Junior Books

We have used this cookbook for years and continue to go back to it again and again for our favorite and new recipes alike. I'd recommend this to anyone who is looking for not-too-complicated recipes that are delicious! Favorites are the Red Snapper with Black Bean Salsa and the French Pepper Steak - two recipes we have made dozens of times.

I am just now learning to cook, and must admit that every single recipe I have tried in both Main Line Classics I and II have been delicious. Now even I can cook for my in-laws!!

This is a wonderful cookbook for quick, easy, and DELICIOUS recipes. Great for company or family dinners. Ingredients are easy to find. I love this book.

This community cookbook has so many recipes that are easy, up-to-date, and ready for company. I have used this book, and it's companion...Main Line Classics many, many times. I love them both.

I have enjoyed preparing many of the recipes. Most are very easy to follow and the end results very tasty. The complete menus at the back of the book provide guidance when planning a dinner party. The fact that 100% of the proceeds from the sale of the cookbook is donated to the comunity makes this a favorite cookbook.

This book is not only full of wonderful recipes but is also loaded with history! I have learned more about the Pony Express, Jesse James and the birth of the Midwest from the pages of this cookbook than I learned in school. As a new "transplant" to the Midwest from the Pacific Northwest this book has been a lifesaver.

This coookbook has many great recipes, but I really enjoy reading the historical anecdotes that accompany each section. What a fun way to learn about our heritage!

What a fantastic cookbook!!!! I have recently made many of these recipes for a teachers luncheon I had to prepare.....everything from horsdevours to desserts...and I recieved rave reviews! It was all fantastic and easy to prepare...as a matter of fact..many of the teachers wanted to purchase the book!!!! Congratulations for yet another wonderful Junior League cookbook!

The Roux We Do is an elegant compilation of superbly presented recipes that would be highly recommended for any family meal or celebratory dinner. From Black Bean Bundles; Tuscan White Onion Soup with Crostini; Applewoood Fresh Fruit Salad; Honey Hoisin Pork Tenderloin with Blue Cheese Cream Sauce; and Pistachio Crusted Salmon with Madras Curry and Orange Sauces; to Chicken Caprese with Tomato Basil Cream; Pasta with Chicken and Pepper-Cheese Sauce; Roasted Garlic Potato Salad; Acorn Squash in Honey Bourbon Sauce; and Chocolate Bread Pudding with Vanilla Sauce, the diverse recipes comprising The Roux We Do are as impressive as they are mouth-wateringly delicious!

This is a wonderful cookbook as well as a very interesting book of history back to the early 1800's and the Pony Express era. Recipes are awesome, some very easy to cook and some very challenging, but all ohh so good. My husband has even enjoyed experimenting with the recipes.
The most interesting part of this book is the side bars with great trivia, past and present regarding the Northwest Missouri area and its contribution to America's history. With items about the Pony Express, Jesse James, Eugene Field the poet, etc.
The French Toile (yellow and black) cover is very eye pleasing and looks great on the counter at home.
Can't say enough about this book - great to cook from and read.

FIVE BIG IDEAS: 1. The purpose of schools can be viewed by different models. The tribal model suggests that the purpose of school to teach moral and civil literacy. The factory model suggests that the purpose of school is to separate out and track the educated elite, the semi-skilled and low skilled workers. The hospital model suggests that school is the great equalizer that can diagnose, teach, test and cure the ills of society. Schechty suggests that we need to use the best aspects of these cultural, economic, and nurturing models.

2. Students need to be thought of as knowledge-workers where groupwork, self-discipline, loyalty, respect for others, respect of self, sensitivity to social and ethnic issues are stressed. Students need to go beyond the 3R1s. They need to learn how to think, create and solve meaningful real world problems.

3. Education needs to develop a vision that supports that idea that the purpose of school should be student success at doing knowledge-work. Every student can learn if they are provided with the correct work and mode of interaction. Motivated students will achieve by risking failure. The learning results must be valued by the community.

4. In implementing change, resources such as people, knowledge, time and space need to be developed. Questions such as, who is affected by the change, how do you market that, what are the values of the affected constituents, and who1s support is needed, need to be answered. Defining existing conditions, desired conditions, constraints and next steps are all part of a change system that need to be developed and marketed. 5. Methods of setting expectations, providing feedback and setting courses of corrective feedback need to be established. People know what is expected by what is inspected and respected. A system of rewards and consequences need to be put into place at all educational levels. If a person does well his or her only reward cannot be that that he or she does not get punished.

