Journal articles on the topic 'Children's writings, Israeli'

AbstractWe investigated the development in preschoolers' conceptualization of the written system from its graphic rendering and its mapping onto meaning by analyzing children's writings and readings of their writings. Forty-two Israeli children aged 3.4 – 5.8 years were asked to draw, write, and interpret a number of utterances. By the age of four, children's writings became constricted in size relative to their drawings and were composed of linearly organized units separated by regular blanks. These units increased in their adherence to conventional Hebrew letters throughout the age range examined. Children's interpretations of their own writing were classified into five modes: Interpretation unrelated to the utterance; preserving the content of the utterance but not its verbal form; complete reiteration; dividing the utterance into phonetic units; and description of the written characters. These modes were related to age and to conventionality of characters used.

The development of children's writing of their own names as compared to their writing of dictated words was examined on samples of children ranging from 2 to 5 years of age, who were immersed in Hebrew or Dutch and recruited from low to high socioeconomic status families. Analyses were based on four data sets collected in three studies. From a young age, children wrote their name on a higher level than they wrote other words, and name writing improved with age more rapidly than word writing across the whole age range. Furthermore, the intercorrelations between word writings, corrected for age, were generally higher than the correlation between word and name writing, indicating that children exhibit a unique approach to the writing of their own name, irrespective of other background variables. Children's advanced skill in writing their name may suggest that name writing promotes the development of writing in general.

ABSTRACTWhen asked to write an utterance, nursery children and kindergartners often produce strings of unrelated characters. We analysed whether these invented writings reflect similarities and differences in the phonetic and semantic aspects of the utterance. One hundred and twenty Israeli children were asked to write pairs of nouns that share a syllable (e.g. pe ‘mouth’ and perach ‘flower’) and series of sentences that share either mainly nouns or mainly verbs. The older the children, the more their invented writing reflected common linguistic elements and length of utterance. Similarities and differences on the word level were represented at a younger age than those on the syllabic level. Nouns were represented in children's written productions earlier than verbs and adverbs. Invented writing was interpreted as a linguistic act, drawing on the semantic, syntactic and phonological levels of language.

Polysystem Theory was developed in 1970s by Israeli scholar Itamar Even-Zohar borrowing ideas from the Russian Formalist of the the 1920s(Munday, 2001: 109). Although building on work by the Formalist, Even-Zohar reacts against ‘the fallacies of traditional aesthetic approach’(Even-Zohar 2002: 4), which had focus on ‘high’ literature and had disregarded as unimportant literary systems or genres such as children’s literature, thrillers and the whole system of translated literature. We put the translation of children’s literature in the general circumstance of social culture and find that children’s literature is on the margin of the literary system. This causes a lot of constraints and obstructions in writing and translating for children’s literature. This paper explores how the translation of children’s literature were influenced by cultural environment. the author conducted the development of Chinese children’s literature into 3 period and analyze how children’s literature improved in different eras from the perspective of polysystem theory.

This research explored young children’s online writing with the support of their parents. In this pioneering study, we explored the nature of the online discourse. We studied parents’ potential influence on their children’s executive function (EF) development by directing their online discourse. After a workshop in the preschools on supporting children’s writing and the promotion of ethics in online discourse, we encouraged parents to support their children in writing messages to their friends within a closed online forum. We asked them to help their children in responding to a child who had not yet received any comments and in writing new posts. The participants were 174 Hebrew-speaking parents and their children (M = 65.57 months) from eight preschools in Israel. We analyzed the written messages (N = 1167), including posts and comments. Parents guided their children to write positive, friendly messages that included empathic expressions. We identified 14 themes (e.g., sharing experience) in the posts and 4 in the comments. Despite the positive nature of the online discourse, 49 children did not receive any comments, while others received several. We suggest that guided writing in closed forums can be a good platform for promoting EF and teaching children to use the network empathetically.

