scholarly journals Agent Angus by K.L. Denman

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Lori Williams
Keyword(s):  
Learning Program ◽  
Art Teacher ◽  
Video Cameras ◽  
Grade 5 ◽  
Deep Meaning ◽  
The One ◽  
Distance Learning Program ◽  
The University ◽  
Smiley Face ◽  
Book Publishers

Denman, K.L. Agent Angus. Victoria: Orca Book Publishers, 2012. Print. An Orca Currents book for reluctant middle school readers, the story follows Angus and his best friend Shahid on their mission to solve a mysterious theft. Canadian author K.L. Denman writes in her usual first-person narrative style with characteristic elements of mystery, science and romance. The story takes place at a school where a stink bomb incident has led to all the students gathering on the front lawn. Right from the book’s introduction (“I’m not a lucky guy. Today luck has chosen to place me next to the one and only Ella Eckles”), readers are taken inside Angus’ head and will be rooting for him along the way. When his crush’s cherished sketchbook goes missing, Angus poses as a mentalist who can solve the crime by reading people. He ‘proves’ his abilities to Ella by pointing out the shifty stink bomb perpetrator right before he is nabbed by the principal. Humorous elements run throughout such as when the boys consider various spy devices (Gordon the ‘too obvious’ robot, a rocket pack launched from a plane, pricey video cameras hidden in smiley face buttons or baseball hats which are not allowed in school, and affordable but oversized rear view sunglasses). Suspense builds as the various suspects are considered. Is the thief their fellow classmate, their art teacher or someone they least suspected? And what could their motive be? This quick read full of spying and intrigue will have readers flipping pages to solve the mystery of the sketchbook and find out if Angus will finally confront the truth. The fluid writing style with varying sentence lengths adds to the drama and pace of the story. This light-hearted story makes a great choice for reluctant readers but lacks deep meaning. It may not appeal to readers who are looking to be challenged. Those looking for a light, easy read will find it enjoyable.Recommended: 3 out of 4 stars Reviewer: Lori Williams Lori Williams has been teaching at Forest Grove School in British Columbia for the past 6 years and feels lucky to be part of a wonderful team of colleagues and students. This year she is teaching grade 5 at Forest Grove and is also a graduate student in the University of Alberta’s Teacher-Librarianship by Distance Learning program.

scholarly journals Maxed Out by D. Greer

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Lori Williams
Keyword(s):  
Distance Learning ◽  
Graduate Student ◽  
Ice Hockey ◽  
Sentence Structure ◽  
Learning Program ◽  
The Past ◽  
Grade 5 ◽  
Distance Learning Program ◽  
The University ◽  
Book Publishers

Greer, Daphne Maxed Out. Victoria: Orca Book Publishers, 2012. Print. In this cleverly-titled high interest low level novel, Max wants nothing more than to have the freedom to play a game of ice hockey with his friends. The trouble is that his mother is still in mourning after his father’s death and Max is left in charge of his special needs brother, Duncan. Max can’t take his eyes off Duncan without some kind of trouble starting. Readers will sympathize with Max and his good intentions. Despite his best efforts, everything he does seems to go wrong and he consistently disappoints his mom. Max is torn between the responsibilities placed upon him much too young and playing the game he loves that brings him closer to his father. The surmounting pressures of responsibility are made worse when he simultaneously has to deal with a bully on top of everything else. The character of Duncan, who believes he is Spiderman or Batman depending on the day, is entertaining. Other likeable characters in the story include Max’s caring friend Ian and the friendly neighbour Mr. Cooper. Kids with feelings of neglect or overwhelming pressure in their lives will relate to Max. The author’s notes emphasizing that “asking for help is a sign of true strength” may provide that bridge for children to seek help through the Kids Help Phone. The cover will attract young hockey fans. The escalating conflicts and intriguing family dynamics will sustain readers to seek out the story’s resolution. This quick read with a simplistic storyline and sentence structure will appeal to boys who are reluctant readers. Recommended: 3 out of 4 stars. Reviewer: Lori Williams Lori Williams has been teaching at Forest Grove School in British Columbia for the past 6 years and feels lucky to be part of a wonderful team of colleagues and students. This year she is teaching grade 5 at Forest Grove and is also a graduate student in the University of Alberta’s teacher-librarianship distance learning program.

PROFESSIONAL-ORIENTED APPROACH IN UNIVERSITY PEDAGOGY ON THE EXAMPLE OF PHYSICAL CULTURE AND SPORTS

2021 ◽  
pp. 214-217
Author(s):  
P. G. Vorontsov ◽  
Keyword(s):  
Higher Education ◽  
Practical Knowledge ◽  
Academic Discipline ◽  
Academic Disciplines ◽  
Physical Culture ◽  
Art Teacher ◽  
The One ◽  
The University ◽  
Professional Guidelines ◽  
Oriented Approach

The author of the article proposes the development and implementation of a professionally oriented approach in higher education into the pedagogy of higher education. The professionally oriented approach provides for such a specialization of the general humanitarian, physical culture and natural science training of students, in which professional guidelines, theoretical and practical knowledge constructs, necessary for a future specialist in the field of activity being mastered, will be laid in the corresponding academic disciplines. A professionally oriented approach, on the one hand, based on general knowledge, gives a number of skills necessary in a future profession, and on the other hand, develops an additional interest in general educational disciplines in students due to the understanding that, in addition to the general outlook and development of the person, they they are also needed in their future profession. In the article, the professionally-oriented approach proposed by the author is considered on the example of physical culture and sports training of future teachers and coaches in physical culture and sports on the basis of pedagogical and physical education universities, which requires an art teacher to link his own academic discipline with the work profile of the university in which the teaching is conducted.

