Browse by subject "Plain/Clear Communication"
Displaying Results 101 to 110 of 214
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101. Make the most of your credit score (2009)
Series: Self-help booklets for managing your personal finances
Authors: Consolidated Credit Counseling Services of Canada, Inc.
Collection: Learning Materials
This self-help guide, prepared by Consolidated Credit Counseling Services of Canada, focuses on credit scores.
The authors explain that a credit score is a formula that lenders use to predict risk when issuing loans, setting a credit limit on an existing account or deciding what interest rate to charge on an account.
They also explain how negative information will affect a credit score, and for how long; how to obtain your credit score; and how much a poor credit score will cost in terms of increased interest rates.
Added: 2011-04-12
102. Making it Clear (1999)
Clear Language for Union Communications
Series: Learning in Solidarity
Authors: Canadian Labour Congress
Collection: Learning Materials
This document includes the following information:- Foreword - What is clear writing and design? - Writing in clear language- Clear design - Document testing - Oral and Internet communication - Advocating for clear writing - Clear language workshop - Workshop exercises - Workshop handouts- Workshop overheads- Resources
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Added: 2008-01-10
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103. Making it clear: A Clear Language and Design (2007)
Screen and checklist
Authors: Canadian Labour Congress
Collection: Learning Materials
Clear language and design can help create a usable and attractive document that users understand the first time they read it. This short guide, prepared by the Canadian Labour Congress, offers simple advice about how to prepare a clear and understandable document. It offers suggestions about such key items as line length, justification, font, text density and illustrations. It also provides a checklist of essential elements to consider when reviewing a draft document, including audience, tone, word choice, and organization.
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Added: 2007-11-16
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104. A Manual for Setting up an Essential Skills Program within the Union or Workplace (2006)
Authors: Nancy Steel, Greg Maruca
Collection: Learning Materials
Workplace essential skills programs have certain principles of good practice that ensure quality programming. They include: The union is a full partner from the outset in the initiative, including any needs assessment, program design, program evaluation, hiring staff and program delivery. The intent of the essential skills program is not to “fix” workers. The intent is to provide them with the learning they want to meet their lifelong goals and potential.
Participants’ progress is kept confidential. Information about individuals’ progress in the program is not shared with the employer.
Participation in the program is voluntary. The program content is not restricted to workplace content. Participants can enhance essential skills in the context of union, home and community, too.
Program instruction acknowledges participants’ prior learning and respects experience by building on existing skills and knowledge. Programs respect the cultural and racial diversity of participants. Programs are accessible to all. No worker is excluded and programs are delivered at times and places that allow everyone access.
Participants’ varied learning styles are accommodated. Essential skills programs are accepted as training that is like any other training, not segregated or stigmatized. As part of any essential skills development philosophy, clear language is promoted within the organization and the union so that documents can be easily understood by all. Programs are evaluated by learners and others on an on-going basis to ensure that the learning is meaningful and relevant.
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Added: 2009-07-29
105. Menopause: What the hard words mean (2003)
Authors: Vocational and Rehabilitation Research Institute (VRRI)
Collection: Learning Materials
This is one in a series of booklets prepared by the Calgary-based Vocational and Rehabilitation Research Institute (VRRI), an agency that helps people with disabilities as well as the community at large.
The authors provide definitions and pronunciations for a variety of terms that are relevant to a discussion of menopause. The list includes parts of the body, along with terms like hormone replacement therapy, alternative treatment, and hot flashes.
This document would be especially useful in conjunction with another VRRI publication, “Menopause: What to do if you have problems.”
VRRI is now called Vecova Centre for Disability Services and Research (Vecova): http://vecova.ca/.
Added: 2011-10-28
106. Menopause: What is it? A booklet for women (2003)
Authors: Vocational and Rehabilitation Research Institute (VRRI)
Collection: Learning Materials
This booklet has been prepared by the Calgary-based Vocational and Rehabilitation Research Institute (VRRI), an agency that helps people with disabilities as well as the community at large.
The authors explain what happens to a woman’s body during menopause; offer tips for dealing with symptoms like hot flashes; and provide suggestions for staying healthy during and after menopause.
The booklet is written in simple language and includes many illustrations.
VRRI is now called Vecova Centre for Disability Services and Research (Vecova): http://vecova.ca/.
Added: 2011-10-21
107. Menopause: What to do if you have problems (2005)
Authors: Vocational and Rehabilitation Research Institute (VRRI)
Collection: Learning Materials
This is one in a series of booklets prepared by the Calgary-based Vocational and Rehabilitation Research Institute (VRRI), an agency that helps people with disabilities as well as the community at large.
The authors discuss the challenges of menopause, including hot flashes and sleep disruption; the pros and cons of hormone replacement therapy; and the role of diet, exercise and relaxation in dealing with this stage of a woman's life.
They use clear language but readers may find some of the words challenging.
VRRI is now called Vecova Centre for Disability Services and Research (Vecova): http://vecova.ca/.
Added: 2011-10-25
108. Mixed Messages: How to choose among conflicting information to support healthy development in young children (2008)
Lessons in Learning – May 29, 2008
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
Today’s parents are faced with a bewildering amount of information on how to promote the health of their young children. Often, the messages they receive are contradictory, the authors of this paper point out. For instance, messages about safety may conflict with advice on promoting vigorous outdoor activity.
Without reliable tools to access and comprehend this information, parents’ ability to promote the health of their young children is compromised, they note. The issue of mixed messaging in health information will likely remain, especially with the proliferation of health advice over the internet.
The authors point to a possible solution, contained in a Health Canada report that calls for a concerted effort by all levels of government, health care experts, and community organizations to develop and fund a five-year national, evidence-based strategy for injury prevention in children and youth.
Added: 2012-07-27
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109. The Morrissy Bridge (1985)
Series: Miramichi Literacy Writers
Authors: Phyllis Johnstone, Miramichi Literacy Writers
Collection: Learning Materials
This booklet was written in clear language and is suitable for adult new readers. It is part of a series of 24 booklets by Miramichi Literacy Writers. Some of the other titles include:
Ferry Boats of Days Gone By
The Irish of the Miramichi
Native Peoples of the Miramichi
Old Lumber Camps on the Miramichi
The Dungarvon Whooper
Added: 2009-05-01
110. My Health (2008)
QLWG Essential Life Skills - Unit 8
Series: QLWG Skills for Life Series
Authors: Vicki-Ann Huegli
Collection: Learning Materials
Competency-based learning meets the needs of all learners. It is important to keep in mind, however, that all learners are different. In order to address the needs and interests of all learners, the units in this publication have been divided by Essential Life Skills and Individual Life Skills.
Essential Life Skills are important for everyone, while Individual Life Skills address the needs and interests of different learners. Once learners have completed the “Essential” units, they may choose a unit that is applicable to their interests and lifestyle.
Added: 2009-09-17
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