Janusz Korczak’s insights concerning children are as fresh and valuable today as they were when he promoted them. He believed that by enabling children to run their own journal in a democratic atmosphere through participation it will have a positive effect on them, make them more responsible and increase their self-esteem and social status. From the writings and recordings of the counselors and orphans from Korczak’s orphanage in Warsaw and the facilities of the Korczak archives at the Ghetto Fighters’ Museum in Israel and Korczakianum in Poland we elicited information pertaining to the subject of the newspaper that was produced at the orphanage and the weekly newspaper Mały Przegląd [The Little Review], which was promoted and produced under the wings of Janusz Korczak, Stefania Wilczyńska and Igor Newerly. A critical analysis of the original copies of the content of Mały Przegląd has enabled us to make a direct comparison between the subject matters chosen then and now and the whole concept of children’s newspapers. Findings show that Korczak outlines the problems that schools may face when they want to produce a school newspaper. He also addresses the issue of relevant subjects that will be of interest to children mainly because the newspaper is produced by children for children, their participation reinforcing the feeling of belonging. In the past few years, youth newspapers at schools have taken a turn due to technological progress and new and modern media possibilities. Korczak’s promotion of progressive educational techniques included real opportunities for youth empowerment in a democratic set-up.

Writing argumentative texts is a hallmark of literacy attainments with a long and laborious trajectory. The present study explored the incipient stages in argumentative texts written by 293 Hebrew-speaking Israeli children in second, third, fourth, and fifth grades. The literacy cognitive, transcriptional, linguistic, and reading abilities were analyzed, as well the different text structure quality of children’s argumentative texts. The results indicate that that both literacy ability and text structure quality increase with age. However, not all the increases in the different literacy abilities are significant. Text structure quality—a measure of text organization and ideation—becomes more sophisticated and complete with age, attaining high-quality text structure in fourth and fifth grades in the production of autonomous texts with genre-driven elaborate features. The predictive power of the different literacy abilities to sustain a better-structured text varies across ages.

Abstract Marriage is scared in Christianity, even in religions outside Christianity. The most important goal of a marriage is not only to produce offspring, but more to covenant to God, Vision and Mision Of God, the formation of children’s character is primarily related to the faith of the children and generations. However, there are often cases regarding marriages of diffrent religions or faith that cause problems, pro and contra among community, religious leaders and theologians. Therefore, in this study an analysis was carried out to explore some of the principles of marriage in the Bible regarding the basis of marriage according to the Bible to respond to views on interfaith or diffrent fait marriages. The method used in this study uses a literature review in order to obtain theological writing. Based on this research, it is found the interfaith marriage is not permitted in the Bible because it relates to Elohim YHWH (God) ini this case The God of Israel who is the object of worship, this is important to answer the pro and contra of interfaith marriage of faith problems.Keyword: YHWH, Marriage, Family, Vision and Mission, Faih, Childrens AbstrakPernikahan merupakan hal yang sakral dalam kekristenan, bahkan juga dalam agama-agama di luar agama Kristen. Tujuan terpenting sebuah pernikahan bukan hanya untuk menghasilkan keturunan, tetapi lebih kepada perjanjian kepada TUHAN, Visi dan Misi Tuhan, pembentukan karakter anak-anak terutama berkaitan dengan iman anak-anak dan generasi. Namun sering terjadi kasus mengenai pernikahan berbeda agama atau iman yang mengakibatkan permasalahan, pro dan kontra di antara masyarakat, pemuka agama dan para teolog. Oleh karena itu dalam penelitian ini dilakukan analisa untuk menggali beberapa prinsip pernikahan dalam Alkitab mengenai dasar pernikahan yang sesuai dengan Alkitab untuk memberi respon terhadap pandangan mengenai pernikahan beda agama atau beda iman. Metode yang digunakan dalam penelitian ini menggunakan tinjauan literatur guna mendapatkan tulisan yang bersifat teologis. Berdasarkan penelitian ini ditemukan bahwa pernikahan beda agama tidak diijinkan dalam Alkitab karena berkaitan dengan Elohim YHWH (TUHAN) dalam hal ini Allah Israel yang menjadi objek penyembahan, hal ini penting untuk menjawab pro dan kontra masalah pernikahan beda agama atau iman. Kata Kunci : YHWH, Pernikahan, Keluarga, Visi dan Misi, Iman, Anak-anak

