Restorative justice is a social Mechanism used to replace or complement the criminal, legal process. It is designed to bring together offenders and victims, to meet in a safe and respectful environment in order to discuss the crime, the pain and suffering that it entailed - and look together for ways to repair these harms. Restorative Justice Conferences operate under state supervision and control. For over twenty years, restorative justice conferences have been practiced in Israel. Changes in the Israeli Youth Criminal Law have increased the number of such offender-victim conferences in recent years . Recent reforms in adult criminal justice law are also likely to encourage greater use of restorative justice conferences in cases of crimes conducted by adult, confessing offenders. Restorative justice theory and practices have facilitated and encouraged the emergence of Restorative Discourse programs. Such developments are important as they facilitate effective discussions and decision making among the different, sometime conflicting groups in Israel. Furthermore, restorative discourse promotes understanding between these groups and local and national authorities. Restorative Discourse enables people to discuss their exigencies, their wishes and preferences not only among themselves but with government agencies and officials as well. Such discourse is helpful and effective in improving the quality of life of individuals and communities in Israel. From Wrongdoing to Righting the Wrong is the first book addressing theoretical and practical aspects of Restorative Justice and Restorative Discourse in a unique Middle East context. The different chapters in this book were written by prominent scholars, practitioners and professionals who lead restorative justice and discourse programs in Israel.

Prof. Ilan Eldar's study of linguistics and reading theory in the Middle Ages is brought to you in this publication. These twenty articles, written over thirty-three years and published in scientific journals, memorial publications and jubilee volumes, include unpublished texts from manuscripts and Genizah segments and deal with a variety of historiographical and linguistic issues: The beginnings of the glottology of the Hebrew language; The study of the Hebrew language among Jews of Germany, Italy, Spain, Yemen and France; Methods of structure and editing of dictionaries, derivation systems, concept of triliteral root, division of verbal stems, vowel length and substitution of letters.

Kochvei Yitzhak, The Hebrew Journal of the Haskalah in the Austro-Hungarian Empire (1845–1873), is a monograph and an annotated index, covering the literary belles lettres and scholarly articles published in that periodical. It discusses and analyzes the various authors who contributed to the journal, in the context of the times and the needs of the Jewish community in Europe, following the ideology of the Haskalah (Enlightenment) in improving Jewish education, fostering the ideals of humanism and advocating the purity of Judaism and its practices. This is the sixth book in the series of monographs and annotated indices of periodicals of the Hebrew Haskalah (Enlightenment).

Moshe Caspi is the founder of the first Experimental School in Jerusalem and of the Chofen Institute for Open Experimental Education at the David Yellin Academic College of Education, Jerusalem. He was among the first to draw up the guiding principles for experimental education in Israel. Caspi teaches a different way of learning. He envisions a process where the student - the Self-Remaker - opens up to personal change, and moves along this path with curiosity, love of learning, creativity and humor. In order to do so, Caspi explains how to combine the refreshing and innovative vision of the child with adult qualities such as discipline and control. In this way, the Self-Remaker can achieve a greater degree of independence, and a whole new level in applying and implementing his ideas in all areas of human activity. The work of Self-Remaking can be carried out within a group framework or on an individual basis. This book offers practical suggestions which can be applied within learning frameworks, for individuals or groups, in order to enrich the learning encounter, and to change the way the student (and the facilitator) perceives the world. The reader is invited to investigate professional and personal wishes and preferences, and to develop a unique "User's Manual," a handbook which will accompany him throughout his life's journey. The material is explained with Professor Caspi's characteristic blend of insight and humor. The book presents elements of Caspi's teaching which have been published in the past in his many books in Hebrew, together with newer ideas developed by the author more recently. Self-Remaking reflects Caspi's entire life's work in this field. The wisdom of children is demonstrated through examples presented in the final section of the book, translated from Moshe Caspi's work: Children’s Wisdom - Cosmic Starlight: - from the gray world of adults to the magical journey of the child, published in Hebrew by Mofet in 2013.

This book present for the first time a comprehensive outlook at the field of internationalization in education combining a solid theoretical background with empiric studies within Israeli educational settings. This book contributes to the theory on globalization and education and it provides novel insights for scholars, students and practitioners within the discipline.

