Literatura académica sobre el tema "Cree – Children's books"

Using Technology in Mathematics and integrating mathematics and literature have become more common in recent years than in the past. Integrating mathematics, technology, and literature is even more powerful than combining mathematics with technology or literature alone. Using technology enables students to explore problems and mathematical ideas beyond those that might typically be found at a given grade level. Additionally, combining mathematics and literature gives the mathematics a context and enhances the literature. Many children's books lend themselves to integrating mathematics and literature. One of our favorites is One Grain of Rice (Demi 1997). We used this book in one of Phyllis Wisniewski's eighthgrade mathematics classes at Kings Creek Elementary School in Lenoir, North Carolina.

The main key in providing direction in teaching moral learning to children, then positive and negative morals are praiseworthy, good ethics depend on the mother when providing positive moral character education, building children to become children with beautiful personality qualities. This study aims to describe how mothers educate children according to an Islamic perspective. And how do mothers make children's attitudes or characters? And how do mothers apply characteristic education according to Islam to children? The type of research is library research, in which data is collected from library materials. The study was carried out on secondary data collection with concrete steps as follows; The author reads reviews of books, journals, articles, websites or the internet, and so on. Mothers have an important role in educating children, especially in the creed of knowledge, the most important thing introduced to children is tawhid, which is the child's effort to understand and believe in the existence of God.

Islamic education in the modern era contributes to the character and challenges of the times that precipitate charity. This article aims to create support, synergy and awareness of parents, schools and communities on the formation of children's character education from an early age. This research uses a qualitative approach using a qualitative approach with the type of library research. examine the content of the concept of Islamic education from an early age in the modern era based on information or sources of books or scientific journals from relevant literature. The results of this study conclude that the implementation of Islamic education from an early age in the modern era makes humans think, behave, act and assess all problems in accordance with Islamic guidance. AKHLAK becomes a bulwark in action to prevent this sophisticated modern impact It is necessary to strengthen the cultivation of Islamic values from an early age starting with the values of creed, morals and worship. which aims as a guideline for humans to develop character. Islamic education is supported by strategies to increase children's Islamic knowledge. Giving advice using appropriate methods in telling children with concrete examples, giving directions to children to control emotionally. To keep children from the influence of technology, restrictions on gadgets on early childhood begin with the role of parents observing the spectacle, gadgets and associations of children as a way of anticipating forming characters in the modern era.

In the Brazilian popular imagination, the discovery of oil was announced on August 9, 1938, by the Viscount of Corncob. The Donabentense Oil Company drilled Caraminguá’s first well, near the creek that passed through the Yellow Woodpecker Ranch (“Sítio do Picapau Amarelo,” in colloquial Portuguese). The latter was the name of a famous Brazilian children’s book. In fact, the first oil well flowed in Salvador, Bahia, on January 21, 1939, discovered by Manoel Ignácio Bastos (1891 - 1940), a Brazilian geographer engineer, whose business partner, Oscar Salvador Cordeiro (1890 - 1970), was the president of the Bahia Commodities Exchange. A brief analysis of documents, such as reports, Brazilian decrees and executive orders, as well as newspapers, detail the actions of these Brazilian oil pioneers. Statistical data analysis was also performed about onshore and offshore oil production between 1941 and 2019, as a part of Bastos and Cordeiros’ heritage.

Resumo: A crueldade contra animais coexiste habitualmente com uma vasta gama de outros problemas (violência interpessoal, comportamento anti-social, bullying, etc.) e pode ser identificada em crianças com idade inferior aos sete anos. A violência contra animais reflete diretamente na violência doméstica e interpessoale a crueldade contra seres indefesos e emocionalmente dependentes é parte de um ciclo insidioso de agressão. A formação de consciência crítica e individual se faz necessária nas etapas iniciais de vida do ser humano, portanto deve-se reconhecer e assumir que a criança é um ser social que constrói e cria cultura. O uso do lúdico através de jogos, teatros e brinquedos, é instrumento eficaz no desenvolvimento do pensamento e da autonomia infantil. Por isso, objetivou-se, através da ludicidade, que o público infantil aprendesse e transmitisse de forma adequada e segura, que os animais têm sentimentos; e que atos de crueldades contra eles não devem ser feitos ou repetidos. As atividades foram desenvolvidas de agosto de 2014 a novembro de 2015, nas cidades de Mineiros e Jataí, Goiás, Brasil. Foram realizadas ações pedagógicas aplicadas, como teatro, cantiga, cartilha educativa, brincadeiras interativas com massa de modelar e quebra-cabeça. Com a realização do projeto notou-se o interesse das crianças em aprender, transmitir a mensagem a seus familiares e, principalmente, colocar em prática o conhecimento adquirido por meio da dinâmica realizada. Como retorno, observou-se que a maneira lúdica e educativa foi eficiente em despertar o interesse das crianças contra a crueldade animal, quebrando neste caso o ciclo insidioso de violência. Palavras-chave: Extensão Universitária, bem estar animal, sensibilização, ensino fundamental. The university extension and ludicity in early childhood education against animal cruelty and interpersonal violence Abstract: Animal cruelty usually coexists with other problems (interpersonal violence, anti-social behavior, bullying, etc.) and it can be identified before the age of seven years. Criticism and individual conscience formation becomes necessary in the early stages of human life, and therefore, it must be recognized and assumed that the child is a social being who builds and creates culture. The use of the ludic activities such as games, theater and toys is an efficient instrument for the development of children's autonomy and cognitive skills. Thus, this project aimed at through ludicity promoting the awareness that animals have feelings and that acts of cruelty against them should not be made or repeated. The activities were carried out from August 2014 to November 2015 in the cities of Mineiros and Jataí, Goiás State, Brazil. Pedagogical actions such as theater, singing, educational spelling book, interactive play with modeling clay and puzzle were used as a resource for this initiative. After the project ended the children's interest in learning and transmitting the message to their families could be observed, and especially their desire to put into practice the knowledge acquired throughout the activities. In return, education through ludicity was observed and showed to be effective in fostering the interest of children against animal cruelty and breaking the insidious cycle of violence. Key-words: University Extension, Animal Welfare, Raising Awareness, Elementary School n. La extensión universitaria y lo lúdico en la educación infantil contra la crueldad animal y la violencia interpersonal Resumen: La crueldad animal suele coexistir con otros problemas (violencia interpersonal, comportamiento antisocial, acoso, etc.) y pueden ser identificados antes de la edad de siete años. La crítica y la formación de la conciencia individual se hace necesaria en las primeras etapas de la vida humana. Por lo tanto, debe-se reconocer y presuponer que el niño es un ser social que construye y crea cultura. El uso de las actividades lúdicas a través de juegos, teatro y juguetes es un instrumento eficaz para el desarrollo del pensamiento y la autonomía de los niños. Por lo tanto, el objetivo fue, a través de la ludicidad, que los niños aprenderán y transmitan correctamente y con seguridad que los animales tienen sentimientos y que los actos de crueldad contra ellos no deben hacerse o repetirse. Se realizaron las actividades de agosto 2014 a noviembre 2015 en las ciudades de Mineiros y Jataí, Estado de Goiás, Brasil. Acciones pedagógicas como el teatro, canción, libro de lectura educativa, juego interactivo con plastilina y el rompecabezas fueran utilizadas. Después de la finalización del proyecto se observó el interés de los niños en el aprendizaje y en transmitir el mensaje a sus familias, y sobre todo para poner en práctica los conocimientos adquiridos en las dinámicas realizadas. Además, se observó como resultado que la educación a través ludicidad fue eficaz en despertar el interés de los niños contra la crueldad animal, rompiendo en este caso el ciclo insidioso de la violencia. Palabras-clave: Extension Universitária, Bienestar de los Animales, Sensibilización, Escuela Primaria.