Korczak scholars deal mainly with his pedagogy, extensive writings, the legacy of his two children’s homes, and the tragic end of Korczak and his Jewish children in the Holocaust. Less attention is given to his humanistic worldview. Korczak, who claimed that the child is a human being here and now, not a man in the making, developed a philosophy that places the child, as any other human being, in his broad understanding of Humanity. This study aims to explore Korczak’s utopian idea of one united Humanity. As a Jew, Korczak knew the price people pay for these historical divisions. This study shows that, like other Jewish intellectuals of modernity, Korczak envisioned a reality of all men’s unity and solidarity. Korczak was not blind to the political, cultural, and social realities of the 20th century. Antisemitic ideas were present in interwar Poland, as in other European countries, yet, he hoped that the world of men is mendable. One day, all people of the world will unite around the cause of the child. A renewed reading of Korczak’s texts, including his exchange of letters with his friends in Palestine, the Land of Israel, the Holy Land of the Christians, and his impressions from his two visits to Palestine showed his broad universal view. A renewed reading of his classic novel, King Matt the First, would reveal, besides the idea of a children’s kingdom, the idea that Europeans, Africans and Asians, boys and girls, rich and street people, can live together in peace. It is possible if they would go beyond political rivalries, greediness for power and money, admiration of military might, and social prejudices. The Kingdom of Matt failed. Society is not ready for such a worldview. Korczak’s words like the Biblical prophecies of Isaiah, remained unfulfilled, but we, living in a troubling era, must hope that one day, “at the end of days,” they will become a reality.

Introduction: Terrorism is an international crime that poses a danger to security, world peace and harms the welfare of the community, it needs to be eradicated in a planned and sustainable manner so that the human rights of the people can be protected and upheld.Purposes of the Research: This writing aims to study and discuss an armed group that can be designated as a terrorist in terms of international law and to examine and discuss the impact of the designation of an armed group as a terrorist by another country in terms of international law. Methods of the Research: The method used is a normative juridical research method using a case approach, a statutory approach and a conceptual approach.Results of the Research: The results obtained from this research are, An Armed Group can be designated as a Terrorist in terms of International Law are: The designation of an Armed Group as a terrorist is not specifically regulated in International Law. But in this case it is related to the designation of Hamas as a terrorist by several existing countries, based on the provisions of the conventions on the protection of children's rights in the Israeli and Palestinian conflicts in the 1989 Convention on the Rights of the Child (CRC), Resolution 44/25 (Convention on the Rights of the Child) Article 39 and the protections for civilians regulated in the International Military Tribunal Tokyo 1950 Principle VI are violated by the group. The impact of the designation of armed groups as terrorists by other countries in terms of international law is: Giving negative stigmatization and increasingly prolonged discrimination to the Hamas group as freedom fighters in the country where Hamas is located.

Introduction: As a result of the prolonged conflict between Israel and Palestine, many children and women who have been affected by this conflict have suffered and even died as a result of this war. This unresolved conflict has resulted in a large number of victims from civil society from year to year and is increasing, especially children. Children who should have the right to grow and develop naturally when the war rages all their rights become victims of war, children's rights to grow up are violated without any mercy towards them, whatever the reason for the conflict, this act is a crime against humanity. and violations of children's rights.Purposes of the Research: This writing aims to analyze and find out the legal arrangements for women and children in armed conflicts in terms of international humanitarian law, to analyze and find out the forms of legal protection for women and children in armed conflicts, and as one of the requirements in completing studies at the University Law Faculty Pattimura.Methods of the Research: Normative research method with the type of research is qualitative analysis. The problem approach used is the statute approach, the conceptual approach and the case approach. The sources of legal materials used are Primary legal materials, Secondary legal materials, and Tertiary legal materials and are used as a technique for collecting legal materials, then processing and analyzing legal materials through methods of interpretation, harmonization, systematic and legal discovery.Results of the Research: The results of the study indicate that the legal arrangements for women and children in armed conflict are reviewed from international humanitarian law, namely Additional Protocol II of 1977 concerning the Protection of Victims of Non-International Armed Conflicts, which in Article 4 stipulates that everyone is not directly involved or is no longer involved. in a non-international armed conflict must be treated humanely and no distinction should be made that is detrimental to them. Provisions of the International Covenant on Civil and Political Rights (ICCPR) Article 4 which requires that even in a precarious public situation, fundamental non-derogable rights must still be respected.

