scholarly journals Home in Time for Dinner by K. Ellis

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
Junior High School ◽  
Junior High ◽  
Literary Work ◽  
University Of Alberta ◽  
Knowing That ◽  
Missing Children ◽  
Suspension Of Disbelief ◽  
The Moment ◽  
The One ◽  
The University

Ellis, Kathryn.  Home in Time for Dinner.  Markham, ON: Red Deer Press, 2012. Print.From the author of the book Degrassi Junior High and scripts for the original Degrassi Junior High television show, comes a story about a thirteen-year-old boy who has grown up in Texas, not knowing that is father had abducted him from his Canadian mother in a nasty divorce and custody battle. Ellis is definitely in tune with teenage boys.  She flawlessly takes the reader through Chris Ramsey’s discovery that he is one of the “missing children” profiled on television,  his plan to escape and his flight to Canada.  By presenting the story through Chris’s eyes, Ellis draws the reader into the world of a confused and distressed, but determined teenager.Ellis masterfully responds to all of the obvious objections to the events in the story.  Why doesn’t Chris just go to the police?  His father has taught him to fear and avoid the police.  Chris makes terrible errors in judgement on his journey, but we know that his father has always controlled him, and not allowed him to make decisions, so he has little experience with it.  Remarkably, his mother still lives in the same apartment in Kingston, but Ellis tells us that she’s been waiting for him to return.  So while, objectively, the plot is too tidy, it doesn’t seem that way when you are reading the story.  The one point that really stretches the suspension of disbelief is Chris’ being easily smuggled across the border. While the plot line is simple, Ellis has a knack for getting at the essence of a situation in just a few words.  Whether the alcoholic former preacher who gives Chris a ride, the manipulative Moth who gives a him a place to sleep and then robs him or the moment when Chris’s mother recognizes her child who has been missing for years,  Ellis creates unforgettable characters and scenes.  This is one of the best young adult novels that I have read recently.  It is not a high literary work, but it is a good read and would be a great addition to public and junior high school libraries. Highly recommended:  4 stars out of 4 Reviewer:  Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

scholarly journals THE EFFECT OF DRILLING TOWARD STUDENTS VOCABULLARY IN SIDOMUKTI VILLAGE GRESIK

2021 ◽  
Vol 3 (1) ◽  
pp. 697
Author(s):  
Gadis Dinda Finissha ◽  
Nisa Fitri Amalia ◽  
Slamet Asari ◽  
Andi Rahmad Rahim ◽  
Sukaris Sukaris ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
Second Grade ◽  
Classroom Activity ◽  
Drilling Method ◽  
Post Test ◽  
The One

The aims of this study to know student vocabulary through drill vocabulary on second grade Elementary school in Sidomukti village, Kebomas Gresik. The participant from Elementary School until Junior high school and the enthusiastic of participant is good around 25-30 in every meeting.  Classroom activity was made fun but still get knowledge through game and material worksheet based on topic. Then drilling  method that is applied in the classroom, students not only listen theory but try to answer question in worksheet. Researcher want to make more relaxed learning atmosphere in every meeting in order to student did not bored, researcher try to guide student from worksheet to increase their  vocabulary. Vocabulary is the one of focus in this learning, their ability in vocabulary is variative because they are from different level Elementary School and Junior High School. Every meeting we try to drill their vocabulary so we hope their vocabulary increase step by step. We try to drill their vocabulary in every meeting to recognize some of vocabulary related with the material and  also try  to make student motivated for answer the question. This research method using pre-test and post-test for retrieve data .The result from this learning is participant happy and enjoy, their vocabulary ability and their vocabulary increase also. 

Arithmetic in The Junior High School

1925 ◽  
Vol 18 (2) ◽  
pp. 111-118
Author(s):  
Lewis W. Colwell
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Other ◽  
Social Nature ◽  
Other Hand ◽  
Good For ◽  
Set Up ◽  
The One

The curriculum of the junior high school must be determined on the one hand by the needs of a developing civilization and on the other by the nature and capacities of developing youth. These two criteria of worth are by no means opposed to each other. They constitute no bifurcated demand. They set up no dilemmas. For every child is born into organized society on the one hand and becomes a duly constituted member thereof, while on the other hand he possesses a social nature that fits him into the world's work just in the measure that he finds himself. It is perhaps not far afield to say that all friction due to anti-socialistic tendencies is a maladjustment of individuals who have not discovered what they are good for.

scholarly journals Judy Moody and the Right Royal Tea Party by M. McDonald

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
School Children ◽  
Tea Party ◽  
Young Brother ◽  
Elizabeth I ◽  
National Unity ◽  
University Of Alberta ◽  
Queen Victoria ◽  
The One ◽  
The Right ◽  
The University

