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Andrew H. Wilson 《Research Policy》1974,3(2):202-215
We have just passed the fifth Anniversary of the publication of the Science Council of Canada's first best-seller — its Report No. 4: Towards a National Science Policy for Canada. When it appeared in October 1968, this report created quite a stir. It was the first definitive examination and evaluation of science-policy problems in this country. It helped to establish Canada as one of the countries anxious to improve the effectiveness of domestic scientific and technical activities under the leadership of the senior government. And it added lustre to the Council's own growing reputation.What has happened in the science-policy field in this country since the publication of Report No. 4? What has happened to the philosophy and recommendations set out in the report? What has the Science Council been doing since 1968? These are questions that will be discussed in this article. 相似文献
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Arnold Wilkins Roanna Cleave Nicola Grayson Louise Wilson 《Journal of Research in Reading》2009,32(4):402-412
We present four studies indicating that the size and design of the typeface in textual material for children aged 7–9 may impair speed of reading and comprehension, and measurement of reading attainment. The first study compared the speed with which sample sentences were comprehended. The sentences were printed in Arial font with an x‐height of 4.2 or 5.0 mm. The sentences were verified 9% more quickly when presented in the larger typeface. The second study compared reading age on the Salford Sentence Reading Test when the typeface remained at the initial size (x‐height 3.3 mm) throughout the test, and when it decreased in size as usual. The average reading age measured with the larger font was 4 months older. The final studies compared the font Sassoon Primary with the font Verdana and showed that Verdana was read and searched more quickly. 相似文献
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John Dewar Wilson 《Asia-Pacific Journal of Teacher Education》2000,28(1):39-51
In 1996 and 1997, as part of the Bangladesh Higher Secondary Education Project, the author and three local colleagues provided consultancy support to assist college professors to become teacher trainers in four newly established teacher training institutes for higher secondary teachers (grades 11 and 12). At an individual level the process sought to introduce the concept of practical training and to develop relevant skills. At an institutional level staff were encouraged to work as a team in delivering training, especially in implementing an Action Research module developed by the consultants, and to recognise that the institutional context provided a vehicle for learning from each other. Surprisingly the professors developed positive attitudes to their role and productivity increased dramatically over the consultancy, although resources were inadequate and working conditions difficult. Strategies to sustain teacher training on the termination of the project are outlined. 相似文献
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