THREE IMPLICATIONS FOR EDUCATION SYSTEM OF THE FUTURE

1. Models of participatory leadership need to be implemented. Employees must be involved and valued as important contributors. Vision tied to purpose must be results oriented. Teachers need to be viewed as leaders and leaders need to be viewed as teachers. Leaders must teach others to make decisions not make the decisions themselves. The district office should support not direct the individual sites.

2. Existing policies, procedures, rules, and regulations need to be reviewed to identify constraints and develop new strategies. A human resource department would need to be established in order to provide the needed support and training to assure that the vision remains aligned with the purpose that every student will be successful at doing knowledge-work.

3. At all levels of the school system, goals and objectives need to be established to increase the rate and frequency of student success in the employees area of responsibility. Evaluation systems to be ongoing and tied to rewards and consequences. If goals are not achieved, then plans need to be put in place to help that employee or student increase their chance for success.

Five big ideas: 1. A need to redesign our schools: Our society has moved from a simple agrarian society, to an information-based society. Schools began in this country promoting Protestant morality. They later changed, and began promoting the American culture to the immigrant masses. Today, education must change again. Schlechty claims that the educational reform movement cannot further proceed without a clear purpose for schooling in the 21st century. The entire structure on which schools are based must change in order to fit the cultural, economic, and social aspects of the next century.

2. Manual work to knowledge work: In our information-based society, the means of production is based on knowledge and the ability to use it to create and solve problems. Working conditions of the 21st century will require that people be able to work well in groups, exercise self-discipline, and exhibit loyalty while maintaining critical faculties. The workplace needs people who know how to learn. Therefore, curriculum must be treated as material to be processed and worked on by students.

3. Clear purpose = student success: Within a knowledge-based school, the purpose of school is to create knowledge work at which the students will be successful, and that the students learn the skills that society values.

4. Participatory leadership for compelling vision: Ideas are formed by people. It is of little consequence whether the ideas go bottom-up or top-down. The important factor is that the leadership process involves individuals at all levels. People who lend their support wish to feel a part of the change. Everyone must be involved. Everyone must feel connected.

5. Changes can occur if...: a) the nature of the change is conceptualized b) the people who are called on for support who were not part of the conceptualization process must be made aware of it c) feedback is solicited from those not involved and it must be incorporated into the change process d) people are motivated to act in the direction of the! change e) a system of support and training are provided to those involved.

Implications for education: 1. Teachers are the leaders. Site-based management must increase. Participants must feel they are valuable contributors to the system. Teachers will teach each other to make decisions. They must become risk-takers and trouble-makers.

2. All stakeholders must become more conscious of education. Business' success and the success of society as a whole depends upon the people that emerge from the schools. We all have a stake in education.

3. A change of attitude: Schools need to redirect their thinking. What is our current purpose for schools?....student success. We must rethink the way we teach, the way we think about the learners, and the way we view ourselves. Our roles must change. A vision must be created in order to guide those changes.

"Can our schools prepare children for the next century?" This is what Phillip Schlechty asks of all educators, parents, and the community. His book exposes what schools need to do to keep current in the new and upcoming age. He advocates an educational renaissance for administrators, community, parents, teachers, and even the government. He states that leaders who are in current positions capable of producing change are usually the ones who are hesitant to generate said change. Therefore, leaders are needed who are actively participating in the visionary process of schools, rallying support to current educators, sharing innovative ideas, and actually initiating the process of change. These leaders need to be at all levels of the educational process. Schlechty also states that leaders need to be proactive in thinking and future planning. Ideas abound in his book for individuals and groups seeking to reform education.