This study addresses the research gap in heritage Hebrew in Nordic countries, focusing on the perspectives of Hebrew-speaking immigrant parents in Finland. The objective is to understand family language policies and the use of Hebrew within multilingual families, exploring factors influencing parental decisions on heritage Hebrew transmission to the children. Employing a mixed qualitative–quantitative approach and the FLP analysis method, the research explores language management and the dynamic use of Hebrew within families, examining factors that influence heritage Hebrew maintenance in Finland. A survey of 36 families revealed a shift away from Hebrew towards the majority languages in Finland, with approximately a third of the children having poor or non-existent oral Hebrew skills. Despite the emphasis on Hebrew literacy by many parents, the reported proficiency levels were low, with slightly over 10% of children demonstrating good or excellent reading and writing skills, while 43% were entirely illiterate in the language. A third of respondents cited challenges in accessing Hebrew education, attributing it as the primary reason for the children’s illiteracy, as only 26.3% of children received external Hebrew teaching. While the connection between the birth order of the children and their heritage Hebrew skills presented diverse patterns, the survey revealed a notable shift towards Finnish as the primary communication language among siblings. A unique connection was found between parents’ birthplace and language choices, indicating reduced Hebrew transmission among repatriated parents. These insights contribute to understanding heritage Hebrew dynamics in Finland, with potential implications for informing policies supporting language transmission in similar contexts and practical application in multilingual families worldwide. Furthermore, by analyzing the dynamics of maintaining heritage Hebrew in Finland and investigating the language policies of immigrant Israeli families in the Nordic context, this study expands the theoretical understanding and contributes to the advancement of the fields of heritage languages and family language policies.

AbstractToday, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.

BackgroundThe study describes preschoolers' digital home environment, focusing on parent–child writing interactions using a smartphone and exploring its contribution to children's early literacy.MethodsParticipants were 65 Israeli preschoolers (M = 62.37 months) from middle SES and one of their parents. Parents responded to questionnaires assessing the digital home environment (prevalence of digital devices, parental involvement in selecting digital content, children's independent digital activities and screen time). Parents were video recorded while assisting their children in writing a shopping list of three products using a smartphone (keyboard). We analysed how parents helped children segment words into their respective sounds (grapho‐phonemic mediation) and type letters independently (printing mediation) and their reference to the orthography. Children's literacy skills (letter knowledge, phonological awareness and early writing) were assessed individually.ResultsFindings showed that the homes are rich with technology and children are engaged daily with various digital devices. The level of parental involvement in selecting their children's digital content and the quality of their writing support positively related to children's early literacy skills. Children's independent digital activities were negatively related to their literacy skills. Hierarchical regression analyses showed that the nature of parental writing support predicted children's early literacy beyond parental involvement in selecting digital content and children's independent digital activities.ConclusionsThe study reveals the benefits of parental involvement in their children's digital world and highlights the strength of parental writing support and the potential of parent–child digital activities in promoting children's early literacy.HighlightsWhat is already known about this topic Children's digital home environment has become a meaningful learning place and contributes to school readiness (Bus et al., 2015). Letter knowledge and phonological awareness are major predictors of reading and writing acquisition (Robins et al., 2014). Parent–child writing interactions using digital means support children's early literacy skills (Aram & Chorowicz‐Bar‐Am, 2016).What this paper adds The study emphasises the potential of preschoolers' digital literacy home environment, focusing on the nature of parents' writing support via a smartphone. Parental involvement in selecting digital content for their children is related to children's higher literacy skills while encouraging independent use of digital devices is related to children's lower literacy skills. The study underscores the crucial role of parents in children's digital literacy. Specifically, parents' digital writing support using a smartphone is shown to be a significant factor in children's higher literacy skills, even beyond the children's age and the digital home environment.Implications for theory, policy or practice Parents experience a conflict between the need to expose their children to forms of technology and the need to control and supervise this engagement with digital technologies (Edwards et al., 2017). Our study suggests that the solution to this conflict is to enable children's use of digital means and also carefully select the content to which children are exposed. The study may assist parents in mediating the writing world, using the smartphone to support children's readiness for school.