The call for this special issue was prompted by the International Conference on Women Empowerment deliberations. The conference, held on 10th December 2022 at International Islamic University Malaysia (IIUM), was inaugurated by Dr. Maulana Akbar Shah @ U Tun Aung, Head of Research in the department of Fundamental and Inter-Disciplinary Studies, AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences (AHAS KIRKHS), who delivered a welcoming speech, followed by opening remarks by Prof. Shukran Bin Abd Rahman, Dean of AHAS KIRKHS. The event also featured speeches by distinguished guests, including the Honourable Rector of IIUM, Professor Emeritus Tan Sri Dato’ Dzulkifli bin Abdul Razak and Mr. Thomas Albrecht, Representative of UNHCR, Malaysia, Prof. Abdul Aziz Berghout, the Dean of the International Institute of Islamic Thought and Civilisation (ISTAC), IIUM, and Prof. Dawood Al-Hidabi, Director of International Institute for Muslim Unity (IIMU), IIUM. The conference aimed to explore the social conditions of women refugees living in Malaysia with a focus on their social status, living conditions, domestic violence, the impact of criminal activities in their environment, and lack of access to education for their children. It also aimed to promote academic excellence, cultivate future leaders in various disciplines within the realm of Islamic revealed knowledge and human sciences, and encourage high-quality research, scholarship, and academic work in specific areas. The conference brought together experts and professionals from different fields to share their perspectives on the social status of refugee women. It was attended by over 200 participants and its success was attributed to the efforts of the organizers and the dedication of the speakers and participants. Participants presented innovative ideas, findings, and insights that contributed to advancing knowledge in their fields. The call for this special issue, released in the first quota of the year 2023, triggered a number of conversations with a broad number of people about the topic and ultimately resulted in many submissions. Submissions covered a diverse range of topics and came from contributors mainly from AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences. The contributions that make up this special issue are as follows. First, Family empowerment and role transformation: Observations on the importance of religion. This paper is an examination of the concept of family empowerment and role transformation from an Islamic perspective, emphasising the need for integrated value-driven frameworks to address issues of family roles and empowerment. The authors, Abdelaziz Berghout and Ouahiba Saoud, believe that studies and research on family empowerment have increased in recent years, enshrining the discourse, and providing insights and solutions to the questions associated with family empowerment. They argue among other things that there are numerous efforts in the Islamic world to strengthen family empowerment. The article explains the main elements that comprise the Islamic perspective of family empowerment and the need for role transformation. The articles contends that Islam emphasises the importance of understanding the goals and roles of family as a social entity and agent entrusted with the mission of Istikhalf (vicegerency) and I‘mar (civilisation) on earth. Second, Crucial requirements for children’s empowerment: In this paper Kabuye Uthman Sulaiman sheds light on the important and mostly neglected role that parents play in raising their children, namely empowerment through character development, impartment of knowledge and skills. The key objective of this article is to enhance the understanding of the concept of empowerment of children from the Islamic perspective and the importance of character and values education in today’s society. The article is structured around six core sections describing the role of parents in children’s (1) virtues and character formation and development, (2) physical development, (3) emotional development, (4) mental development, (5) intellectual development, and lastly their role in preparing children for the realities of life and death. The focus of this paper is character formation and development. Character development and impartment of knowledge and skills are the three crucial and mandatory requirements for children’s empowerment. The paper outlines the ideas underlying character refinement or character education focusing on its meaning, aims, importance, and the role of parents, teachers, and community as character educators. It outlines some of the moral qualities of the Prophet (peace and blessings be upon him) as the universal model of all virtues and goodness. This is qualitative research employing descriptive methods with literature review analysis. The primary sources of this paper comprise selected verses from the Qur’an and their exegesis (tafsir) and Hadith, both of which constitute the major source of guidance for Muslims. Its secondary sources consist of books, journals, and other materials. The main contention in this paper is that: first, knowledge, skills, and values or personality traits need to be combined for a thriving life; second, moral values are of paramount significance to peaceful coexistence and harmony in society. They are critical for sustainable living. Without them, there is no cohesion and solidarity among people. Hence, there is no civilization; third, learning is of little value and with no soul unless core ethical values are added to it. Hence, one of the aims of education is to graduate ethical individuals; fourth, the development of character in children is not just the responsibility of parents and schools, it is also the responsibility of those who come into contact with them; last but not least, character education should be included as a core component of schools’ curriculum. Third, A Critical Analysis of Bent-Rib Metaphor Ḥadīth: Embracing Women's Uniqueness and Empowerment. The authors, Nurul Jannah Zainan Nazri, Nurul Mukminah and Mohd Arif assert that the Bent-Rib Metaphor ḥadīth can be interpreted as a symbol of diversity, complexity, and complementarity between genders, rather than justifying women's subordination. By promoting a more nuanced understanding of the ḥadīth, this study advocates for a broader role for women in religious, social, economic, and political spheres. Fourth, A critical need for breastmilk collection centres for high-risk premature babies: In this paper Zainol Abidin and Wan Mazwati write that premature babies are very vulnerable and exposed to various life-threatening diseases. According to the report of World Health Organization, they quote, many premature babies are saved from morbidity and mortality when they are fed with breastmilk starting from within the first hour after their birth. They believe that: firstly, the rate of premature birth in Malaysia has increased exponentially since 2018. Therefore, hospitals should have enough supplies of breastmilk to save the lives of the precious premature babies. Secondly, only one hospital in Malaysia provides supplies of breastmilk on demand. Hence, the study argues for the establishment of breastmilk collection centre. It examines the concept of maqāṣid al-sharīʿah to justify the proposal for the establishment of breastmilk collection centres in hospitals throughout Malaysia to save the lives, intellects, and progenies of the at-risk premature babies. Fifth, Empowering Mothers Against a Malaysian Societal Convention: An Islamic Perspective: In this paper Nur Jannah Hassan believes thar: firstly, having greater women participations in the workforce potentially enhances the country’s prospects for growth; secondly, various agencies work towards increasing women’s participations in the labour force; thirdly, women’s contribution to the family’s and the nation’s income is significant. However, it is observed that the race to get women to ‘roll-up their sleeves’ economically is not without worrying downside trends, even at the current rate of only 55.5% of Malaysian women in the labour force. The paper deliberates on how this affects individuals’ and families’ well-beings, thus putting constrains on the family, society and the Nation at large. The paper draws guidance from the Qur’an and Prophetic traditions to propose a more realistic and well-balanced approach to empowerment of mothers. According to Nur Jannah, the demand to get women’s economic participation towards National growth is real. However, this should not endanger and threaten personal, familial, and societal holistic well beings. She adds, the role of motherhood, especially early motherhood must be included in the equation. Thus, the necessity to empower women. Sixth, Women Empowerment from Quranic perspective. The authors, Radwan Jamal, Rahmawati, and Ziyad Alhaq highlight present-day scenario of problems faced by women in education, social status, in job market, domestic violence, sexual assault etc. and presented a balanced Qur’anic approach to empower women. Seventh, Empowering Thinking and Moral Formation in Muslim Women Through the Philosophical Inquiry (PI) Approach: The authors of this paper, namely Norillah Abdullah and Mohamed Abdelmagid believe that much of what has been said about the social problems involving Muslim women in Malaysia is due to the lack of thinking skills and religious understanding. For this reason, this study is an attempt to highlight the PI method which integrates the Socratic questioning approach to help address the issue and lead to moral formation. This, according to them, would allow women to explore their thoughts and generate rational ideas and choices to achieve understanding and sound judgments (hikmah) and finally empower them in executing their roles and tasks. Eighth, The Role of Faith (Iman) in Women Empowerment: While the role of women in any development is undeniably very essential, the author of this paper Abdul Latif believes that there are women who are being side-lined; their role is being marginalized and consequently, they are being denied their rights. The purpose of his paper is to elaborate on the role of Iman in women empowerment. Abdul Latif describes a good believer as the one who upholds all the three integrated conditions that make the person strong and tranquil, namely profession by the tongue, conviction by heart and practice by limbs. He contends that true belief in Allah is the solution to many of the problems faced by women today. Ninth, The Role of Women in Achieving Sustainable Development Goals (SDGs) in Islam. Rownok Jahan and co-authors analyzed the role of women in achieving sustainable development goals according to Islam. The Islamic approach emphasizes a balanced realization of human rights, consumer welfare, social justice, ecological balance, and economic progress. Achieving these aims is not possible without the active involvement of women. Tenth, The Moral-sexual Empowerment of Women and Children in Hadith Literature: In this paper, Bachar Bakour describes sex as a human innate disposition and a basic need for the survival of the human race, and marriage as the primary appropriate avenue for satisfying sexual desire and living a moral and peaceful life. This article aims to briefly delineate the salient features of women and child sexual empowerment within the specific epistemic and cultural soil of Islamic tradition. Eleventh, A Close Study on Domestic Violence Against Women: Islamic Perspectives and Remedies: The authors of this paper, Maulana Akbar Shah @ U Tun Aung and Phoo Pwint Thu Aung, define women empowerment as: firstly, the process of giving women the power to take control of their lives, rights, and decision-making; secondly, the creation of a society where women are treated equally, with respect, and have access to the same opportunities as men. This, in their view, involves promoting women’s education, encouraging their participation in politics and breaking down gender stereotypes. Twelfth, Women’s Empowerment and Participation in Islamic Financial Planning Diversity, Equity and Inclusion: Evidence from Maqasid al-Shariah. Its authors Mohammad Habibullah, Rusni Hassan, and Nor Razinah Mohd Zain assert that it is imperative to consider the role played by women in the financial sector and their contribution to economic progress. Using an experiment, this study examined the relationship between confidence, gender, and race in relation to dealing with a financial planner among various groups and races with color and creed. The study demonstrates how women plan financially for retirement based on psychological concepts and sociodemographic variables, highlighting the importance of financial management and planning for women. Thirteenth, Muslim Women in Politics: Does it Align With Shari‘ah Parameters? In this paper Ahmad Akram Mahmad Robbi, Saidatolakma Mohd Yunus and Mohamad Faiq Mohamad Sharin examine the views of Muslim scholars regarding women's political participation. They opine that political participation is essential for women empowerment. Fourteenth, Empowerment and Faith: Unraveling the HUI Women’s Mosques in China: In this paper Mai Jianjun describes the Hui Muslims as the largest Muslim minority group in China and their mosques as a very unique phenomenon within the broader Muslim world. They (mosques) stand as a testament of the remarkable resilience of the Hui Muslims in preserving their Islamic faith and Muslim identity in a predominantly non-Muslim society heavily influenced by Confucian culture. Mai Jianjun argues that the previous studies on Hui women’s mosques left two crucial questions unanswered, i.e., why did Hui women’s mosque emerge exclusively in the eastern and central regions of China and not in northwestern region where the concentration of Hui Muslims’ population is higher? Why was this phenomenon limited to the Hui Muslim community and not observed among other Muslim ethnic groups in China? This study employs historical, analytical and contexture analysis approaches to accomplish three research objectives. Firstly, it aims to re-examine the historical background of the Hui Muslims and the emergence of Hui women's mosques during the Ming and Qing dynasties within this particular ethnic group. Secondly, the study seeks to address the aforementioned questions and reidentify the possible causes for the emergence of the Hui women’s mosques in specific regions in China. Thirdly, the study intends to provide an Islamic perspective to illuminate the unique phenomenon of Hui women's mosques in China. Fifteenth, Qadaya al-Mar’ah wa Anwa`uha fi daw’ al-Sunnah al-Nabawiyyah. Its author, Saad Eldin, sheds lights on various topics related to women's issues and their types, such as women's rights, sermons, the hadith concerning the deficiency of intellect and religion, and other issues related to women's rights in general. It also addresses the issue of the mahram (forbidden relationships) for women. Sixteenth, Dawr al-Mar’ah fi al-Marwiyyat al-Hadithiyyah: Mafahimuha wa Masaqatuha. Ahmed Elmogtaba in this article deals with the efforts of women in the narration of Hadiths, with a focus on the six major Hadith collections and the topics related to their narrations. It was found that the narrations of female scholars contributed to various areas of jurisprudence in general, and family laws in particular. The above observations and discussions are intended to prompt critical reflection on the current state of women and children and prompt researchers to consider areas where future research is needed. Editorial Team Associate Professor Dr. Kabuye Uthman Sulaiman, HOD, FIDS, AHAS KIRKHS, IIUM Associate Professor Dr. Maulana Akbar Shah @ U Tun Aung December 5, 2023