Schools for the 21st Century or... the ABC's of SCHOOL RESTRUCTURING Phil Schlectly What is Restructuring-Schlectly says it this way, If you do what you1ve always done, you get what you always got. Schlectly says that altering the existing rules, roles and relationships must change from the classroom to the superintendent of schools. Change what you do. We could never have gotten to the moon if we spent time refining the combustion engine. We expect 95% of Kids to do what 5% used to do. How to restructure? 1. Develop a shared understanding of the problem 2. Create a shared vision 3. Focused school activity on students. ASK THIS QUESTION EVERYDAY Is there anything here we did today that will harm kids? ALSO ASK THIS QUESTION EVERYDAY Is there anything here we did today that helped kids? 4.Create a results oriented management system. What results do we want is the answer to all questions.Typical statement is we must reduce class size...What's better is results orientated. The results we are after is more personal attention from adults to children. 5.Ensuring a pattern of participatory leadership - It1s easier to make decisions by myself than to give decisions to staff. Why should we adopt this participatory model? Schlechty's analogy! SHEEP Must have dog barking and bitting- sheep move only in big flock, follow the one making most noise-very dumb-will find a green field and stay for life-Very unionized-week leadership-move from behind ! CHICKENS Can1t be herded- only way to get them to move is by being the one they are familiar with-the one who feeds them-Very independent-don1t move from behind-only way to move chickens? Be the one who feeds them, walks by and they follow! Schlechty also gives this analogy "CANARYs in the mine are like AT RISK students in the schools. They1re just die a little earlier. Our schools were built and structured around the game of monopoly, read rules, get the advantage- The problem is kids are playing nintendo-You learn rules by playing the game. You quickly share information -Networking answers to new level of problems will benefit the player. Schlechty defines the different models of schools out there. A School can be a Tribal Center, a Factory or a Hospitals. Schlechty defines knowledge work and that it is what should be the core curriculum of schools. Performance Evaluations =People know what is expected by what is inspected and what is respected. The key steps to moving forward on reform is defined through the superintendents role. THIS IS AN EXCELLENT CHAPTER!

Five Big Ideas and Three ways Schools for the 21st Century: Leadership Imperatives for Educational Reform will help create a vision of a future educational system:

Big Ideas:

1. The purpose of schools must be defined by educational leaders with support from the community. The purpose will reflect the values and commitment of the stakeholders, and shape the goals that schools will pursue.

2. To foster Educational Reform is to foster change. Change in our educational system can be embraced, if there is an understanding of the history of schools evolutionary process. School structure can be reshaped when purpose and vision of schooling are understood.

3. Unless there is a rationale for change, reform will not occur. There are some who believe that "If it isn't broken, don't fix it." Educators must constantly look to reformulate the purpose of schools and create new visions and goals.

4. New visions and goals will be created. Restructuring efforts will consider participatory leadership and followership, accountability and assessment of schools.

5. The creation of a new framework for schooling will address the needs of children and society. Components of the framework include staffing, the distribution of knowledge, and the utilization of time and space, physically and virtually.

Three Implications for the creation a vision of a future educational system:

1. Addressing the five big ideas will raise the collective consciousness of all the educational stakeholders for the need to reform. The process listed above will open our minds to a common vision that can be clearly stated and shared by all the stakeholders.

2. Technology is changing the global workplace. Therefore, technology will be a catalyst for rethinking how we do and redefine school. Becoming digital implies leaving behind an analog and linear approach to an anywhere, anytime, multidimensional approach to learning.

3. Education and schools in the twenty first century must be reinvented and supported by the glo! bal village and must be designed for the betterment of the students, at all age levels.

John M. Marion, Educational Technology Doctoral Student, Pepperdine University

Brian Campbell was my 5th grade teacher also, and he is a great teacher and a great person. When he taught science, we had to log things into our science notebooks, and sometimes we had to draw what we looked at. We would record our observations, questions, thoughts, and the results of our tests. Mr. Campbell used some entries from his previous students and put them into this book. Science Notebooks will show you what science notebooks should look like, and it will help teachers teach science to their students.

Don't I wish all professional development books were written like this? Clear, concise, with easy to implement instructions for how to actually DO IT in your classroom. It's a short book... a quick read, and much extraneous waxing on how effective this technique is has been omitted to keep it simple.

I appreciate how the authors are sensitive to a need for most of us to follow "the standards," unlike most of these manuals, particularly in Language Arts where the authors prefer to tell us to "not worry about it." Instead, Campbell and Fulton explain how to use science notebooks to teach inquiry science while still covering content. I wish all books were as straight and to-the-point.

I am using science notebooks for homeschool, and although Campbell and Fulton describe the use of notebooks in a traditional classroom setting, I recommend this book for alternative educators because the techniques that they outline are flexible enough to take out of the classroom without any or barely any need for adaptation.

AWESOME book by a great teacher, for great teachers.

GET IT NOW

Brian Campbell was my fifth grade teacher. He worked long and hard gathering information from STUDENT NOTEBOOKS! This is not just any old book, this is THE BOOK! If you are looking for some inside information on science notebooks look nowhere else because you have found the book! This book is for teachers young and old. SO what are you waiting for?!? Go out and buy this book now!

I love Science Notebooks. I wanted to do a notebook this year with more inquiry type investigations. This resource helped me to figure out what I wanted the kids to record and how to organize it. It is easy-to-read and understand.

I have always loved seashells and this book helped me to identify them. Because of this book I have a HUGE collection of all kinds of seashells!

