glass blowing technology influenced by tastes and preferences reducing the prices of glassware and making it available to the common man, production sites and shipping interconnection of raw materials leading to sophisticated system of marketing and manufacturing, and shift from Hellenistic glass casting techniques to kiln sagging methods.

Objective: Gestational diabetes mellitus (GDM) is associated with elevated risks of perinatal complications and type 2 diabetes mellitus, and screening and intervention can reduce these risks. We quantified the cost, health impact and cost-effectiveness of GDM screening and intervention in India and Israel, settings with contrasting epidemiologic and cost environments. Methods: We developed a decision-analysis tool (the GeDiForCE™) to assess cost-effectiveness. Using both local data and published estimates, we applied the model for a general medical facility in Chennai, India and for the largest HMO in Israel. We computed costs (discounted international dollars), averted disability-adjusted life years (DALYs) and net cost per DALY averted, compared with no GDM screening. Results: The programme costs per 1000 pregnant women are $259 139 in India and $259 929 in Israel. Net costs, adjusted for averted disease, are $194 358 and $76 102, respectively. The cost per DALY averted is $1626 in India and $1830 in Israel. Sensitivity analysis findings range from $628 to $3681 per DALY averted in India and net savings of $72 420-8432 per DALY averted in Israel. Conclusion: GDM interventions are highly cost-effective in both Indian and Israeli settings, by World Health Organization standards. Noting large differences between these countries in GDM prevalence and costs, GDM intervention may be cost-effective in diverse settings. [ABSTRACT FROM AUTHOR]

English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades. [ABSTRACT FROM PUBLISHER]

The article explores the talmudic mysticism of the role of the tekhelet fringe in the relationship between God and the people of Israel. The author mentions that the people of Israel, through Moses, were told to look for the tekhelet fringe to be able to remember and do God's commandments. The author notes the misunderstanding of the fringe as a sign of idolatry lead to the disappearance of the tekhelet.

The article presents a conversation between two Jewish poets on being Jewish and feminist. It details the feelings and thoughts of the poets about Israel. The poets both believe that there is some overlap in Judaism and feminism, beginning quite late in the 20th century. They also think that the two solution will work in Israel.

This article puts forward an in-depth examination of the Wadi Salib events. The recently disclosed proceedings of the Wadi Salib Committee of National Inquiry are interpreted to show how the Oriental Jews (Mizrachim) explained their actions in Zionist terms centered on Jewish kinship. The Western Jews (Ashkenazim) in turn, rejected the Oriental Jews' sense of alliance and underlined the colonial element of Zionist identity. Identity threat theory is incorporated to explain how the two opposing views of Zionism may have been constructed and how these may have contributed to the outbreak of the Wadi Salib events. Some conclusions regarding the nature of Israeli national identity, Ashkenazim-Mizrachim relations, and Majority-Minority, Immigrants-Veterans relations emerge. [ABSTRACT FROM AUTHOR]

Since September 2000, residents of Israel have experienced a prolonged period of terrorist attacks that shows no sign of abating. The ramifications of the ongoing trauma permeate every facet of life. Since existing services provided by government and Non-Governmental Organizations (NGOs) are unable to meet the needs that have emerged, the Continuum of Trauma Services (CTS) was developed for victims of terrorist attacks, their families, friends, emergency and mental health professionals and the community at large. This article also describes the Israel Trauma Coalition and its interest groups, which may be seen as the embodiment of an evolving CTS. [ABSTRACT FROM AUTHOR]

This article describes the difficulties which Hebrew-speaking students with learning differences face when learning English as a foreign language in Israel. It considers ways of identifying these students and describes methods used for providing support in foreign language learning. This includes an account of how the Israeli Ministry of Education provides for these students. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article analyzes the impact of the U.S. economic assistance on the economic development of Israel. It also presents an analysis of the U.S. food for peace programs and the effect of the U.S. Public Law 480 Title 1 program on Israel. From the standpoint of the United States, Public Law 480 has two purposes. It has to help dispose of farm surpluses and to improve economic welfare and promote economic development abroad. These are, of course, interrelated, and in a sense the first is only the investment of the second. The principal constraints on the credit policy of the Bank of Israel and on the inability of the government to save have been the ever present threats of inflation and balance of payments weakness. When capital imports come in the form of free foreign exchange, their receipt increases the money supply, and their expenditure the level of money income.

Objective: To investigate whether maternal obesity poses a risk for long-term cardiovascular morbidity in the offspring.Study Design: Data were analyzed from a non-selective population of all infants born between the years 1991-2014 at the tertiary Soroka University Medical Center (SUMC), the sole hospital in the southern region of Israel. Offspring's cardiovascular morbidity from childbirth up to eighteen years old was compared among children whom their mothers were with and without obesity (maternal pre-pregnancy body mass index (BMI) ≥30 kg/m2). Kaplan-Meier survival curve was used to compare cumulative incidence of cardiovascular hospitalizations. Cox proportional hazards model was used to estimate the adjusted hazard ratios (HRs) and 95% confidence intervals (CIs) for long-term cardiovascular hospitalizations.Results: A total of 242,342 deliveries met the inclusion criteria, 3290 (1.36%) had a BMI > 30 kg/m2. Total cardiovascular hospitalizations were comparable between the study groups (1.1% vs. 0.6%, OR = 1.79; 1.28-2.50). The Kaplan-Meier survival curve exhibited a difference in the cumulative incidence of total cardiovascular hospitalizations of the offspring (log-rank test, p < 0.001). In the Cox multi-variable analysis, a significant association was noted between obesity and cardiovascular morbidity even after adjustment for confounders such as maternal age, gestational age, hypertension and diabetes (adjusted HR = 1.59, 95% Cl 1.14-2.21).Conclusion: Maternal obesity is an independent risk factor for long-term cardiovascular morbidity in the offspring. [ABSTRACT FROM AUTHOR]

Aim: Maternal stress during pregnancy is a possible risk factor for schizophrenia in the offspring. Using data from the Israel Psychiatric Registry we examined the impact of wars in Israel. Method: Retrospective birth cohort study. Results: Relative risks for cohorts exposed to Six-Day War and Yom Kippur War were 0.98 (95% CI: 0.85–1.13) and 1.00 (0.86–1.16). Conclusion: The evidence for maternal stress as a risk factor for schizophrenia remains insufficient. [Copyright &y& Elsevier]