One Year in Coal Harbour by P. Horvath

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Kathy Inglis
Keyword(s):  
Foster Children ◽  
Comfort Zone ◽  
Learning Program ◽  
University Of Alberta ◽  
South Park ◽  
Young Readers ◽  
Award Winning ◽  
One Year ◽  
Distance Learning Program ◽  
The University

Horvath, Polly. One Year in Coal Harbour. Toronto: Groundwood Books, 2012. Print. In this sequel to the multiple award winning, Everything on a Waffle, Horvath’s signature quirky humour and insights into human nature emerge once more as we follow 12-year-old Primrose Squarp’s attempts at matchmaking, at finding a best friend, and at generally trying to make life turn out right. The lovable Evie and Bert, who took Primrose in when her parents were lost at sea, sensible Uncle Jack, the entrepreneur who returned to Coal Harbour to look after Primrose, and fiercely independent Miss Bowzer, Primrose’s confidant and owner of The Girl on the Red Swing where everything is served on a waffle, return from the first book to help Primrose navigate life as a ‘tween’ in Coal Harbour.  In one year, Primrose learns about defending what she cares about, letting people make their own choices, and accepting the flaws in herself as well as others.  Primrose faces some hard lessons but readers will be glad to know that everything turns out, if not perfectly, then as it should, in the end. Horvath broaches issues related to foster children, unfit parents, environmental protests, relationships, and grieving, with honesty and empathy, showing real respect for her young readers’ ability to understand the nuances of these situations. Her characters embody the quirkiness and wisdom of small town life, making them even more believable. Each chapter begins with “What Happened...” or “What Didn’t Happen...” leading the reader along through the traumatic events of Primrose’s year in Coal Harbour, and ends with a recipe Primrose collects for the local cookbook she is writing bringing the tale back to the comfort zone of mundane details.  With this marvelous glimpse of the world from the eyes of a 12-year-old girl, peppered with high hopes, frustration, insight and humour, Horvath has done it again. She has left me wanting more. Highly recommended: 4 out of 4 stars Reviewer: Kathy Inglis Kathy Inglis is a teacher-librarian and kindergarten teacher at South Park Family School in Victoria, BC and a Masters student in the Teacher-Librarianship through Distance Learning Program at the University of Alberta. Her favourite part of the job is seeing the excited look on the faces of students who have found that perfect book.

Cardboard by D. TenNapel

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Metthea Maddern
Keyword(s):  
New York ◽  
Graphic Novel ◽  
Upper Elementary ◽  
Learning Program ◽  
School Students ◽  
University Of Alberta ◽  
Award Winning ◽  
Trade Bill ◽  
Distance Learning Program ◽  
The University

TenNapel, Doug. Cardboard. New York: Scholastic Graphix, 2012. Print. Following award winning Ghostopolis and Bad Island, acclaimed author and illustrator Doug TenNapel delivers another highly enjoyable graphic novel with Cardboard. The story begins with down-and-out dad, Mike, desperately needing a birthday present for his son Cam. With less than a dollar in his pocket, Mike happens upon a strange man who is selling cheap toys. Old Man Gideon is peculiar, but offers Mike a very special present for his son: a cardboard box. Not only does Mr. Gideon rave about what a stupendous present the box is, he explains that there are two rules that come with ownership of the box. Mike agrees to the conditions without paying much attention to them, and takes the box. At home, Cam tries to hide his disappointment with his birthday present, and agrees to work with his dad to turn the box into something better - a boxer. Later that night, Cam is awoken by his cardboard creation, a boxing champion named Bill, who has magically come to life! Rich kid and neighborhood bully, Marcus, can’t believe his eyes when he sees Bill mowing Cam’s lawn the next day, and wants Bill for himself. When Cam refuses to trade Bill for any of the expensive toys that Marcus offers, Marcus steals the remaining scraps of magic cardboard from Cam’s room and begins making cardboard creations of his own – evil ones. Soon Marcus has created so many monsters that he loses control of them, and in desperation turns to Cam for help. What follows is a fast-paced, action-packed adventure through the world of Marcus’ imagination. The boys form a bond as they struggle to escape and save each other from a variety of vicious monsters. Both Marcus and Mike are transformed by these experiences, resulting in an uplifting ending that offers readers hope. TenNapel deftly weaves together themes of friendship, poverty, bullying, and loss in this engaging and beautifully illustrated graphic novel. The cover itself is difficult to pass up, as the intense yellow eyes on the cover can’t help but elicit curiosity. The illustrations are well-suited to the story; they are highly animated and expressive, and the cardboard characters are delightfully cartoonish. The colors used throughout are an effective backdrop for the story and contribute to the overall setting and mood. I would recommend this book for upper elementary and middle school students and reluctant readers in particular. It is sure to capture the imaginations of all readers: What would you make if you had a box made of magic cardboard? ​ Highly Recommended: 4 out of 4 stars Reviewer: Metthea Maddern​ Matthea is a Masters student in the Teacher-Librarianship through Distance Learning Program at the University of Alberta.

