Browse by author starting with "C"
Displaying Results 101 to 110 of 426
Previous Page [ ... 11 12 13 14 15 16 17 18 19 20 ... ] Next Page
101. Developing a Community of Employees Through Team Time at Teleflex Canada (2005)
Series: The Conference Board of Canada Publications
Authors: The Conference Board of Canada
The Conference Board of Canada's education and learning case studies series examines outstanding education and lifelong learning programs and initiatives. This case study focuses on the learning program at Teleflex Canada Ltd., a Richmond, British Columbia-based company that designs and manufactures hydraulic and thermal technology products for industrial and marine use. The company's training program, called "Team Time," involves a series of topic-specific modules for learning “lean manufacturing,” teamwork and related skills. The focus of training is to help production
teams solve their respective work challenges. This case study looks at various aspects of this successful workplace learning program, including the program's development, challenges, keys to success and benefits for both employees and employers.
For more information about The Conference Board of Canada visit its website at http://www.conferenceboard.ca.
Added: 2008-12-09
102. Developing Job Descriptions in Ontario's Community Literacy Agencies (2010)
Authors: Community Literacy of Ontario (CLO)
The authors of this document note that each position in a literacy organization, whether paid or volunteer, should have a written job description that clearly states the responsibilities and key expectations for that position.
They provide a template for developing job descriptions and offer sample job descriptions for both staff and volunteer positions. The authors have also included a section on the legal responsibilities of the board of directors of a non-profit organization.
Throughout the document, the authors have included links to websites offering more information about job descriptions and governance in the non-profit sector.
Added: 2010-07-27
103. The Development and State of the Art of Adult Learning and Education (ALE) (2008)
Report for Canada
Authors: Council of Ministers of Education, Canada, Canadian Commission for UNESCO
This is a report prepared by the Council of Ministers of Education, Canada for the 6th International Conference on Adult Education (CONFINTEA VI). CONFINTEA VI is a UNESCO-led intergovernmental conference for policy dialogue and assessment on adult learning and education, hosted by Brazil in May 2009.
The member states of UNESCO have been requested to prepare reports on developments in adult learning and education since 1997 (CONFINTEA V), including the current state of the art and future challenges. The focus of the report is on policies, research and effective practices in literacy, non-formal education, adult education and lifelong learning.
This document has been prepared according to the guidelines provided by UNESCO and includes the following sections:
- an introductory demographic overview
- four major themes: policy, legislation and financing; quality of adult learning and education; provision, participation and achievement; research, innovation and good practices; and adult literacy;
- expectations for CONFINTEA VI and the future of adult learning and education.
Added: 2009-03-27
View complete record details...
See also:
104. Dilemmas of Owners and Workers in a Risk Society (2009)
CPRN Research Report
Authors: Julie Ann McMullin, Victor W. Marshall, Tammy Duerden Comeau, Catherine Gordon
The paper examines perceptions of risk among employees and employers in small information technology (IT) firms. The authors point to an environment of growing insecurity about unemployment, underemployment and the future of pension plans. Specifically, they investigate what meaning workers attach to risks borne to support the viability of the firm.
The authors analyse data collected from IT owners and workers in Canada, Australia, the United Kingdom and the United States. Their analysis shows that owners, managers and employees all worry a great deal about the future of the firm, with employees also worrying about other job-related issues, including whether they can compete in the job market.
The authors note that employees and employers adopt an entrepreneurial team-based firm culture to manage firm risks.
The authors include an explanation of their methodology, which involved a web survey completed by more than 400 respondents and qualitative data obtained from selected respondents.
Funders:
- Social Sciences Humanities Research Council of Canada
Added: 2010-04-07
105. Directory of Plain Language Health Information (1999)
Authors: Canadian Public Health Association (CPHA)
The purpose of the Directory is to help Canadian health professionals locate excellent examples of plain language health information on a variety of subjects. A list of 375 titles from 50 organizations is presented. As well, the Introduction tells readers how and why we chose the resources that are listed. The Appendices provide basic plain language and clear design tips.
Added: 1999-01-01
View complete record details...
See also:
106. Discovering the Strength of Our Voices (1991)
Women and Literacy Programs
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Betty-Ann Lloyd, Brenda Conroy
This report discusses a research project undertaken to:
• examine how gender and the power balance of the male/female relationship affect women's access to, and experience of, literacy programs and how it affects the impact of literacy programs on women
• determine how literacy programs and literacy practice might be changed to better respond to the reality of the lives of adult women learners, and
• share this information with women literacy students and workers, through print materials and in workshops, to foster the development of relevant, appropriate, and accessible literacy learning opportunities for women
• talk with women literacy students and workers who are currently involved in literacy programs
• develop key questions out of the "data" of the women's stories
• develop a research design to investigate these questions further using an action research model.