This book, stemming from a PhD dissertation under the advising of Prof. Moshe Bar Asher, offers a description of the traditional Hebrew of the Jews of southern Yemen. The description is based on a lengthy and intensive field work consisting of recording their reading of biblical, rabbinic, and liturgical literature. As S. Morag's The Hebrew Language Tradition of the Yemenite Jews (Jerusalem, 1963) focuses mainly on central Yemen, especially the city of Sanaa, the study of the southern Yemen phonological tradition remained a desideratum, which the current book aims at fulfilling. Thus, the first part of the book includes addenda et corrigenda to the description of the southern Yemen phonological system. One major innovation in this regard is the different pronunciations of the holam, along with several phonological matters missing in Morag's book, such as the principles of the mobile shewa and the primary and secondary accents (the ga'aya). The second part consists of a description of the traditional reading of the Mishna in southern Yemen, including a very meticulous comparison to the mainstream tradition of central Yemen, and to some other non Yemenite traditions. In chapter 2, some phonological matters concerning the Tiberian Hebrew are discussed, such as the conditions for gemination (doubling), different issues related to the gutturals, and the principles of the dagesh lene in the bgdkpt consonants. The largest chapter of this book, chapter 3, consists of a detailed description of over 1200 Mishnaic nominal forms as realized traditionally. Organized alphabetically, this list includes post-biblical nouns, biblical nouns pronounced differently in their Mishnaic occurrence, and inflections of biblical nominal forms not attested in the Bible. The entries offer oral information based on six main informants and vocalized manuscripts from southern Yemen. Every entry has been compared to the data available from reliable informants, existing recordings, vocalized manuscripts and printed editions from central Yemen, along with other circumstantial. evidence. The material was systematically compared to other linguistic traditions, such as the Babylonian, and to almost all the vocalized manuscripts and printed editions ever used in southern Yemen. In chapter 4, several topics are discussed with regard to the traditional reading of the Mishnah: Various participle forms, the punctuation of relative ש, pausal forms, the definition of nominal forms, ketiv and qere in Mishnaic reading, and the like. The database analysis reveals that the southern Yemen tradition is certainly a Yemenite one, correlating very well with the central Yemen tradition. Yet, in some details it rather correlates with ancient traditions of Mishnaic Hebrew on the one hand, and with vocalized printed editions, including mistakes and inconsistency, on the other. A fundamental outcome of this work is that the Yemenite Rabbinic Hebrew tradition should be examined within its regional backdrop and variations. Needless to say, that this work has been a rescue mission of a tradition not extensively recorded and of which the number of individuals familiar with is rapidly decreasing. This work, based on recordings and vocalized manuscripts from southern Yemen, ensures that the memory of this tradition is perpetuated for future generations. Introduction The Research on the Language Traditions The Research on the Yemenite Tradition The Research on the Southern Yemenite Tradition The Communities in this Paper Shar'ab Aden The Jews of Southern Yemen and the Printed Books Research Methods The Corpus The Informants Presentation of the Results and an Analysis Phonology in the Reading of the Bible Preface The Sound System The Consonants The Vowels Stress in the Reading of the Bible Primary Stress Secondary Stress Secondary Stress in Closed Syllables Gemination Furtive Patah Phonology in the Reading of the Mishnah Gemination ר Gemination in אהח"ע Gemination in In shva and in מ in shva י Gemination in מה Gemination after Gemination of Dehik The Influence of the Gutturals The Vocalization of a Prefix before a Guttural The Gutteral Vowel Furtive Patah Changes in Verbs with Gutturals The Vocalization of Definiteness before Gutturals and before ר Fricative and Plosive בגדכפ"ת Letters Plosive בגדכפ"ת Letters Not Following the Tiberian Tradition Fricative בגדכפ"ת Not Following the Tiberian Tradition Analysis and Conclusions Stress in the Reading of the Mishna The Noun in the Tradition of Mishnaic Hebrew Some Participial Forms The Vocalization of the Relative Pronoun ש The Vocalization of ובכ"ל in Pretonic Position Pausal Forms Participles with First Person Pronouns Feminine Participles with Object Suffixes Absolute Forms in Construct State Construct Forms in Absolute State Joining של to the Following World Second Person Suffixes Definiteness of Nouns Ketiv and Qere in the Reading of the Mishna The Southern Yemenite Tradition – A Summary Phonetics The Reading Tradition of Mishnaic Hebrew Some Notes on Noun Morphology Characteristics of the Southern Yemenite Tradition Insights on the Central Yemenite Traditions Conclusive Remarks Bibliography and Abbreviations Index of Words

The articles in this volume: Ilan Eldar Language Nationalism, Language Revival, and Language Planning Miri Bar-Ziv Levy The Cinematic Representation of Hebrew Speech in the 1930s Ariel Gabbay פּועֶֹלֶת or פּועָֹלֶת ? Feminine Participle Forms in Pausal Inflection in the 1644 Constantinople Edition of the Mishna Mitka Ratzaby Golub Ethnic Characteristics in Theophoric Personal Names Found in Archaeological Excavations in the Land of Israel during the First Temple Period Einat Gonen Grammatical Variation in Israeli Hebrew in the Light of the Formation of Early Modern Hebrew Ephraim Bezalel Halivni Gesenius’ Hebrew Grammar in the Light of the Aleppo and Leningrad Codices Ohad Cohen The Syntactic Status of Verbal Forms Ending with Final Nun in First Temple Prose Chava Farstey “Reverse Calques” and Languages in Contact Rivka Shemesh-Raiskin From Biblical Hebrew to Mishnaic Hebrew: The Use of an Inner Object Forward and contents can be seen in PDF form, just press "SAMPLE PAGES".

Elementary School Mathematics is written for elementary school teachers as well as parents who wish to be involved in their childrens first steps in mathematical education. The reading of this book will benefit educators - whether at home or at school - by consolidating their content knowledge, while exposing them to both complexity and beauty of elementary mathematics.

The book focuses on the deviant behaviors of troubled Israeli youth, including juvenile delinquents, their accounts for their behaviors, and the steps taken by the agencies responsible for their treatment. The articles were written by experts in the various fields and academics who have an intimate familiarity with the reality of the subjects about which they write.

The use of the term “pluralism” has become widespread in the context of Jewish education. The articles in this volume are a contribution to our understanding as researchers and educators, and to the development of a language which can deepen educational and research discourse. The volume seeks to mark out some of the educational dilemmas, possible educational aims as well as some of the costs and benefits that arise from the encounter between Jewish education and pluralism. A number of articles contain reflections on the idea of pluralism, making conceptual distinctions between pluralism and related themes such as tolerance and relativism. Articles in the philosophical section of the book propose a basis for the connection (or opposition) between Jewish education and pluralism. The book’s next main section – one that focuses on theory and pedagogy - proposes educational theories concerned with pluralism and discusses their pedagogical potential. It also includes the reflections of practitioners whose work, in a variety of educational settings, is animated by a commitment to pluralism and, at the same time, is challenged by it. The last section of the book brings together empirical studies that describe and analyze the practices of pluralistic Jewish education. Bringing together these studies, which represent a wide range of disciplines and approaches, brings into focus the multiple ways of describing and analyzing the expression of, and responses to, pluralism in Jewish education in Israel and abroad .