Whether for a valuable collection at home, or a sight while swimming or scuba diving, this will prove very reliable in the field. A MUCH more advanced field guide than the Golden First Guides, this lists over 600 shells in all and will quickly identify any strange seashell you happen to find beachcombing. This guide contains: Augor shells, chitons, whelks, limpets, and many other valuable collectibles. Each shell species entry has a description added to the side, explaining: abundance, range, and habitat. After the first Golden Guide to Seashells intrigues you, try your luck out with this field reference.
There are several editions made of this guide, from cheap paperback to hardcore turtleback. The paperback and hardback are the best to buy, as they are both great deals and cost less than the turtleback, which is also durable. Any edition will serve you very well in shell collection ID or snorkeling discoveries.

Yes it's way out of date. Yes the super rare shells listed in the book are often no longer even mildly rare. Yes it is drawings only. Sigh. But this is the book that got me and all too many others hooked into this area. 30 years later I still love the hobby. Give it to a child and watch him/her grow.

This was exactly the book on shells that I was looking for for my grandson. I remember the "Little Golden Guides" when I was a child and was so happy to see that they still exist. Good illustrations and compact easy to carry size.

If you like to collect seashells, then this handy key to the typical shells found on a beach may be of interest. It comes in a handy soft cover and is pocket sized, so it will easily fit in one's bathing suit's waist. It is slender, although several of the easy to find shells are listed, photos are reasonable and of good quality. It is similar to other such books, although not quite a book and not quite a pamphlet. It's in a league of its own!

This is a great activity book, as you read along you have your little ones do what the monsters are doing. It's fun watching them and it's a great way to keep them active.

This is a fun book for any Elmo fan. It helps teach body parts, as well as coordination, and it's a cute book besides!

I ordered a second copy of this book after the first one was destroyed by rain! We used to read it to my oldest daughter and decided to buy it again after our third child was born... not only does it teach different parts of the body, it is a great way to get your kids moving!

This is one of my daughter's favorite books because it's very involving in a physical and non-threatening way. You read the text, you show her the movement, she sees the movement depicted, and does it. She had lots of fun and was very interested in learning the names of various body parts.

This is a wonderful book, but not before a nap or bedtime. For that, I'd recommend the related Elmo book "Quiet Time."

Elmo and his friends perform various easy to imitate actions in their muppet exercise class. My two year old loves to follow along and do each step like 'honk her nose' and 'rub her tummy'. It's a great book for 1-3 year olds.

Burke is a genius! This book has something for everyone...romance, history, betrayal. Excellent chronical of a fascinating time with well-drawn characters and beautifully woven prose. A must for any serious reader.

Burke did a lot of homework before he put pen to paper and it shows. This is well-crafted, honest, and engaging. Every word has a purpose. This should be on everyone's wish list.

Burke weaves an incredible tale of love, social conflict and the thirst for realizing our dreams. His voice is masterful and his characters beautifully developed in a way that will make the Jazz Age with all its loud glory and hidden melancholy come to life for the reader. The most striking aspect of the book, however, is its ability to solve the mysteries of a different Jazz Age novel in a way that will change the classic in the reader's mind forever. Burke explores the many levels of Fitzgerald's masterpiece and deepens them by exploring all the directions in which the book could turn, opening every mystery and digging deep into its essence.

"Something Gorgeous" is a delight to read but it will also take the reader on a journey through the history of the US and Europe in the 20's as well as the secrets and nuances of one of America's greatest literary classics.

This novel is unique in its style and handling of subject. The author captures a time in America where want and desires tended to get the best of people. Through intricate back-story Burke weaves a tale of underlying caution. Often using love, lust and greed as the guide. Something Gorgeous is part romantic love story, often hedonistic. And part a glimpse into a history worth revisiting. It is a fine example of an author doing his homework, as his knowledge is infinite and thorough.
The characters are multidimensional, written so finely as though describing the fantasy version of oneself (both good and bad). At times disturbing, but thoroughly poignant the reader is left with a desire not to fall prey to the perils so well described in the novel. This is a moral tale, however, Burke did an excellent job of never shoving that into the readers face. Rather he let the reader find for herself the values that lie in all of us.
If you are looking for a story to get swept away in, you'll find it in this book. If you're looking for a tale of love lost and the lengths to which one will go to regain love, this novel is it. If you're looking to learn more of a time so drenched in World history, this book is it. Burke created a tale for all the masses to enjoy, while subtly mixing in the importance of being who you are and accepting that with out fear.