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Introduction Food has always been an essential component of daily life. Today, thinking about food is a much more complicated pursuit than planning the next meal, with food studies scholars devoting their efforts to researching “anything pertaining to food and eating, from how food is grown to when and how it is eaten, to who eats it and with whom, and the nutritional quality” (Duran and MacDonald 234). This is in addition to the work undertaken by an increasingly wide variety of popular culture researchers who explore all aspects of food (Risson and Brien 3): including food advertising, food packaging, food on television, and food in popular fiction. In creating stories, from those works that quickly disappear from bookstore shelves to those that become entrenched in the literary canon, writers use food to communicate the everyday and to explore a vast range of ideas from cultural background to social standing, and also use food to provide perspectives “into the cultural and historical uniqueness of a given social group” (Piatti-Farnell 80). For example in Oliver Twist (1838) by Charles Dickens, the central character challenges the class system when: “Child as he was, he was desperate with hunger and reckless with misery. He rose from the table, and advancing basin and spoon in hand, to the master, said, somewhat alarmed at his own temerity–‘Please, sir, I want some more’” (11). Scarlett O’Hara in Margaret Mitchell’s Gone with the Wind (1936) makes a similar point, a little more dramatically, when she declares: “As God is my witness, I’m never going to be hungry again” (419). Food can also take us into the depths of another culture: places that many of us will only ever read about. Food is also used to provide insight into a character’s state of mind. In Nora Ephron’s Heartburn (1983) an item as simple as boiled bread tells a reader so much more about Rachel Samstat than her preferred bakery items: “So we got married and I got pregnant and I gave up my New York apartment and moved to Washington. Talk about mistakes [...] there I was, trying to hold up my end in a city where you can’t even buy a decent bagel” (34). There are three ways in which writers can deal with food within their work. Firstly, food can be totally ignored. This approach is sometimes taken despite food being such a standard feature of storytelling that its absence, be it a lonely meal at home, elegant canapés at an impressively catered cocktail party, or a cheap sandwich collected from a local café, is an obvious omission. Food can also add realism to a story, with many authors putting as much effort into conjuring the smell, taste, and texture of food as they do into providing a backstory and a purpose for their characters. In recent years, a third way has emerged with some writers placing such importance upon food in fiction that the line that divides the cookbook and the novel has become distorted. This article looks at cookbooks and cookery in popular fiction with a particular focus on crime novels. Recipes: Ingredients and Preparation Food in fiction has been employed, with great success, to help characters cope with grief; giving them the reassurance that only comes through the familiarity of the kitchen and the concentration required to fulfil routine tasks: to chop and dice, to mix, to sift and roll, to bake, broil, grill, steam, and fry. Such grief can come from the breakdown of a relationship as seen in Nora Ephron’s Heartburn (1983). An autobiography under the guise of fiction, this novel is the first-person story of a cookbook author, a description that irritates the narrator as she feels her works “aren’t merely cookbooks” (95). She is, however, grateful she was not described as “a distraught, rejected, pregnant cookbook author whose husband was in love with a giantess” (95). As the collapse of the marriage is described, her favourite recipes are shared: Bacon Hash; Four Minute Eggs; Toasted Almonds; Lima Beans with Pears; Linguine Alla Cecca; Pot Roast; three types of Potatoes; Sorrel Soup; desserts including Bread Pudding, Cheesecake, Key Lime Pie and Peach Pie; and a Vinaigrette, all in an effort to reassert her personal skills and thus personal value. Grief can also result from loss of hope and the realisation that a life long dreamed of will never be realised. Like Water for Chocolate (1989), by Laura Esquivel, is the magical realist tale of Tita De La Garza who, as the youngest daughter, is forbidden to marry as she must take care of her mother, a woman who: “Unquestionably, when it came to dividing, dismantling, dismembering, desolating, detaching, dispossessing, destroying or dominating […] was a pro” (87). Tita’s life lurches from one painful, unjust episode to the next; the only emotional stability she has comes from the kitchen, and from her cooking of a series of dishes: Christmas Rolls; Chabela