scholarly journals My Name is Parvana by D. Ellis

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Kathy Inglis
Keyword(s):  
Book Club ◽  
Learning Program ◽  
American Military ◽  
University Of Alberta ◽  
South Park ◽  
The World ◽  
Other Information ◽  
Women And Children ◽  
Distance Learning Program ◽  
The University

Ellis, Deborah. My Name is Parvana. Toronto: Groundwood Books, 2012. Print. In this final book in the The Breadwinner series, we meet the indomitable Afghani protagonist, Parvana, again, at the age of 15. The story begins with Parvana being interrogated in an American military base after she is discovered in a bombed out school.  She refuses to acknowledge her captors and remains silent. The story unfolds through Parvana’s flashbacks as she endures the various methods employed to make her talk, including food and sleep deprivation.. We learn that Parvana’s family has left the refugee camp and started a school for girls. It seems their dreams have come true, but there is danger everywhere. New laws are in place to protect women’s rights, but old habits and beliefs, die hard. Threatening notes begin to arrive. Parvana is accosted in the streets.  Students and teachers are driven away by the threats, and without students the school will lose its funding.  The setbacks continue to pile up until at last we realize why Parvana is alone and imprisoned. Through careful crafting, Ellis creates a story that is heartrending without being horrific. Skillful use of flashbacks and foreshadowing soften the shock of atrocities by giving us clues before they occur. She shows respect for her young readers by giving enough detail for them to understand what is happening without becoming gory. Despite the incredible challenges she faces, Parvana finds hope, and new dream, in the end. This novel also provides a wonderful opportunity to discuss the use of voice in writing.  Some people would say Ellis, a white, Canadian woman, has no right to use an Afghani voice. Yet Ellis’ is an educated voice. She has spent time travelling in Afghanistan and interviewing Afghani children.  In an interview for Page Turners Book Club, Ellis asserts that she is giving voices to people who do not usually appear in books and providing information for children and teens who are “hungry to find out about how the world works and how they can create their own place in the world”. My Name is Parvana is an appropriate companion for Ellis’ non-fiction book Kids of Kabul: Living Bravely Through a Never-ending War and other information texts about children’s lives in Afghanistan.  While Ellis should not be the only voice for Afghani women and children, hers is certainly a powerful and effective one.  Her goal of building connections for young Canadians and creating a climate for understanding is laudable. Highly recommended: 4 out of 4 stars Reviewer:  Kathy Inglis Kathy Inglis is a teacher-librarian and kindergarten teacher at South Park Family School in Victoria, BC and a Masters student in the Teacher-Librarianship through Distance Learning Program at the University of Alberta. Her favourite part of the job is seeing the excited look on the faces of students who have found that perfect book.

scholarly journals RUSSELL M. ROSS

2010 ◽  
Vol 43 (04) ◽  
pp. 807-808
Author(s):  
Gerhard Loewenberg
Keyword(s):  
Distance Learning ◽  
The State ◽  
Iowa City ◽  
Learning Program ◽  
Distance Learning Program ◽  
The University

Russell M. Ross died suddenly in Iowa City, Iowa, on April 27, 2010, at the age of 88. He was active until his final days. Following his retirement in 1991, he continued to teach students throughout the state in the University of Iowa's distance learning program. He taught in it until the day before he died.

Developing Distance Learning Programs

2004 ◽  
pp. 1-30
Author(s):  
Susan A. Baim
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Academic Programs ◽  
Learning Program ◽  
Online Student ◽  
Post Secondary ◽  
Organizational Challenges ◽  
Learning Programs ◽  
Distance Learning Program ◽  
The University

This chapter examines the processes associated with developing new distance learning programs at post-secondary academic institutions that have not previously ventured into the world of online learning. Although the majority of the topics discussed are readily applicable across a wide range of academic subjects, a new distance learning program in business technology serves to illustrate the relevant concepts. Through an exploration of students’ thoughts about the opportunities and concerns involved with online learning, plus a brief overview of distance learning efforts starting with one-way, non-interactive communications and moving toward today’s fast-paced interactive courserooms and multimedia capabilities, organizational challenges and potential trouble spots for new online academic programs are identified and discussed. The knowledge gained from this first-hand experience, combined with an ongoing dialog with online student learners and other university stakeholders, provides a strong foundation on which to build and successfully implement new distance learning programs for undergraduates at the university level.

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