scholarly journals Road Pricing in Theory and Practice: A Canadian Perspective

2005 ◽  
Author(s):  
David G. Duff ◽  
Carl Irvine
Keyword(s):  
Road Pricing ◽  
Theory And Practice ◽  
Canadian Perspective

Some Main Directions of International Law: A Canadian Perspective

1963 ◽  
Vol 1 ◽  
pp. 15-39 ◽  
Author(s):  
Maxwell Cohen
Keyword(s):  
General Theory ◽  
International Law ◽  
Theory And Practice ◽  
Canadian Experience ◽  
Canadian Perspective ◽  
Space Age ◽  
National Effort

Launchings are Fashionable in the space age. But to “launch” a Canadian Yearbook of International Law has nothing of the drama of a Canaveral countdown nor does it represent the combined technology of an era at its highest point of achievement. Yet it may be regarded as a desirable national effort to provide a forum for the data and the ideas of international law derived both from Canadian experience and from general theory and practice.

Road pricing theory and practice

1993 ◽  
Vol 1 (1) ◽  
pp. 74-75
Author(s):  
Phil Goodwin
Keyword(s):  
Road Pricing ◽  
Theory And Practice ◽  
Pricing Theory

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart
Keyword(s):  
Child Care ◽  
Young Children ◽  
High Tech ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Community Based ◽  
Multicultural Community ◽  
Canadian Perspective ◽  
Communication Devices ◽  
Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

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