Wedding Cake; Quail in Rose Petal Sauce; Turkey Mole; Northern-style Chorizo; Oxtail Soup; Champandongo; Chocolate and Three Kings’s Day Bread; Cream Fritters; and Beans with Chilli Tezcucana-style. This is a series of culinary-based activities that attempts to superimpose normalcy on a life that is far from the everyday. Grief is most commonly associated with death. Undertaking the selection, preparation and presentation of meals in novels dealing with bereavement is both a functional and symbolic act: life must go on for those left behind but it must go on in a very different way. Thus, novels that use food to deal with loss are particularly important because they can “make non-cooks believe they can cook, and for frequent cooks, affirm what they already know: that cooking heals” (Baltazar online). In Angelina’s Bachelors (2011) by Brian O’Reilly, Angelina D’Angelo believes “cooking was not just about food. It was about character” (2). By the end of the first chapter the young woman’s husband is dead and she is in the kitchen looking for solace, and survival, in cookery. In The Kitchen Daughter (2011) by Jael McHenry, Ginny Selvaggio is struggling to cope with the death of her parents and the friends and relations who crowd her home after the funeral. Like Angelina, Ginny retreats to the kitchen. There are, of course, exceptions. In Ntozake Shange’s Sassafrass, Cypress & Indigo (1982), cooking celebrates, comforts, and seduces (Calta). This story of three sisters from South Carolina is told through diary entries, narrative, letters, poetry, songs, and spells. Recipes are also found throughout the text: Turkey; Marmalade; Rice; Spinach; Crabmeat; Fish; Sweetbread; Duck; Lamb; and, Asparagus. Anthony Capella’s The Food of Love (2004), a modern retelling of the classic tale of Cyrano de Bergerac, is about the beautiful Laura, a waiter masquerading as a top chef Tommaso, and the talented Bruno who, “thick-set, heavy, and slightly awkward” (21), covers for Tommaso’s incompetency in the kitchen as he, too, falls for Laura. The novel contains recipes and contains considerable information about food: Take fusilli […] People say this pasta was designed by Leonardo da Vinci himself. The spiral fins carry the biggest amount of sauce relative to the surface area, you see? But it only works with a thick, heavy sauce that can cling to the grooves. Conchiglie, on the other hand, is like a shell, so it holds a thin, liquid sauce inside it perfectly (17). Recipes: Dishing Up Death Crime fiction is a genre with a long history of focusing on food; from the theft of food in the novels of the nineteenth century to the utilisation of many different types of food such as chocolate, marmalade, and sweet omelettes to administer poison (Berkeley, Christie, Sayers), the latter vehicle for arsenic receiving much attention in Harriet Vane’s trial in Dorothy L. Sayers’s Strong Poison (1930). The Judge, in summing up the case, states to the members of the jury: “Four eggs were brought to the table in their shells, and Mr Urquhart broke them one by one into a bowl, adding sugar from a sifter [...he then] cooked the omelette in a chafing dish, filled it with hot jam” (14). Prior to what Timothy Taylor has described as the “pre-foodie era” the crime fiction genre was “littered with corpses whose last breaths smelled oddly sweet, or bitter, or of almonds” (online). Of course not all murders are committed in such a subtle fashion. In Roald Dahl’s Lamb to the Slaughter (1953), Mary Maloney murders her policeman husband, clubbing him over the head with a frozen leg of lamb. The meat is roasting nicely when her husband’s colleagues arrive to investigate his death, the lamb is offered and consumed: the murder weapon now beyond the recovery of investigators. Recent years have also seen more and more crime fiction writers present a central protagonist working within the food industry, drawing connections between the skills required for food preparation and those needed to catch a murderer. Working with cooks or crooks, or both, requires planning and people skills in addition to creative thinking, dedication, reliability, stamina, and a willingness to take risks. Kent Carroll insists that “food and mysteries just go together” (Carroll in Calta), with crime fiction website Stop, You’re Killing Me! listing, at the time of writing, over 85 culinary-based crime fiction series, there is certainly sufficient evidence to support his claim. Of the numerous works available that focus on food there are many series that go beyond featuring food and beverages, to present recipes as well as the solving of crimes. These include: the Candy Holliday Murder Mysteries by B. B. Haywood; the Coffeehouse Mysteries by Cleo Coyle; the Hannah Swensen Mysteries by Joanne Fluke; the Hemlock Falls Mysteries by Claudia Bishop; the Memphis BBQ Mysteries by Riley Adams; the Piece of Cake Mysteries by Jacklyn