Highway, Tomson. Illus. John Rombough. Caribou Song. Markham, ON.: Fifth House, 2013. Print.While Tomson Highway’s English text remains consistent with the 2001 publication of this title illustrated by Brian Deines, this new version has been translated into a colloquial dialect of Cree rather than the original high Cree. It has been revitalized by John Rombough, a Chipewyan Dene artist from the Northwest Territories. His stylistic and intensely coloured illustrations make this a very different viewing experience from that of the softer and more realistic illustrations by Deines. Rombough’s illustrations are infused with great energy, which is especially intriguing since the broad black lines contain only static shapes of colour layered on the variously tinted pages. There is magic here that is highly reminiscent of stain glass artistry and, like the stained glass pieces, engage the viewer into active participation in the storytelling experience.The story, too, contains magic. Set in Northern Manitoba, the tale follows the adventures of two young brothers, Joe and Cody, who call the caribou with their accordion (kitoochigan) and singing. The caribou respond with great vigor, enabling the boys’ parents’ traditional hunt. There is much laughter between the boys but danger as well as the migrating animals enthusiastically stream between them. Thankfully the spirit voice of the caribou leads the boys to safety, much to the relief of their parents and the boys themselves.Many years ago, when speaking with Tomson about the translation of the first edition he expressed sorrow that it was in the more formal Cree language; he felt that it was not the dialect that was easily accessible by the very people he wished to reach with this book. I hope this translation satisfies and ratifies this aspiration for those who read Cree. It certainly satisfies the artistic appreciation of this reviewer. The 2001 version was the first book in a trilogy about Joe, Cody, their family and the traditional culture and life of the Cree in Northern Manitoba. Is this edition also the first in a trilogy? One can always hope.Highly recommended: 4 out of 4 stars Reviewer: Gail de VosGail de Vos, an adjunct instructor, teaches courses on Canadian children's literature, Young Adult Literature and Comic Books and Graphic Novels at the School of Library and Information Studies for the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.