What a splendid book! Romance, history and America at it's finest.
Loved the scene's, and Mr Burke's voice.
Looking forward to more.
Megon McDonough

Stinky is a swamp dwelling monster who learns he may have more in common with the new kid than he'd like to believe. Both Stinky and Nick, the new kid, learn to appreciate each others' differences and realize that once you get to know someone, they aren't all that scary. Beautifully illustrated, this clever story finds new friends in the most unlikely of places.

Stinky is funny, colorful with a lot of activity on every page, and it teaches an important lesson about friendship and overcoming prejudices without being heavy-handed. Eleanor Davis' book is full of vivid detail--she even includes a map of Stinky's territory and the town that the little boy Nick lives in. There are some great lines that kids repeat over and over again, for example: "mucky mud, slimy slugs and smelly monsters." It's great for a more experienced reader to read alone, or for read alouds with younger children who are still learning how to read independently.

First of all, it's a great kids' book, with 40 colorful and imaginative pages.

It's also a joy for those who, like me, have been watching the nascent career of comic book newcomer Eleanor Davis with admiration. Davis, who's only 25, got her start a few years ago in minicomics and quickly became the best contributor to Fantagraphics' anthology, Mome. Davis is interesting to watch because she demonstrates such a strong command of the comics medium and keeps constantly changing her artistic and storytelling approaches. She's experimenting, trying new things out, and it's interesting to see her nail the landing, so to speak, on Stinky, a professional, polished and completely straightforward children's story. Can't wait to see what she does next...!

In an era full of visual distractions, "Stinky" shines as a positive example of new media -- a combination of graphic and literal learning that plays into the ways modern kids think. With stunning graphics and a captivatingly sweet story, Davis' "Stinky" is a pleasure to read, and moreover, a pleasurable way to learn HOW to read.

This new book has both me and my kids laughing at every page. The drawings are not only beautiful, but cute and witty. My son really identifies with the baseball-hat-wearing Nick and asks me, "Mom, can we go to the swamp and find Stinky?" The lovable relationship between this unexpected duo is a model friendship.

I have yet to try a recipe from this cookbook that I didn't like. I've been using this cookbook for about 8 years, and I have recommended it to ALL of my friends. If you like food, you'll love this cookbook.

I ordered and received the Taste of Oregon cook book but the order said the spiral and I received the hard bound. Just wondering if any one has received the spiral bound cook book or if they are all Hard bound even though it says spiral bound on the order?

I don't even know where to start. I absolutely love this cookbook. My mother used it when I was growing up. Once I moved out, the first thing on my agenda was to get my own copy. I'm on my second copy (dog destroyed the first one) and it never disappoints. I have given all of my friends copies of this cookbook as well. Everyone loves it. None of my other cookbooks even compare to this one.

I personally own over 400 cookbooks & have found Junior League Cookbooks to be one of my favorites. They are "tried & true" recipes for any age. This one contains very unusual recipes & some old standards. Can't go wrong with this one

I am ordering this for a friend in Japan, after having used it myself for years. I give it often as a gift, because it contains so many recipes that are on the "favorites" list of everyone in my family. You won't be sorry!

Ms. Davidson is to be commended for helping us bring the stories to life for our students, but we should take care to not dilute the Greeks, as has been done till recent times. Teaching the Greeks is an ideal opportunity to let our students find out about the history of same-sex love, so that we can cut homophobia (and self-hate for the 10% of our students who are gay) at the root. This need not be a big deal, for the stories are innocent enough, and can be found in the Lives of Plutarch, the works of Andrew Calimach, and others. So buy Josephine Davidson book, but overcome its limitations by using it as a starting point in teaching the real Greeks, not Walt Disney's version.

Ms. Davidson has provided an excellent overview of Greek myths complete with a wide variety of comprehensive exercises. I am most impressed by the original concept and well as the extensive glossary and lists of discussion questions teachers can use as they pick and choose from the many lessons.

This is a wonderful book! It helps you to learn Greek Myths, while having fun. If a teacher was to have her class act out the plays, they would get to know Greek Myths, and be able to remember the characters, too. I love this book! I am an 8th grader and I think it would be benifical, as well as fun, to use this book in the class room!

This book has become my Bible for teaching mythology to seventh graders. The first year I used it, I was almost overwhelemed by the number of resources, but now (2 years later), I am absolutely loving it! The kids love the dramatic aspect of the unit, and I enjoy watching what they add to the plays. I recommend it highly!

This book is just right for a busy teacher doing a unit on mythology. The plays, the tests, the activities, the games, the questions: the author did all the work for me! I can tell she really taught this stuff; her material is perfectly pitched to the age and activity level. Satisfying to work with!