McDonald, Megan.  Judy Moody and the Right Royal Tea Party. Illustrated by Peter H. Reynolds. Candlewick Press, 2018. The multi-volume Judy Moody series continues here as Judy attempts to complete a grade three assignment: create a family tree. Learning that one of her British ancestors was “Mudeye” Moody, rescuer of a prisoner from the Tower of London during the reign of Queen Elizabeth I, Judy embellishes: the rescuer was a young prince; the prisoner was a princess; she, herself, is akin to royalty, a future Queen. There is, however, a rival for her title, her schoolmate, Jessica Finch. Jessica, too, has British roots. She, too, claims kinship with Mudeye Moody. Jessica’s Mudeye, however, was a rat catcher who rescued his lady from the Tower in the time of Queen Victoria. Unaware that more than two centuries elapsed between the reigns of Elizabeth I and Queen Victoria, the two girls decide that Mudeye Moody, the one-and-the-same, is their mutual ancestor. They ally; they are “step sisters.” They will keep secret Judy’s relationship to the rat catcher, but, together, they will stage a “Right Royal Tea Party.”  Judy Moody is a domineering child. No constitutional monarch is she; she is a despot, her younger brother the target of her bullying. In both conversational and narrative passages, scatology is the norm. Judy and her friends belong to the “Toad Pee Club.” They meet in the “Toad Pee Tent.” Her younger brother’s Siamese Fighting  Fish is named “Prince Redmond the Farter.” It communicates, of course, by ”farting.” Throughout the book, the young brother is referred to as “Stink.” (There is never any adult censure of this talk.) Dubious diction continues in Judy’s letter to the current Queen Elizabeth. She asks: “...Did you ever ride a hinny? (That’s a cross between a horse and a donkey, not a hiney?) … P.S. Sorry if I’m not supposed to say hiney in a letter to the Queen.” (Among its various uses, “hiney” is slang for “buttocks.” It is, as well, a derogatory 20th-century term for a German soldier.) Questions spring to mind as one reads this book: does the writing merely reflect the anal obsessions of children, or does it encourage them? The same could be asked about bullying behaviours. It is also curious that the historical dates of Elizabeth I (who died in 1603) and Queen Victoria (who came to the throne in 1837) are never given. There are natural opportunities within the story to do so: Peter Reynold’s illustration of “Famous Women Rulers” is one such opportunity; the Moody family’s trip to Wolff Castle is another. Of course, if Judy and Jessica discover the dates, they must give up their assumptions about Mudeye; he would have to have lived for more than two centuries to perform his dual acts of gallantry. Are the presumed readers (upper primary, lower elementary school children) thought to be too immature to appreciate this absurdity? Or must they be kept in ignorance lest the contrivance of the plot be revealed?    In Canada, school children are taught that the Queen is a constitutional monarch, a symbol of national unity, not a ruler. Because she lives in England, she has a Canadian representative who performs her ceremonial duties. A Canadian Judy Moody might dream differently—perhaps pretending that she is an astronaut like Governor General Julie Payette. While much imagination went into the premise of this book, it lacks thoughtful, well considered composition.  However popular the Judy Moody books, this entry in the series is weak. Not recommended: 1 out of 4 stars Reviewer: Leslie Aitken Leslie Aitken’s long career in librarianship included selection of children’s literature for school, public, special and academic libraries. She is a former Curriculum Librarian of the University of Alberta.

scholarly journals The Remember Balloons by J. Oliveros

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Deanna Townsend
Keyword(s):  
Junior High School ◽  
Memory Loss ◽  
Loved One ◽  
University Of Alberta ◽  
Area Of Interest ◽  
Learning Commons ◽  
The People ◽  
Library And Information Studies ◽  
Aging And Memory ◽  
The University