News and Announcements1) Canadian Children's Book News, Spring 2015 IssueIn recognition of the TD Canadian Children's Book Week and its theme "Hear Our Stories: Celebrating First Nations, Métis and Inuit Literature," this issue explores several facets of this vibrant part of children's literature. It includes a profile of author David Alexander Robertson and a look at the publishers and market for First Nations, Métis, and Inuit stories.2) TD Canadian Children's Book Week (May 2- May 9, 2015) is the single most important national event celebrating Canadian children’s books and the importance of reading. More than 28,000 children, teens, and adults participate in activities held in every province and territory across the country. Hundreds of schools, public libraries, bookstores, and community centres host events as part of this major literary festival. It is organized by the Canadian Children’s Book Centre, in partnership with the Storytellers of Canada/Conteurs du Canada.3) Free Comic Book Day (May 2, 2015) takes place annually on the first Saturday in May. It is a single day when participating comic book specialty shops and public libraries across North America and around the world give away comic books absolutely free to anyone who comes into their shops! For more information: http://www.freecomicbookday.com/Home/1/1/27/9924) Canadian Authors for Indies Day (May 2, 2015)Authors across Canada support independent bookstores by volunteering as guest book sellers. To see who may be in your local indie book store, go to http://www.authorsforindies.com/5) Storytellers of Canada/Conteurs du Canada conference: Where Languages Meet (July 2-5, 2015). This year’s conference is in Lévis, Quebec where a rich storytelling tradition awaits. La Maison Natale Louis Fréchette – birthplace of one of Quebec’s most celebrated poets – hosts the SC-CC conference which proudly brings a range of vibrant programming in both official languages storytellers and listeners. http://www.storytellers-conteurs.ca/en/conference/storytellers-conference-2015.html6) Words in 3 Dimensions Conference 2015: Intersections (May 22 to 24, 2015)Held at the Chateau Lacombe Hotel in Edmonton for this second edition, the conference connects writers, editors, publishers, and agents from across Canada. This weekend focuses on how and where a writer’s work with words intersects with other disciplines. http://www.wordsin3d.com/7) The 2015 Storytelling World Resource Awards (storytellingworld.com/2015/) includes the following Canadian titles :Stories for Pre-Adolescent Listeners: Not My Girl: the True Sotry of a Daughter's Cultural Adjustmentsby Christy Jordan-Fenton and Margaret Pokiak-Fenton (Annick Press)Stories for Adolescent Listeners: Hope Springs: a Story of Complassion and understanding by Eric Walters (Tundra Books)8) IBBY Canada (International Board on Books for Young People, Canadian section). Stop, Thief!, illustrated by Pierre Pratt and written by Heather Tekavec (Kids Can Press, 2014), is the winner of the Elizabeth Mrazik-Cleaver Canadian Picture Book Award. Pierre was also nominated [again] by IBBY Canada for the prestigious Hans Christian Andersen Award.” www.ibby-canada.org/elizabeth-mrazik-cleaver-pratt/And now, a plethora of shortlist announcements:1) The 2015 Alberta Literary Awards ShortlistWinners will be announced and awards presented at the Alberta Literary Awards Gala on Saturday, May 23, 2015. The celebration will take place at the Chateau Lacombe Hotel (10111 Bellamy Hill Road) in Edmonton alongside the 2015 Words in 3 Dimensions Conference: Intersections (see above).A full list of award categories and nominees can be found at http://writersguild.ca/2015-alberta-literary-awards-shortlist/2) R. Ross Annett Award for Children's Literature (www.bookcentre.ca/awards/r_ross_annett_award_childrens_literature) Victor Lethbridge– You're Just Right (Tatanka Books)Leanne Shirtliffe– The Change Your Name Store (Sky Pony Press)Richard Van Camp– Little You (Orca Book Publishers) 3) 2014 Science in Society Book Awards Shortlists. Two annual book awards honour outstanding contributions to science writing. One is for books intended for children ages 8-12; the other for book aimed at the general public. Winners will be announced on Canada Book Day, April 23, 2015. http://sciencewriters.ca/awards/book-awards/Zoobots by Helaine Becker, Kids Can Press.Starting from Scratch by Sarah Elton, Owl Kids Books.It’s Catching by Jennifer Gardy, Owl Kids Books.The Fly by Elise Gravel, Penguin Random House.If by David J. Smith, Kids Can Press.4) 2015 Atlantic Book Awards ShortlistThe full shortlist for the eight different book prizes comprising the 2015 Atlantic Book Awards can be found www.atlanticbookawards.ca. Below are the nominees for the Ann Connor Brimer Award for Children’s Literature and the Lillian Shepherd Award for Excellence in Illustration. Winners will be announced Thursday, May 14, 2015.Ann Connor Brimer Award for Children’s LiteratureJack, the King of Ashes by Andy Jones (Running Goat Books & Broadsides)Flame and Ashes: The Great Fire Diary of Triffie Winsor (Dear Canada series) by Janet McNaughton (Scholastic Canada Ltd.)The End of the Line by Sharon E. McKay (Annick Press Ltd.)Lillian Sheperd Award for Excellence in IllustrationSydney Smith (nominee) Music is for Everyone by Jill Barber (Nimbus Publishing)Michael Pittman (nominee) Wow Wow and Haw Haw by George Murray(Breakwater Books)Nancy Rose (nominee) The Secret Life of Squirrels by Nancy Rose (Penguin Canada)5) Newfoundland and Labrador Book Award shortlist.During even-numbered years, these awards honour fiction and children’s/young adult fiction books; odd-numbered years recognise poetry and non-fiction. The winners will be announced May 27, 2015. This year’s list of finalists for the Newfoundland and Labrador Non-fiction Award are all first-time authors (http://wanl.ca/literary_awards)Alan Doyle for Where I Belong: From Small Town to Great Big Sea (Doubleday Canada)Janet Merlo for No One to Tell: Breaking My Silence on Life in the RCMP (Breakwater Books)Andrew Peacock for Creatures of the Rock (Doubleday Canada)Three acclaimed Newfoundland poets are shortlisted for the E.J. Pratt Poetry Award:Michael Crummey for Under the Keel(House of Anansi Press)Mary Dalton for Hooking (Véhicule Press)Carmelita McGrath for Escape Velocity (Goose Lane Editions)6) 2015 Information Book Award Shortlist announced by the Children’s Literature Roundtables of Canada. Voting Deadline: Saturday October 31, 2015.Any Questions? by Marie-Louise Gay.(Groundwood Books). A Brush Full of Colour: The World of Ted Harrison. by Margriet Ruurs & Katherine Gibson (Pajama Press).Do You Know Komodo Dragons? by Alain M. Bergeron, Michel Quintin, and Sampar. Illustrations by Sampar. Translated by Solange Messier (Fitzhenry & Whiteside).Dreaming in Indian: Contemporary Native American Voices. edited by Lisa Charleyboy and Mary Beth Leatherdale (Annick Press). Not My Girl. by Christy Jordan-Fenton and Margaret Pokiak-Fenton. Illustrated by Gabrielle Grimard (Annick Press). The Rat. by Elise Gravel (Tundra Books). Shapes in Math, Science and Nature: Squares, Triangles and Circles. by Catherine Sheldrick Ross. Illustrated by Bill Slavin (Kids Can Press). Take Shelter: At Home Around the World. by Nikki Tate and Dani Tate-Stratton (Orca Books). Tastes Like Music: 17 Quirks of the Brain and Body. by Maria Birmingham. Illustrated by Monika Melnychuk (Owl Kids). We All Count: A Book of Cree Numbers. by Julie Flett (Native Northwest).For more information about voting and submissions please contact the Information Book Award Chair, Kay Weisman at weismankay@gmail.com7) IBBY Canada (International Board on Books for Young People, Canadian section).Stop, Thief! illustrated by Pierre Pratt and written by Heather Tedavec (Kids Can Press, 2014) is the winner of the Elizabeth Mrazik-Cleaver Canadian Picture Book Award. Pierre was also nominated [again] by IBBY Canada for the prestigious ans Chrisitan Andersen Award. (www.ibby-canada.org/elizabeth-mrazik-cleaver-pratt/)-----Presented by Gail de Vos. Gail is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and commic books and graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.