Added: 2003-10-07
107. Dishing Up Quality at Atlantic Health Sciences Corp. (2010)
Series: Good Practices in Action – Conference Board of Canada Case studies
Authors: Alison Campbell
The Atlantic Health Sciences Corporation (AHSC) is a regional health authority serving a catchment population of 200,000 people in southwestern New Brunswick.
In 1996, the corporation’s food services department made the switch from preparing food on site to using a meal service where food is prepared off site, then heated and served on site. However, workers weren’t trained to deal with the new system and, as a result, there were problems with customer service and job performance.
To overcome these problems, managers, supervisors and workers at AHSC developed a program to address five core competencies: customer service; food service; sanitation and safety; quality improvement; and other, which dealt with miscellaneous topics not covered elsewhere. They named the program SUCCESS, for Satisfaction, Unbelievable service, Comfort, Consideration, Empathy, Support, and Smile.
The author of this document looks at the program’s implementation and at how it can be used in other settings.
For more information on The Conference Board of Canada, please follow this link: http://www.conferenceboard.ca.
Added: 2010-08-03
108. Do students entering university have the basic writing and math skills they need? (2005)
Lessons in Learning – October 28, 2005
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
While recent testing suggests that Canadian students’ comprehension of basic skills is generally not declining, proficiency exams administered within some universities do show very slight declines in the skills of incoming students. Even though this decline is small overall, the authors of this paper say it does offer lessons in learning for students, their families, professors, universities, and governments.
The transition from high school to university provokes anxiety for many students, who worry whether they can handle the increased independence. Families can help by encouraging students to make use of available support services.
Universities can help by providing social and academic support services that offer the most effective help for students. The authors suggest that professors and administrators look at the examples offered by universities where students consistently express satisfaction with the level of support.
The authors also encourage governments to recognize that pursuing policies designed for the sole purpose of increasing the number of students in first-year university courses can have unintended consequences, including the need to offer costly support services for students who are perceived to lack required skills.
Added: 2013-05-14
View complete record details...
See also:
109. Does placement matter? Comparing the academic performance of students with special needs in inclusive and separate settings (2009)
Lessons in Learning – March 18, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
There is ongoing debate about whether students with special needs are better served in inclusive classrooms or in separate settings with peers who share similar challenges. The authors of this discussion paper have reviewed 30 studies that compare inclusive and separate learning settings for students with learning disabilities, intellectual disabilities, language impairments, and mixed disabilities. The studies were carried out in the United States, the United Kingdom and Canada.
They conclude that all else being equal, inclusive settings appear not to academically disadvantage most students with special educational needs and, in many cases, appear to offer an advantage over separate settings.
However, these results are not homogenous and effects are generally small in magnitude, suggesting that while inclusive settings are generally preferable, factors other than classroom setting are probably more important determinants of academic success.
The authors point to the importance of teacher capacity building; the need for thoughtful implementation of inclusion; and the necessity of establishing realistic class sizes and ratios of students with special needs.
Added: 2012-03-12
View complete record details...
See also:
110. Effective literacy strategies for immigrant students (2009)
Lessons in Learning – September 23, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
The authors of this document discuss some of the findings of a study commissioned by the Canadian Council on Learning (CCL) and Citizenship and Immigration Canada to examine the academic performance of young immigrants whose first language is neither English nor French.
The study, which focused on young people living in Toronto, Montreal and Vancouver, showed large differences among different groups of immigrants. For example, Chinese-speaking immigrant youth tend to do as well or better than Canadian-born youth in measures of academic success while Spanish-, Creole- or Vietnamese-speaking immigrant students were shown to perform well below their Canadian-born counterparts.
The authors point to the importance of strong literacy skills in achieving academic success and call for a flexible, varied approach to helping new Canadians learn English or French.
They also reviewed literature about instructional strategies for teaching literacy skills to immigrants. Based on their findings, they recommend cooperative reading, systematic phonics instruction, multimedia-assisted reading techniques and structured writing as useful strategies.
Added: 2012-02-10
View complete record details...
See also:
© 2012 National Adult Literacy Database
Powered by Drupal
Powered by Drupal
This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
Comments
Comments
If you found this particular resource to be useful, please include a comment.