Oliveros, Jessie. The Remember Balloons. Illustrated by Dana Wulfekotte, Simon & Schuster Books for Young Children – Simon and Schuster, 2018 This beautifully written story tells of a young boy and his dear relationship with his aging Grandfather. Connected through balloons that hold memories and stories, the young boy notices his Grandfather begins to lose his balloons and eventually his memory, even of knowing his beloved grandson. Confused and upset, the young boy cannot understand why this is happening and tries in vain to save his Grandfather’s balloons. Saddened, the boy seeks his parent’s help whereby they show him that he now has a whole new set of balloons—his Grandfather’s. In acquiring these treasured memories, the young boy discovers a new way to be with his Grandfather through retelling him all his old stories. Illustrated in pencil sketch with minimal colour other than the varied and vibrant balloons, Oliveros speaks to children in a beautifully relatable manner about memories and stories and the connections to the people we cherish. It gently acknowledges the difficult changes in relationships as a loved one experiences the changes of aging and memory loss and guides the reader to find new ways to experience their stories and build new connections. The subtle acknowledgement of mixed-race families and friend groups also lends itself to a realistic and contemporary view of family and culture, further strengthening the relatability of this story to a wider readership. Recommended and appropriately written for ages 5-9 years, the book’s themes of keeping our memories close in our varied balloons and maintaining our connections with family even as relationships change, lends itself to a far greater age demographic. Highly recommended: 4 out of 4 stars Reviewer: Deanna Townsend Deanna Townsend is currently an Open Studies student and prospective graduate student with the Master of Library and Information Studies program at the University of Alberta. She is currently working in the Learning Commons/Library of an Elementary-Junior High School with Edmonton Public School Board. Her keen area of interest is in the transformation of school libraries/learning commons to modern, usable education spaces that inspire children to explore and learn beyond the classroom.

scholarly journals The Sloth Who Slowed Us Down by M. Wild

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Darilyn Randall
Keyword(s):  
Elementary Education ◽  
University Of Alberta ◽  
Young Readers ◽  
Children's Book ◽  
Division 1 ◽  
Speed Up ◽  
Children's Literacy ◽  
The Moment ◽  
The University ◽  
Descriptive Writing

Wild, Margaret. The Sloth Who Slowed Us Down. Illustrated by Vivienne To, Abrams Books for Young Readers, 2018. You’ll want to make a speedy trip to the nearest bookstore to pick up a copy of Margaret Wild’s The Sloth Who Slowed Us Down. Together with Vivienne To’s illustrations, this simple story about how a little sloth can be a big example could make anyone want to stop and smell the roses. Life seems to speed up every day, work needs to get done faster so we have time to quickly make dinner, quickly exercise, and then quickly move on to the next thing we feel like we need to speed through. In her newest children’s book, Wild’s descriptive prose directly mirrors Sloth as he teaches Amy’s family the importance of taking our time and enjoying living in the moment. Realistically, we are all very busy, moving from one task to the next without indulging in the little things, the happy moments and the details. Everyone from busy families to teachers to even grown-ups with grown-up jobs and responsibilities could benefit from giving this adoring story a read. The colourful but soft illustrations created by To provide new detail and add more expression to Wild’s story each time it’s read. Illustrations of Sloth make you want to snuggle him while you read this story and feel like a child again. Through her descriptive writing, Wild portrays Sloth’s actions quite clearly. She includes phrases, such as “Sloth had a long, leisurely bath. . .” that roll off the tongue in a way that makes you feel like you’re taking your time, but in the best sort of way.  Highly recommended: 4 out of 4 starsReviewer: Darilyn Randall Darilyn Randall is a fourth-year student at the University of Alberta completing her Bachelor of Elementary Education. She is interested in teaching in a Division 1 classroom where she can incorporate children’s literacy into cross-curricular activities.

scholarly journals Northern Dancer: King of the Racetrack by G. Joyce

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
High School ◽  
Junior High School ◽  
Public Libraries ◽  
School Libraries ◽  
Health Sciences ◽  
University Of Alberta ◽  
The World ◽  
The University ◽  
Thoroughbred Racing

Joyce, Gare.  Northern Dancer: King of the Racetrack.  Markham, ON:  Fitzhenry & Whiteside, 2012. Print.It is not often that you find a biography of an animal, but in this case, the animal was a national icon.  According to Gare Joyce, Northern Dancer, the great racehorse “made more money as an accomplished racehorse and sire than any Canadian athlete in history – even more than Wayne Gretzky ”.  The book begins with a genealogical chart that shows that of the 19 horses starting in the 2011 Kentucky Derby, 18 were descended from Northern Dancer.This book chronicles Northern Dancer from his birth through to his wins and standing at stud until his death at age 29.  Through his story, the reader also learns about the world of North American thoroughbred racing.  We meet the great jockeys:  Ron Turcotte, Willie Shoemaker and Bill Hardtack who all rode Northern Dancer to victories. We learn about the development of racehorses and the major races:  The Preakness, The Belmont, The Kentucky Derby and the Queen’s Plate.   Joyce writes informally and conversationally, as though he is telling one long story.  For example, he tells us that Northern Dancer “became unruly around his stall…At least once he ripped the shirt off his trainer.” Later we are told that a trainer inadvertently let Northern Dancer run hard the day before a race and people thought that no thoroughbred could “run the equivalent of two races on two consecutive days.   As it turned out, the only ones hurting after the Florida Derby were those who hadn’t bet on the heavily favoured Northern Dancer.”  The text is accompanied by many photos of Northern Dancer, including archival images of horse and jockey in races, at the wire and in the winners’ circle.           Overall, this is an enjoyable story of a remarkable horse.  Northern Dancer: King of the Racetrack is highly recommended for junior high school libraries and public libraries everywhere.  Highly recommended:  4 stars out of 4Reviewer:  Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give. 