New Year. In this edition of the news I am highlighting several online resources as well as conferences, tours, and exhibits of possible interest.First of all, I highly suggest you sign up at the Alberta School Library Council's new LitPicks site (aslclitpicks.ca). It is free, filled with promise, and includes only books recommended by the reviewers. The reviews are searchable by grade level and genre (e.g., animal, biographical fable, fantasy, humour, historical, horror, verse, realistic, mystery, myth) and include all formats. The reviews include curriculum connections and links to relevant resources. Library staff review titles based on engagement of story, readability, descriptive language, illustration excellence and integrity of data, and source for non-fiction titles. The target users are teachers, teacher-librarians, library techs, and others working in libraries. School library cataloguers can provide a link to the review from within the catalogue record.Another recommended resource is CanLit for Little Canadians, a blog that focuses on promoting children's and YA books by Canadian authors and illustrators. The blog postings can also be found on Facebook. (http://canlitforlittlecanadians.blogspot.ca/)First Nation Communities READ is another resource for your tool box. It is an annual reading program launched in 2003 by the First Nations public library community in Ontario and includes titles that are written and/or illustrated by (or otherwise involve the participation of) a First Nation, Métis, or Inuit creator and contain First Nation, Métis, or Inuit content produced with the support of First Nation, Métis, or Inuit advisers/consultants or First Nation, Métis, or Inuit endorsement. Julie Flett's Wild Berries - Pakwa Che Menisu, available in both English and Cree, was the First Nation Communities Read Selection for 2014-2015 and the inaugural recipient of the Periodical Marketers of Canada Aboriginal Literature Award. (http://www.sols.org/index.php/develop-your-library-staff/advice-consulting/first-nations/fn-communities-read)This resource should also be of great value for those schools and libraries participating in TD Canadian Children’s Book Week in 2015. Each May, authors, illustrators and storytellers visit communities throughout the country to share the delights of Canadian children’s books. Book Week reaches over 25,000 children and teens in schools and libraries across Canada every year. The theme for this year is Hear Our Stories: Celebrating First Nations, Métis and Inuit Literature, celebrating the remarkable variety of topics, genres and voices being published by and about members of our First Nations, Métis and Inuit (FNMI) communities in Canada. On a personal note, I will be touring as a storyteller in Quebec as part of this year’s Book Week tour.Freedom to Read Week: February 22-28, 2015. This annual event encourages Canadians to think about and reaffirm their commitment to intellectual freedom, which is guaranteed them under the Charter of Rights and Freedoms. This year’s Freedom to Read review marks the thirtieth anniversary of its publication and of Freedom to Read Week in Canada. It was first published in 1984 to explore the freedom to read in Canada and elsewhere and to inform and assist booksellers, publishers, librarians, students, educators, writers and the public. To commemorate Freedom to Read’s thirtieth anniversary, some of our writers have cast a look back over the past three decades. As usual, the review provides exercises and resources for teachers, librarians and students. This and previous issues of Freedom to Read, as well as appendices and other resources, are available at www.freedomtoread.ca.Half for you and Half for Me: Nursery Rhymes and Poems we Love. An exhibit on best-loved rhymes and poems and a celebration of the 40th anniversary of Alligator Pie held at the Osborne Collection in the Lillian H. Smith Library in Toronto until March 7, 2015.Serendipity 2015 (March 7, 2015). An exciting day exploring the fabulous world of young adult literature with Holly Black, Andrew Smith, Mariko Tamaki, Molly Idle, and Kelli Chipponeri. Costumes recommended! Swing Space Building, 2175 West Mall on the UBC campus. (http://vclr.ca/serendipity-2015/)For educators: Call for entries for the Martyn Godfrey Young Writers Award (YABS). An annual, juried contest open to all students in Alberta in grades 4 through 9. Students are invited to submit their short stories (500-1500 words) or comic book by March 31, 2015 to the YABS office, 11759 Groat Road, Edmonton, AB, T5M 3K6. Entries may also be emailed to info@yabs.ab.ca.Breaking News: The Canada Council for the Arts has revised the Governor General’s Literary Awards Children’s Literature categories (in consultation with the literary community) in the wake of controversy regarding graphic novels. The revised category titles and definitions:The new Children’s Literature – Illustrated Books category will recognize the best illustrated book for children or young adults, honouring the text and the illustrations as forming one creative work. It includes picture books and graphic novels, as well as works of fiction, literary non-fiction, and poetry where original illustrations occupy at least 30% of the book’s space.The Children’s Literature – Text category will recognize the best book for children or young adults with few (less than 30%) or no illustrations. http://www.bookcentre.ca/news/governor_general%E2%80%99s_literary_awards_revisions_children%E2%80%99s_literature_categoriesGail de Vos, an adjunct instructor, teaches courses on Canadian children's literature, Young Adult Literature and Comic Books and Graphic Novels at the School of Library and Information Studies for the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.

