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This kit is comprised of bilingual resources for child caregivers related to nourishing and nurturing a child's brain for optimal neurodevelopmental health. The kit is the result of a 30-month project to synthesize research on brain development and to develop resources in support of excellent caregiver practice in Canada. The kit contains the following items in both English and French: (1) a background paper summarizing research findings on children's developmental health, drawing on a consilience model of human development to bring together genetic, social, historical, cognitive, and biological research; (2) a fold-out of five resource sheets on caregiver practice, providing information on brain development, healthy attachment, responsive care, protection from harm, and a caregiver checklist; (3) a resource sheet on supporting breastfeeding in child care; (4) a wall poster showing four key elements for healthy brain development; (5) a resource guide containing an annotated bibliography of 23 print, videotape, and website resources; and (6) overheads and discussion notes for presentations to colleagues and parents. Also included in the kit are evaluation forms for the kit and for the overheads and presentations using the kit. (KB)

Given the centrality of the topic of transfer of learning to so many areas of workplace education, this discussion paper (in both English and French versions) draws together research results and practical techniques to help practitioners in the field. Part 1 defines transfer of learning. Part 2 describes factors that influence the transfer of learning. It considers barriers identified by research: lack of reinforcement on the job in applying training to the job; interference by the immediate environment; lack of active support by the organizational climate; poor timing of training; unfocused learning objectives; establishment of rewards; program participants' perceptions; program design and content; changes required to apply learning; and organizational context. Part 3 discusses integrating learning transfer into program planning. These areas are considered: when barriers to learning transfer usually arise; who is primarily responsible for the barrier; and how learning transfer can be facilitated. Part 4 suggests more than 30 strategies to enhance the transfer of learning. The techniques are organized around the three major periods of the training process--before, during, and after--and the program participants who have an opportunity to strengthen the transfer process---workplace instructor, trainee, and supervisor. A table summarizes all the learning techniques. (Contains 22 references.) (YLB)

In Quebec French, unlike standard French, sentence negation "pas" ("not") can occur in the same clause as a negative quantifier like "personne" ("nobody"), for instance. This paper proposes that "pas" in these contexts marks negative association in the same way that "ne" does in standard French. The paper is organized into two parts. The first part shows that negative association in Quebec French obeys the general constraints to which it is submitted in standard French. The second part evaluates, in the light of the relevant facts, the existing analyses of negative association and suggests a treatment relying on coindexing, along the lines of Muller (1991). The Quebec French data show that the general hypothesis of Zanuttini (1988) on negative concord doesn't hold. It is obvious that in Quebec French, as in standard French, "pas" is a VP modifier and still exhibits concord. It follows that concord cannot be correlated with the syntactic status of negation in a language and can be considered as constituting a parameter of its own. Sample sentences are given, for example, "Je ne dirai a personne de partir" (standard French); "Je dirai pas a personne de partir" (Quebec French); "I won't tell anybody to leave" (English translation for both sentences above.) (Contains 35 references.) (CK)

This manual is designed as a resource for involving learners in literacy programs. Although the report is written at a high reading level, highlights for each section that are written in clear language are found at the beginning of the manual. Section 1 introduces the topic of learner involvement; it also describes the benefits of learner involvement as listed by staff, learners, and board members and discusses the kinds of activities in which learners are involved. The rest of the section contains strategies for getting learners involved. They are divided into two categories. Setting the foundation includes these topics: learner empowerment, challenging confidentiality, building on learners' experiences, using the community to one's favor, supporting learners, and treating learners as equals. Building the house covers these areas: learners networking with each other, advocacy/outreach, working on real tasks that affect everyone, improving communication channels, providing ongoing program support, and adopting learner-friendly structures. Section 2 highlights specific barriers and techniques for overcoming them. These types of barriers are addressed: empowerment, program support for learners, community support for learners, confidentiality, communication, learner networks (learners groups and learners conferences), and changing the way that decisions are made. Eleven references are listed. Two appendixes include the methodology and guidelines for how to chair a meeting. A French language version is provided. (YLB)