Circle Nine by A. Hetzel

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Sarah Mead-Willis
Keyword(s):  
English Literature ◽  
The Novel ◽  
Rare Book ◽  
University Of Alberta ◽  
Special Collections ◽  
Literary Allusion ◽  
The One ◽  
The University

Heltzel, Anne. Circle Nine. Somerville, Mass.: Candlewick Press, 2011. Print. Why are hapless females in YA novels always named Abby? I don’t know, the amnesiac narrator of Circle Nine would reply. That’s just what it says on my necklace.  So begins Anne Heltzel’s debut thriller: a teenaged girl awakens on the pavement outside a burning building with no memories and no name, save the one she wears in gold around her neck. With her is a mysterious, charismatic youth named Sam, who claims to be her friend. Sam persuades Abby to retreat from the fire and into the woods, where they hide in the safety of his “cave-palace”: a glittering subterranean paradise full of shimmering fabrics and sumptuous furniture. There, the two of them sip pomegranate wine, discuss fine literature, and forswear all contact with the outside world, which Sam likens to an Aleghierian hell (hence the book’s title). We suspect this a fantasy, invented by Abby to protect herself from an uglier cave and an uglier Sam, to say nothing of the ugly events occluded by her smoke-kippered memory. The question is: whose fantasy is it? What sixteen-year-old with cheap bling on her neck would retreat into a happy place wrought with literary allusion, Platonic cave metaphors, and Oriental carpets? This is clearly the reverie of the author herself, still in love with her various muses. Abby’s fantasyland, though out of character, is not necessarily a detriment to the novel itself. Indeed, we could do without the predictable combination of flashbacks and sleuthing by which Abby reconstructs her true identity, and abide instead within her doomed and darkly luminous otherworld. For it is there that Heltzel’s storytelling is at its boldest, her writing most sensuous and wild, and it is here that the novel promises—if only briefly—to be something other than the dreary chestnut about a naïve girl brought low by bad luck and sly men.Recommended with reservations: 2 out of 4 starsReviewer: Sarah Mead-Willis Sarah is the Rare Book Cataloguer at the University of Alberta's Bruce Peel Special Collections Library. She holds a BA and an MLIS from the University of Alberta and an MA in English Literature from the University of Victoria.

scholarly journals Enn Koemetsa kirjad Heino Liimetsale 1942–1963 ehk kuidas on kasvatatud teadlaseks / Enn Koemets’ letters to Heino Liimets 1942–1963 or how scientists are raised

2017 ◽  
Vol 15 (19) ◽  
Author(s):  
Airi Liimets
Keyword(s):  
Present Article ◽  
Time Management ◽  
Educational Institution ◽  
Real Life ◽  
Theoretical Treatment ◽  
Knowing That ◽  
Long Time ◽  
Spiritual Reality ◽  
The One ◽  
The University