Summer Reading ListsWith summer in full swing, there are a number of summer reading lists available to help find great books for your kids. The Canadian Children’s Book Centre (CCBC) list includes a great number of titles arranged by topic matter, reading level and age level. The CCBC has also recently launched of a new online edition of Best Books for Kids & Teens, an online version of the CCBC’s semi-annual selection guide to the best Canadian books for children and young adults. Other reading lists worth noting include the Association for Library Service to Children (ALSC) list for 2016, Bookology Magazine’s Quirky Book Lists and via the CBC 15 Pride reads for youth and 15 Canadian Indigenous Reads. Best wishes for a great summer of reading!Remembering Larry LoyieIt is with great sadness that we heard of the passing of Cree author Larry Loyie on April 18th, 2016. Loyie was born in Slave Lake Alberta and wrote a number of young adult and children’s books. Goodbye Buffallo Bay and As Long as the Rivers Flow told of his own experiences in a residential school when he was young. In The Moon Speaks Cree: A Winter Adventure a young boy learns about Cree culture and his award-winning Gathering Tree confronted issues of HIV with a younger audience. These books, along with many other works for adult audiences, will serve as a legacy to what was a powerful voice in first nations and Canadian children’s literature. Larry passed away at home in Edmonton. Festivals and EventsMost book festivals across Canada have already passed for the summer but if you are looking towards the fall you can look into the Taleblazers Literary Arts Festival for Children put on by the Young Alberta Book Society from October 3-November 4, 2016.I am pleased to be writing my first News, Awards and Announcements for the Deakin Review. I have served as a reviewer and editor in past years and I look forward to sharing news on children’s and young adult literature in Canada and beyond. I am always looking for suggestions, so if you have news you would like me to include in future issues please send me an email at hanne.pearce@ualberta.ca.Best wishes for a great summer of reading!HanneHanne Pearce has worked at the University of Alberta Libraries since 2004. Aside from being an avid reader, she has continuing interests in writing, photography, graphic design and knitting.

