Kingdom of Reflections | Royaume des réflexions

This episode looks at Elisabeth Kubler-Ross and her Five Stages of Grief, including how she developed her theory and why it became so well known. I’ll also talk about some of the problems with her theory and why grief doesn't always follow a simple step-by-step process. This episode was researched and Produced by Makayla B for her HHG4M course, Semester 1, 2026/27. Resources Britannica Editors (2026, August 20). Elisabeth Kübler-Ross. Encyclopedia Britannica. https://www.britannica.com/biography/Elisabeth-Kubler-Ross Ada McVean B.Sc. (2019, May 13) It’s Time to Let the Five Stages of Grief Die https://www.mcgill.ca/oss/article/health-history/its-time-let-five-stages-grief-die Cleveland Clinic Editors (2025, April 22) What Are the Stages of Grief? https://health.clevelandclinic.org/5-stages-of-grief

How do digital screens and technology alter the pace at which children progress through these cognitive stages? Piaget’s theory says that using a flat screen or iPads might limit a child's learning because they aren't feeling the 3D weight or shape of real objects, which takes them away from the real world and limits their sensory and touch learning from objects around them. Also, according to the American Academy of Pediatrics, “Pediatric guidelines recommend avoiding digital media (other than video chatting) for children under 18 months to prioritize hands-on learning and interaction” (American Academy of Pediatrics, 2016). This episode was researched and Produced by Allison B for her HHG4M Human Development (Psychology) course, Semester 1, 2026/27. Citations / Research Info: Piaget, J. (1964). Development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306 McLeod, S. (2026, September 25). Piaget's theory and stages of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html American Academy of Pediatrics. (2016, October 21). New recommendations for children's electronic media use. ScienceDaily. https://www.sciencedaily.com/releases/2016/10/161021121843.htm Moser, A., Zimmermann, L., Dickerson, K., Grenell, A., Barr, R., & Gerhardstein, P. (2015). They can interact, but can they learn? Toddlers' transfer learning from touchscreens and television. Journal of Experimental Child Psychology, 137, 137–155. https://doi.org/10.1016/j.jecp.2015.04.002 Piaget, J. (1952). The Origins of Intelligence in Children. New York, NY: W.W. Norton & Co. https://doi.org/10.1037/11494-000 KLA Schools. 10 cause and effect activities for infants: Fun with everyday objects. https://www.klaschools.com/insights/cause-and-effect-activities-for-infants

Why can figuring out who you are feel so complicated? In this episode, Jowd explores Erik Erikson’s eight stages of psychosocial development, focusing on identity during adolescence. Everyday examples, research evidence, and a critique of the theory’s assumptions reveal both its usefulness and its limits. This episode was researched and produced by Jowd for their HHG4M Human Development (Psychology) course during Semester 1, 2026/27. References Coles, R., Hunt, R. M., & Maher, B. A. (2002, March 7). Erik Erikson. The Harvard Gazette. https://news.harvard.edu/gazette/story/2002/03/erik-erikson/ Erikson, E. H. (1950). Childhood and society. W. W. Norton. Mazaheri, M., Kihlgren, M., & Norberg, A. (2022). Applying the theory of human development by Erik and Joan Erikson when communicating with persons with advanced dementia diseases. Nordic Journal of Nursing Research, 42(4), 178–184. https://doi.org/10.1177/20571585211048280 Sorell, G. T., & Montgomery, M. J. (2001). Feminist perspectives on Erikson’s theory: Their relevance for contemporary identity development research. Identity, 1(2), 97–128. https://doi.org/10.1207/S1532706XID0102_01 Whitbourne, S. K., Zuschlag, M. K., Elliot, L. B., & Waterman, A. S. (1992). Psychosocial development in adulthood: A 22-year sequential study. Journal of Personality and Social Psychology, 63(2), 260–271. https://doi.org/10.1037/0022-3514.63.2.260

This month, The Atlantic declared the age of reading over. Writer Rose Horowitch's viral cover story argues we've entered a "postliterate" era — sustained, deep reading giving way to something closer to the oral cultures we came from, with real consequences for how we think and who we elect. In this episode, Mr Maillet walks through her argument: from the historical case she builds, the contested comparison she opens with, and some tension he feels she never quite resolves. Then we bring in two very different responses 1) Globe and Mail columnist Marsha Lederman's personal rebuttal from a packed author event, and 2) The New Republic's sharper critique of The Atlantic's pattern of sweeping "end of X" style journalism. Finally, Mr Maillet brings it down to ground level: what he's actually seeing (and doing) in his classroom; where, unfortunately, most students stop reading the moment high school (and the "requirement" to read) ends. So, Mr Maillet asks the question: Is reading really ending, or just changing hands? Three outside perspectives, one classroom, and a question worth sitting with either way. Page Turning Sound Effects by Lesiakower from Pixabay Rose Horowitch, “The Age of Reading Is Over” (published online as “The End of Reading Is Here”), The Atlantic, August 2026 issue — https://www.theatlantic.com/magazine/2026/08/reading-crisis-postliterate-age/687618/ Marsha Lederman, “A viral essay declares the end of reading is here. But there's no end to its pleasures,” The Globe and Mail — https://www.theglobeandmail.com/opinion/article-a-viral-essay-declares-the-end-of-reading-is-here-but-theres-no-end-to/ “Is There Any End to The Atlantic's 'End-ism' Fetish?”, The New Republic — https://newrepublic.com/article/212923/the-atlantic-magazine-endism-fetish