Brady; the Tea Shop Mysteries by Laura Childs; and, the White House Chef Mysteries by Julie Hyzy. The vast majority of offerings within this female dominated sub-genre that has been labelled “Crime and Dine” (Collins online) are American, both in origin and setting. A significant contribution to this increasingly popular formula is, however, from an Australian author Kerry Greenwood. Food features within her famed Phryne Fisher Series with recipes included in A Question of Death (2007). Recipes also form part of Greenwood’s food-themed collection of short crime stories Recipes for Crime (1995), written with Jenny Pausacker. These nine stories, each one imitating the style of one of crime fiction’s greatest contributors (from Agatha Christie to Raymond Chandler), allow readers to simultaneously access mysteries and recipes. 2004 saw the first publication of Earthly Delights and the introduction of her character, Corinna Chapman. This series follows the adventures of a woman who gave up a career as an accountant to open her own bakery in Melbourne. Corinna also investigates the occasional murder. Recipes can be found at the end of each of these books with the Corinna Chapman Recipe Book (nd), filled with instructions for baking bread, muffins and tea cakes in addition to recipes for main courses such as risotto, goulash, and “Chicken with Pineapple 1971 Style”, available from the publisher’s website. Recipes: Integration and Segregation In Heartburn (1983), Rachel acknowledges that presenting a work of fiction and a collection of recipes within a single volume can present challenges, observing: “I see that I haven’t managed to work in any recipes for a while. It’s hard to work in recipes when you’re moving the plot forward” (99). How Rachel tells her story is, however, a reflection of how she undertakes her work, with her own cookbooks being, she admits, more narration than instruction: “The cookbooks I write do well. They’re very personal and chatty–they’re cookbooks in an almost incidental way. I write chapters about friends or relatives or trips or experiences, and work in the recipes peripherally” (17). Some authors integrate detailed recipes into their narratives through description and dialogue. An excellent example of this approach can be found in the Coffeehouse Mystery Series by Cleo Coyle, in the novel On What Grounds (2003). When the central protagonist is being questioned by police, Clare Cosi’s answers are interrupted by a flashback scene and instructions on how to make Greek coffee: Three ounces of water and one very heaped teaspoon of dark roast coffee per serving. (I used half Italian roast, and half Maracaibo––a lovely Venezuelan coffee, named after the country’s major port; rich in flavour, with delicate wine overtones.) / Water and finely ground beans both go into the ibrik together. The water is then brought to a boil over medium heat (37). This provides insight into Clare’s character; that, when under pressure, she focuses her mind on what she firmly believes to be true – not the information that she is doubtful of or a situation that she is struggling to understand. Yet breaking up the action within a novel in this way–particularly within crime fiction, a genre that is predominantly dependant upon generating tension and building the pacing of the plotting to the climax–is an unusual but ultimately successful style of writing. Inquiry and instruction are comfortable bedfellows; as the central protagonists within these works discover whodunit, the readers discover who committed murder as well as a little bit more about one of the world’s most popular beverages, thus highlighting how cookbooks and novels both serve to entertain and to educate. Many authors will save their recipes, serving them up at the end of a story. This can be seen in Julie Hyzy’s White House Chef Mystery novels, the cover of each volume in the series boasts that it “includes Recipes for a Complete Presidential Menu!” These menus, with detailed ingredients lists, instructions for cooking and options for serving, are segregated from the stories and appear at the end of each work. Yet other writers will deploy a hybrid approach such as the one seen in Like Water for Chocolate (1989), where the ingredients are listed at the commencement of each chapter and the preparation for the recipes form part of the narrative. This method of integration is also deployed in The Kitchen Daughter (2011), which sees most of the chapters introduced with a recipe card, those chapters then going on to deal with action in the kitchen. Using recipes as chapter breaks is a structure that has, very recently, been adopted by Australian celebrity chef, food writer, and, now fiction author, Ed Halmagyi, in his new work, which is both cookbook and novel, The Food Clock: A Year of Cooking Seasonally (2012). As people exchange recipes in reality, so too do fictional characters. The