Research Doctorate - Doctor of Philosophy (PhD)
This study is an examination of one of Australia’s most prestigious and influential literary prizes: the Children’s Book Council of Australia Book of the Year Award. It aims to clarify the reasons the award was part of the brief when the Children’s Book Council was created in 1945, and to determine the extent to which the award’s subsequent development has continued to meet its stated objectives. The study focuses on a single category: that of Older Readers. To be eligible for judging in this category, entries must be: 'outstanding books of fiction, drama or poetry which require of the reader a degree of maturity to appreciate the topics, themes and scope of emotional involvement. Generally, books in this category will be appropriate in style and content for readers in their secondary years of schooling'.(CBCA 2009, p.4) For the first ten years of the award’s history, there was just one category, Book of the Year, and definition by the age of a book’s implied readers only began in 1982, when Junior Book of the Year was introduced. In 1987, the two non-picture book categories were renamed Book of the Year: Older Readers and Book of the Year: Younger Readers. Leaving aside the erratic development of the Picture Book of the Year category, which will be outlined in chapter 2, effectively for most of its history, the Older Readers category is the Book of the Year. The two remain practically synonymous today in media coverage of the awards and for those reasons alone, the restricting of this study to the Older Readers category would be valid. This is the Children’s Book Council’s flagship award. But because since the 1960s this category has been a highly contested site for defining ‘childhood’ and ‘literature’, an examination of its development yields significant findings about the function of the Children’s Book Council (‘the CBC’) overall. This study interrogates the CBC’s claim that the role of the Book of the Year is simply to uphold standards of literary excellence. The clear implication is that its judges have no agenda other than adherence to these standards and that they are universally agreed. By considering the evolution of the awards in both historical and cultural contexts, the study aims to define the agenda of the Book of the Year in greater detail. It then tests that agenda in individual case studies of six winning novels in the Older Readers category. Each of the texts for case study is by a writer who has been acknowledged in the awards more than once – in some cases many times. So the study aims to determine the ways in which the text in question and its writer’s work as a whole are aligned with the criteria the awards are based on. The case studies cover a 20-year period of rapid growth in the Australian publishing industry and in the influence of the CBC. They focus on the following winners: Bread and Honey by Ivan Southall (1971) The Ice is Coming by Patricia Wrightson (1978) So Much to Tell You by John Marsden (1988) Beyond the Labyrinth by Gillian Rubinstein (1989) Strange Objects by Gary Crew (1991) Looking for Alibrandi by Melina Marchetta (1993) The awards given to these novels represent significant moments in the ongoing conversation between the CBC and its constituents and within the organisation itself about the process of choosing books for young readers. Should a winning book focus on Australian subject matter? Should it demonstrate inclusiveness of gender, sexuality, race, other physical differences and social class? Are city dwellers still interested in the bush and the outback? Will boys read novels about girls? Are young readers today interested in history? Do young Australians prefer realist narratives? Do they – or their adult carers – demand narrative closure? Should the language of a Book of the Year be high-end literary, or accessible to readers with a wider range of abilities? How frank can it be in its treatment of sex, drugs and violence? What effect does using books in the classroom have on young people’s enthusiasm for reading? This study pursues such questions in order to clarify the CBC’s role in directing the conversation and its objectives in doing so. There is, of course, a parallel conversation about the kinds of book young readers themselves choose, but the CBC has never regarded this as its main concern. It is only due to public pressure in recent years that the Book of the Year awards handbook advises judges to ‘ensure that their evaluation takes into account the responses of children who have read the books’ (CBCA 2009, p.9) and somewhat perfunctorily at that, so that the CBC cannot be accused of indifference to the issue of popularity. The organisation has generally left this conversation to the state-based children’s choice awards and to the growing number of websites that invite young readers to blog or post reviews. An endorsement from the Children’s Book Council can have a direct influence on the income of all those involved in the production and distribution of a book, as well as a less tangible, but potentially more important, influence on the reading experience of thousands of children. And because the influence is frequently negative, there have been objections to it throughout the organ-isation’s history. There has been little sustained and reasoned analysis of that influence, however, perhaps due to a fear of diminishing its positive aspects while exposing the negative. Close scrutiny may also have been delayed by the fact that the CBC’s members are an enthusiastic band of volunteers who have had to fight against the subordination of children’s literature – unless the delay itself is further proof of that subordination. And although aspects of this study will not please the CBC, it is not intended as an attack. Indeed it should be read as an acknowledgment that the CBC has been extraordinarily successful in achieving the aims set out in its constitution. On the other hand, the study argues that one of its undisclosed concerns has been the shoring up of a narrowly defined and reactionary set of literary and cultural values and its own power to ensure that they are maintained. The aim of this study is not to invalidate the considerable pleasure many have derived from the work of the CBC. Nor is it intended to fuel the resentment of the many producers and distributors who feel they have been burned over the years by the CBC judges’ decisions. Ironically by constructing itself as the last bastion of universally accepted values in the assessment of literature, the CBC may be undermining its ability to promote the enjoyment of books by children and threatening its own continued growth. So if the present writer may be allowed a personal wish, it is that the study may be read not just as a critical history of a remarkable cultural phenomenon, but also read by those who care about children and books and the Children’s Book Council as a wake-up call.

The chapter draws attention to the extreme unspeakability of incest in children’s literature and the rarity of texts either literally or symbolically dealing with the topic. It analyses Crew and Scott’s picture story book, In My Father’s Room (2000), in terms of the Bluebeard fairy tale, with close attention to ways of seeing and being seen. This disturbing text (marketed as a book for young children) plays a father’s love for his daughter, manifested in his secret story-writing, against the Bluebeard story of secrecy, multiple sexual partners and murder. The boundaries of the unspeakable in literature for children have changed markedly in the post-war era, particularly in terms of problem novels for a young adult readership; but picture story books for younger readers remain almost uniformly committed to a depiction of the loving nuclear family with mother, father and child or children, where childhood naughtiness is the worst evil that can be encountered; incestuous behaviours by a father are barely mentionable and the incestuous mother unthinkable.

Horace Kephart was born in Pennsylvania’s Allegheny Mountains. After graduation from Cornell University, he secured a position cataloguing a private book collection in Italy and then worked at the Yale University Library. Later, he served as director of the St. Louis Mercantile Library. Kephart had a lifelong fascination with the pioneer lifestyle. In his early forties, disenchanted with urban, domestic life, he began seeking respite through camping trips in the Ozarks. In 1904, following separation from his wife and children, Kephart settled in Hazel Creek, North Carolina, then a remote mountain community sixteen miles from the nearest railroad station. During his three years at Hazel Creek, Kephart integrated himself into mountaineer culture and kept twenty-seven journals of his observations....