Artikkel analüüsib huvitavat epistolaarset materjali Teise maailmasõja aastatest ja sellele järgnenud ajast – kasvatusteadlase Enn Koemetsa kirju õepoeg Heino Liimetsale, kellest sai hiljem samuti pedagoogikaõppejõud ja akadeemik. Kirjades võib tähele panna Koemetsa teoreetilisi seisukohti õppimisest ja õpetamisest ning nende rakendamist eesmärgiga kasvatada õepojast teadlast ja õppejõudu. Tervikuna ja koos kommentaaridega ilmuvad kuus Koemetsa kirja aastatest 1942–1943. When discussing Estonian educational science, we need to talk about the Koemets-Liimets family where six people from three generations have been or still are active in this field. Such career choice was first made by the pedagogue, educational scientist and psychologist Enn Koemets (1911–1973). 50 letters, found in the personal home archive of the author of the present article, offer interesting material for a theoretical treatment of Enn Koemets’ biographical data as well as of the growing of Heino Liimets’ into a scientist.The present article publishes in full six letters which Koemets wrote in Tartu from 1942–1943 and sent to Valga to his nephew Heino Liimets (1928–1989), who studied at the Valga Gymnasium and was 14 years old in 1942. Later, Heino Liimets became a pedagogue, educational scientist and a professor as well.First, the article discusses why and how can such continuity of choosing again and again one and the same specialty develop in a family. Looking at it from the viewpoint of educational philosophy, we could answer that this could well be caused by such phenomena as education and growth development. A person does not become a scientist only by studying at some educational institution and passing some specific curriculum, but they have to grow and be raised into being a scientist due to certain conditions or, due to the fact that people of different generations live in the same spiritual space, communicating with each other based on certain ideas, values and principles.Enn Koemets’ letters to his nephew show, on the one hand, the spiritual reality full of ideals and, on the other hand, the real, everyday environment centred on home. We can say without doubt that Koemets attempted to live his real life according to the pedagogical and psychological ideas which he had formulated in his studies. He knowingly and purposefully raised his nephew to be a scientist, a teacher and a colleague at the university.Eleven letters originate from the earlier period of the correspondence (1942–1945), from the time Heino Liimets was a gymnasium student. All these letters are characterised by the fact that Enn Koemets inspired and invited his nephew to enter his own spiritual space. According to the ideas he had published in his research, he taught the young man in the way that would activate his self-education. Koemets wrote to the boy very seriously about the books he was reading and topics he was studying because he knew that the existence of a model and the direct immediate inspiration are essential for the emergence of ideals and higher spiritual aspirations. We can see that Koemets had undertaken the task of teaching the young man to study “in a right way” and to acquire skills and tools (foreign languages, skills for thorough and long-time concentration and for doing research, time management, etc.) necessary for a scientist. He consistently guided the young man in widening his cultural horizons, suggested reading materials and information sources, knowing that a good scientist cannot do without such knowledge and skills. The roots of Koemets’ own aspirations and values should be searched for at the Valga All-boys Gymnasium where he had studied from 1924–1929.Among Koemets’ friends at the gymnasium and at the university was the writer Bernard Kangro, who immigrated to Sweden in 1944. Thanks to Kangro’s novels of the Tartu series, we can find both the Koemets-Liimets’ age-old family residence—the Koemetsa Farm in the Koemetsa Village in Võrumaa County—and Enn Koemets himself captured in a fictional reality. The Enn Koemets, who has been depicted as one of the main characters of Kangro’s novels—the energetic and bright Pärdijaak—was in his letters a similar inspirer and model for his nephew Heino Liimets.

scholarly journals The Sea Wolves by I. McAllister

2012 ◽  
Vol 1 (3) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
Junior High School ◽  
Upper Elementary ◽  
Fish Farms ◽  
University Of Alberta ◽  
High School Grades ◽  
Non Fiction ◽  
Founding Director ◽  
Words And Images ◽  
Coffee Table ◽  
The University

McAllister, Ian, and Nicholas Read. The Sea Wolves: Living Wild in the Great Bear Rainforest. Vancouver: Orca, 2010. Print At first glance, The Sea Wolves is a small coffee table book. It is not, however, just a pretty photographic exploration of the wolves that inhabit The Great Bear Rainforest. It is a very long opinion piece written expressly to convince readers that wolves are not “the big bad wolf” of stories; rather, we should all love and respect them. Authors Ian McAllister, a founding director of both the Raincoast Conservation Society and Pacific Wild, and Nicholas Read, a journalist, pull no punches in their attempt to sway the reader. While the book does present facts about the wolves and their environment, many of them likely accurate, the authors make sweeping statements and claims which they require the reader to accept at face value. For example, though the authors state that there is “a great deal of evidence to suggest that over-fishing, fish farms and climate change have all played a role in [the wolves’] decline,” this statement does not direct the reader to any evidence. Part of the purpose of the book is to educate the reader about the wolves; however, it is also clearly designed to manipulate the readers’ emotions. The authors attempt to get the reader to identify with the wolves through anthropomorphizing the animals and by drawing extensive parallels between the lives of wolves and the lives of people. For example, they state that the reason that wolves save the “tastiest deer” for their young pups “could be because, just as in human families, wolf families like to spoil their babies.” Furthermore, throughout the book, the authors choose emotionally-laden words and images, stating, for example, that wolves “have been persecuted by humans, with a kind of madness,” or that they “romp on the beach in the ocean foam that burbles off the waves like bubble bath.” Each interpretation of the wolves’ behaviour seems designed to achieve the desired effect of garnering sympathy for the creatures. While there is nothing wrong with writing a polemic against the dangers to wolves and their environment, this book is presented by the publisher as juvenile non-fiction for ages 8 and up. Children in upper elementary or even junior high school grades may have difficulty distinguishing between facts and strongly-worded opinions presented in a book labelled as non-fiction. Recommended: Three stars out of fourReviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

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