Recipe Club (2009), by Andrea Israel and Nancy Garfinkel, is the story of two friends, Lilly Stone and Valerie Rudman, which is structured as an epistolary novel. As they exchange feelings, ideas and news in their correspondence, they also exchange recipes: over eighty of them throughout the novel in e-mails and letters. In The Food of Love (2004), written messages between two of the main characters are also used to share recipes. In addition, readers are able to post their own recipes, inspired by this book and other works by Anthony Capella, on the author’s website. From Page to Plate Some readers are contributing to the burgeoning food tourism market by seeking out the meals from the pages of their favourite novels in bars, cafés, and restaurants around the world, expanding the idea of “map as menu” (Spang 79). In Shannon McKenna Schmidt’s and Joni Rendon’s guide to literary tourism, Novel Destinations (2009), there is an entire section, “Eat Your Words: Literary Places to Sip and Sup”, dedicated to beverages and food. The listings include details for John’s Grill, in San Francisco, which still has on the menu Sam Spade’s Lamb Chops, served with baked potato and sliced tomatoes: a meal enjoyed by author Dashiell Hammett and subsequently consumed by his well-known protagonist in The Maltese Falcon (193), and the Café de la Paix, in Paris, frequented by Ian Fleming’s James Bond because “the food was good enough and it amused him to watch the people” (197). Those wanting to follow in the footsteps of writers can go to Harry’s Bar, in Venice, where the likes of Marcel Proust, Sinclair Lewis, Somerset Maugham, Ernest Hemingway, and Truman Capote have all enjoyed a drink (195) or The Eagle and Child, in Oxford, which hosted the regular meetings of the Inklings––a group which included C.S. Lewis and J.R.R. Tolkien––in the wood-panelled Rabbit Room (203). A number of eateries have developed their own literary themes such as the Peacocks Tearooms, in Cambridgeshire, which blends their own teas. Readers who are also tea drinkers can indulge in the Sherlock Holmes (Earl Grey with Lapsang Souchong) and the Doctor Watson (Keemun and Darjeeling with Lapsang Souchong). Alternatively, readers may prefer to side with the criminal mind and indulge in the Moriarty (Black Chai with Star Anise, Pepper, Cinnamon, and Fennel) (Peacocks). The Moat Bar and Café, in Melbourne, situated in the basement of the State Library of Victoria, caters “to the whimsy and fantasy of the fiction housed above” and even runs a book exchange program (The Moat). For those readers who are unable, or unwilling, to travel the globe in search of such savoury and sweet treats there is a wide variety of locally-based literary lunches and other meals, that bring together popular authors and wonderful food, routinely organised by book sellers, literature societies, and publishing houses. There are also many cookbooks now easily obtainable that make it possible to re-create fictional food at home. One of the many examples available is The Book Lover’s Cookbook (2003) by Shaunda Kennedy Wenger and Janet Kay Jensen, a work containing over three hundred pages of: Breakfasts; Main & Side Dishes; Soups; Salads; Appetizers, Breads & Other Finger Foods; Desserts; and Cookies & Other Sweets based on the pages of children’s books, literary classics, popular fiction, plays, poetry, and proverbs. If crime fiction is your preferred genre then you can turn to Jean Evans’s The Crime Lover’s Cookbook (2007), which features short stories in between the pages of recipes. There is also Estérelle Payany’s Recipe for Murder (2010) a beautifully illustrated volume that presents detailed instructions for Pigs in a Blanket based on the Big Bad Wolf’s appearance in The Three Little Pigs (44–7), and Roast Beef with Truffled Mashed Potatoes, which acknowledges Patrick Bateman’s fondness for fine dining in Bret Easton Ellis’s American Psycho (124–7). Conclusion Cookbooks and many popular fiction novels are reflections of each other in terms of creativity, function, and structure. In some instances the two forms are so closely entwined that a single volume will concurrently share a narrative while providing information about, and instruction, on cookery. Indeed, cooking in books is becoming so popular that the line that traditionally separated cookbooks from other types of books, such as romance or crime novels, is becoming increasingly distorted. The separation between food and fiction is further blurred by food tourism and how people strive to experience some of the foods found within fictional works at bars, cafés, and restaurants around the world or, create such experiences in their own homes using fiction-themed recipe books. Food has always been acknowledged as essential for life; books have long been acknowledged as food for thought and food for the soul. 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