Inclusive education is a process of strengthening the capacity of the education system to reach out the students. Inclusive education is strategy of making education universal irrespective of caste, creed, sex, normal and disable. But it is considered that 150 million students in the world live with a disability, among them most of the children live in developing country who didn’t received necessary treatment and education. Now Indian govt launched different initiative for development of inclusive education. This initiative should implement properly for getting the result behind that purposes. New Delhi: 3% seats are reserved from the available seat of fresh admission in kendriya vidyalayas(KVs) and Jawahar Navodaya Vidyalayas (JNVs). This paper intended to study the what problem have faced by the teacher and students in inclusive environment and what training, material, and equipments are needed for make classroom situation effective for both special and normal child. This paper is purely a secondary data based research. This study reveals different issues regarding inclusive education. Where researcher used available secondary sources books, web sites, thesis, journal, article and journal for getting idea about inclusive education and lighting up the issue regarding inclusive education.Teacher Training - Teacher training means where teacher were train. It could be before joining the service or during the service. In training session teachers were given theoretical and practical knowledge about how to deal with the students and how to teach them. In 21st century Proper teacher training is must. For pre-service teacher education most essential practical activity is practice teaching. Sandipkumar and Gopal Rana emphasis that the inclusive education system require more knowledgeable and highly skilled teacher. The most effective way to improve the quality and effectiveness of education programme for inclusive setting is to reach pre-service teachers and teachers educators. There is need for strengthening knowledge competencies, skills and attitude of teacher for creating inclusive learning environment in the natural setting. Although the work can be challenging at times, it can also be satisfying to help children reach their full potential and see them prosper. For developments of theoretical and practical knowledge teacher should take different courses for teacher education –integrated(dual degree) special education courses- D.Ed special education courses, B.Ed special education programs, M.Ed. special education programs etc. Differently Abled Children: Disability means any permanent lose of the function of the particular organ to the extent that the individual cannot fully participate in the vocational and social pursuits. For these disabilities children become handicapped. These disabilities includes physical, mental, intellectual etc. Earlier those children who has different problem in their physical mental and in intellectual part they were called as disabled children but the term disability was replace as differently abled children. Person with disabilities Act, 1995 ensures equal opportunities for people with disabilities and provide education, employment and vocational training for them. According to the census report of 2001, the differently abled population of the country was estimated to be over 21 million, which was 2.1% of total population of the country. In 2011, differently abled children was increased by almost 27 million, which was 22.4% between 2001-2011. Differently abled means given focus on their abilities rather than their disabilities. Every child with a disabilities has strength. These children may be talented by other side except teaching and learning. Therefore it is more important for us to focus on what children can do, their abilities rather than their disabilities. This step may help them to develop their personality and find out their innate abilities which will help them to become self-reliant. Inclusive Classroom (education):Inclusive classroom means where both the normal and disabled children learn together in the same classroom, in the same schools. It implies all learners with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support service. In the very first time Kothari commission in 1966 had highlighted the importance of given education to the children with disabilities in regular normal classroom. In 1974 Government of India launched the Integrated Education for Hndicapped Children (IEDC) Programme, which was first formal step towards inclusion. Inclusive education for CWSN has been one of the major intervention of the erstwhile Sarva Shiksha Abhiyan(SSA), Right To Education Act(RTE), AND Rashtriya Madhomik Shiksha Abhiyan(RMSA). SamagraShiksha also gave importance on improving the quality of education for all children, including Children With Special Need (CWSN). Now NEP (2020) Also give emphasis on inclusive education, all children whether they are special or normal all children should be thought in the same classroom and same environment without discrimination. The NEP (2020) envisages Equitable and Inclusive Education for all.

Abstract Western, educated, industrialized, rich, democratic (WEIRD) notions of pedagogy, as many other aspects of WEIRD culture, are spreading rapidly around the world. The most obvious sign of this phenomenon is that a larger and larger proportion of the world’s population is schooled. This chapter reviews four areas where this transformation is having a major impact. “Lesson Creep” documents the growing role that formal education plays in the lives of both WEIRD and village children. The second topic in the chapter, “Lost Skills,” follows directly from the first. If schooling is occupying a larger and larger portion of the child’s time, it follows that children will have much less time to benefit from local, Indigenous pedagogy. Another victim of WEIRDing is the drive to fit in, be helpful, and learn to work collaboratively. The third topic in the chapter is labeled “The Schooled Mind.” Recent research is focused on the decline or absence of Indigenous cognitive and social skills due to schooling. A major shift takes place as the pedagogy of the village—direct, hands-on experience—is replaced by lessons that are delivered primarily through speech and printed material. The fourth topic to consider is the future of research on Indigenous pedagogy. The study of pedagogy in Indigenous communities has been significantly compromised by the spread of formal education. A community where children no longer participate in subsistence activity is, for the purpose of comparative analysis, already WEIRD. The chapter ends with a review of the major points made throughout the book.

The trip didn’t make sense at the time. Most backpacking trips don’t. There are always more pressing things to do. We didn’t have the time or the money, but we went anyway. Sometimes you just gotta drive to the end of a long dirt road in the middle of the desert and keep walking. When Aravaipa Canyon lies at the end of that road, you know you won’t be disappointed. Mike and I had come to southeastern Arizona to hike the twelve-mile length of the Aravaipa Canyon Wilderness Area. “Laughing Waters” is the name the Apaches gave to the site. The Aravaipa band of the Western Apache lived here in the nineteenth century. They did well at first—hunting deer in the side canyons; gathering saguaro fruit, mesquite beans, and pinyon nuts; catching native fish that thrived in the creek. But by the 1870s, drought drove them out. When they sought relief at Camp Grant a few miles away a Tucson mob organized a massacre that left them decimated. The government relocated the remainder of the tribe in the White Mountain Reservation to the north. These canyon walls, reaching a thousand feet high in places, hold memories of children playing under reddish-brown hoodoos and dark stories etched in the desert varnish of the rock. Today the Bureau of Land Management regulates entry into the canyon, limiting permits to thirty hikers a day at the western entrance. For much of the way you slog through ankle- to knee-deep water, stopping at every bend to marvel at what rises before you. Towering red cliffs, stands of green willows and cottonwoods, jimson weed and desert marigolds, cactuses of every sort. This is a place where humans are outnumbered by bighorn sheep, where poisonous centipedes hide in thick grass, and serpentine side canyons darken ominously in the late afternoon sun. I’ve loved it since I first set eyes on it. At the start of this book I mentioned a night I’d spent alone in the desert near here a few years earlier. What I experienced that night would finally make sense on this subsequent trip into the canyon proper.