This pamphlet provides information for teachers contemplating employment in Yukon Territory, Canada. A preface briefly describes the political history and government of the Yukon, and emphasizes the frontier nature of the region. In both English and French, the paper discusses the curriculum, school terms and vacations, the Yukon Teachers' Association, teacher qualifications, the Teacher Qualification Board, salaries, appointments and terminations, resignations, moving expenses, government accommodations for teachers in rural areas, living conditions, citizenship regulations, and benefits. The outline gives details on the Canada Pension Plan; the Public Service Superannuation Act, and disability, life, and medical insurance plans. Profiles of Whitehorse and the 14 rural settlements served cover location, population, student enrollment, number of teachers and teacher aids, transportation and communications services, health services, and recreational activities. The pamphlet includes numerous photographs and a table of long-term climatic data for four Yukon and nine other Canadian locations. (SV)

This guide is designed to provide educators with basic information on both the proper utilization of the overhead projector and the preparation of good visual materials. Focusing on the mechanical aspects, the first section briefly outlines how to handle problems with the projector lamp, and provides information on general maintenance, proper projector positioning, and how to conduct a trial run. In the second section, instructions for using the screen emphasize proper placement to avoid image distortion, and two diagrams illustrate best and poor screen-projector arrangements. The third section discusses types and preparation of transparencies, including the use of markers and professional artists; transparency lettering and layout; legibility; and storage. Concerned with the actual presentation, the final section suggests techniques for: (1) focusing student attention in the proper place; (2) using acetates and overlays effectively; (3) soliciting student involvement; and (4) controlling both the visual materials and the audience. The guide is illustrated throughout, and an eight-item bibliography is provided. Both English and French versions of this guide are included in this document. (DJR)

Based on a directive from the National Advisory Board of Canada, this paper provides a set of definitions and guidelines which Canadian libraries may choose to use in negotiating their contracts with database suppliers, vendors, and other information and bibliographic services. The report is intended to: (1) provide a basis for understanding and discussing legal aspects of the network; (2) assist network participants in understanding and dealing with the principal forms of contract that will exist in the emerging network; and (3) foster greater standardization of the forms and terminology employed in the principal types of network contracts. Following an overview in section 1, section 2 provides a contractual model illustrating library and information network contractual relationships. Section 3 presents guidelines relating to the contents of contracts, and section 4 contains conclusions and recommendations. A quick reference checklist of contract subject headings in recommended sequence, selected terms and definitions, two illustrative model contracts, a list of references, and a selective bibliography are appended. Text is presented in both English and French. (THC)

It is suggested that it has become increasingly important to expose foreign students of French to the full expanse of French literary history, both for its richness and for its cultural value. Two teachers of French literature for foreign students discuss the rationale and elements of successful literature instruction. (MSE)

Because of data ownership questions raised by the interchange and sharing of machine readable bibliographic data, this paper was prepared for the Bibliographic and Communications Network Committee of the National Library Advisory Board. Background information and definitions are followed by a review of the legal aspects relating to property and contract law. The treatment of ownership of machine-readable bibliographic data and databases in 22 agreements is then examined, including library processing center agreements, information retrieval center agreements, and bilateral agreements for the international exchange of MARC records. Relevant ongoing and recent work is surveyed concerning bibliographic records in machine-readable form and copyright law. Outstanding issues in network agreements related to data ownership are reviewed and considered in host/host user agreements and database supplier/host organization agreements. Copyright law revision issues are also noted. Twenty-six references are listed, and appendices provide the recommended text for a bilateral agreement for the international exchange of MARC records via tape format between national bibliographic agencies, and EURONET guidelines for cooperation between database suppliers and host organizations. (LMM)

It is proposed that language instruction focusing more on sociocultural aspects would enhance commmunicative competence. Three broad objectives are discussed: (1) an understanding of certain basic sociocultural patterns expressed by the language; (2) awareness of the language's diversity; and (3) familiarity with certain fundamental characteristics of the language. (MSE)

The manual describes, for people with physical disabilities, a building standard of accessibility and the policy for its application. Policies address both new construction and renovation work based on principles of building accessibility to a broad range of users, public service accessibility, and equality of access to employment opportunities. Two levels of accessibility are noted: basic (parking facilities; route from parking areas to public transportation; and public telephone, elevators, or washrooms) and comprehensive (all work areas, employee restrooms, cafeterias, lounges, etc.). Design requirements which make up the bulk of the manual are presented for five areas (exterior circulation, entry, interior circulation, washrooms, and cafeterias) and 11 components (sloped surfaces, grab bars/handrails, stairs, floors, doors, elevators, washroom fixtures, drinking fountains, parking spaces, counters, and telephones). Appended information covers such aspects as wheelchair maneuvering and cane use by people with visual impairments. (CL)