After more than two decades of reports, promises, deferrals, and life extensions, Canada's Snowbirds finally have an answer — but the road that led here is a story all its own. In Part Three of The Tutor Tutor Tales - Mr Maillet brings you Canada's Enduring Jet, we as trace the long and frustrating history of the CT-114 Tutor replacement debate — from the Department of National Defence's own 2003 internal report recommending immediate action, through the Liberal promise that was never funded, the Harper years of near-silence, and the Trudeau government's $30 million life extension gamble in the wake of CaptainCasey's death in Kamloops. We examine the May 2026 announcement at 15 Wing Moose Jaw — the selection of the CT-157 Siskin II, the Pilatus PC-21, as the Snowbirds' next aircraft — and ask the honest question: after twenty-three years of deferral by governments of every stripe, what confidence do Canadians have that this time, the promise will be kept? The 2026 season is the Tutor's last. Sacramento, California, in October, is the final show. What comes next is real — but it still has to be delivered.

In this second installment, Mr Maillet takes you from the training skies of Moose Jaw straight into the heart of a nation as we trace the thrilling, high-stakes evolution of the Canadian Forces Snowbirds. Born out of a defiant, shoestring gamble by Colonel O.B. Philp and officially inheriting the wartime heroism of 431 Bomber Squadron, the team transformed a modest jet trainer into a global masterclass in precision flying. This episode takes you inside the cockpit to experience the four-foot wingtip geometry of the iconic nine-plane formation, while confronting the profound "price of excellence" paid by ten fallen heroes—concluding with the raw, national heartbreak of Operation Inspiration and the loss of Captain Jenn Casey. Discover how a transient demonstration team defied institutional odds to become an enduring permanent symbol of Canadian unity, carrying the pride and memory of a country on its wings. Did I make a mistake? Got an idea for an episode? Let me know! [email protected] Short segment of "Flight of the Snowbirds" (1986) by David Foster is featured around the 12-min mark. Music like Foster's is used at Snowbirds Airshows.

As the Royal Canadian Air Force officially announces that the 2026 airshow season marks the final farewell for the iconic CT-114 Tutor. In this premier episode, Mr Maillet journeys back to Montreal in the late 1950s to uncover the high-stakes origins of a Canadian legend. Rising from the ashes of the devastating Avro Arrow cancellation, a small team of engineers at Canadair took a massive private gamble on a jet trainer that would go on to log over one million flight hours, shape the brilliant legacy of the 1967 Golden Centennaires, and train generations of military pilots at CFB Moose Jaw. From its elegant, spin-calibrated engineering to its profound impact on national pride, discover how a plane built purely on a company's own initiative became the enduring backbone of Canadian aviation. Hear an error? Have an Episode Idea? Let Mr Maillet know - [email protected]

Les élèves ont pour tâche de mettre en application l'apprentissage approfondi lors de la création d'un balado. En première partie, les élèves discutent d’un roman qu’ils ont pu lire en classe. En seconde partie, les élèves expliquent le processus de création de leurs balados. Le tout est cadre du cours de Français Immersion 8e année et est complété uniquement en français. Students are asked to create a podcast applying the Deep Learning mindset. In the first part, students will discuss their chosen books that they have read in class. In the second part, students are asked to explain the process of creation of their podcast. This task is completed only in French as part of the Grade 8 French Immersion course.

Les élèves ont pour tâche de mettre en application l'apprentissage approfondi lors de la création d'un balado. En première partie, les élèves discutent d’un roman qu’ils ont pu lire en classe. En seconde partie, les élèves expliquent le processus de création de leurs balados. Le tout est cadre du cours de Français Immersion 8e année et est complété uniquement en français. Students are asked to create a podcast applying the Deep Learning mindset. In the first part, students will discuss their chosen books that they have read in class. In the second part, students are asked to explain the process of creation of their podcast. This task is completed only in French as part of the Grade 8 French Immersion course.

Les élèves ont pour tâche de mettre en application l'apprentissage approfondi lors de la création d'un balado. En première partie, les élèves discutent d’un roman qu’ils ont pu lire en classe. En seconde partie, les élèves expliquent le processus de création de leurs balados. Le tout est cadre du cours de Français Immersion 8e année et est complété uniquement en français. Students are asked to create a podcast applying the Deep Learning mindset. In the first part, students will discuss their chosen books that they have read in class. In the second part, students are asked to explain the process of creation of their podcast. This task is completed only in French as part of the Grade 8 French Immersion course.