How to talk to anyone harper element download pdf

Smart, subversive, signed, sealed, and now available to you Author : Thomas W. What a week that was as Canadians went from being the 'peaceable kingdom' talking about the need for cooperation and consultation to what many described as 'a full blown national crisis'.

The Prime Minister and Conservative Government had turned an 'economic crisis' into a 'political crisis', then a 'constitutional crisis'. And if that wasn't enough of a week's work, the Prime Minister managed to also turn it into a 'crisis of national unity'.

And some say Canadian politics and politicians are boring!!!!! Accusations of "traitor," "coup d'etat," "illegitimate," "undemocratic"; "loss of confidence," "loss of trust," "socialist," "separatist," and "deals with the devil," reverberated across the floor of the House of Commons. Each of the 'crisis' that engulfed the Hill over those eight days had political consequences for those involved and for the parliamentary system. Stephen Harper may have survived to fight another day but in doing so he may have committed his most serious strategic error and will pay a heavy price for it over the next months and years.

It is my contention that he is as much a strategic stumbler as a master strategist, and, that his long term goal to make the Conservative party Canada's 'natural governing party' and to move Canadian society to the right has been derailed. But every person has a space next to where they sleep, whether a patch of pavement or a fine bedside table.

In that space, at night, a book can glow. And in those moments of docile wakefulness, when we begin to let go of the day, then is the perfect time to pick up a book and be someone else, somewhere else, for a few minutes, a few pages, before we fall asleep. Every two weeks since April 16th, , Yann Martel has mailed Stephen Harper a book along with a letter.

These insightful, provocative letters detailing what he hopes the Prime Minister may take from the books — by such writers as Jane Austen, Gabriel Garcia Marquez and Stephen Galloway — are collected here together. The one-sided correspondence Mr. So did Ronald Reagan in the United States. Now Canada has experienced a similar, dramatic shift to a new kind of politics, which author Donald Gustein terms Harperism. Among its key tenets: A weakened labour movement--and preferably the disappearance of unions--will contribute to Canada's economic prosperityCutting back government scientific research and data collection will improve public policy-makingEliminating First Nations reserves by converting them to private property will improve conditions of life for aboriginal peoplesInequality of incomes and wealth is a good thing--and Canada needs more of it These and other essential elements of Harperism flow from neo-liberal economic theories propounded by the Austrian economist Friedrich von Hayek and his U.

They inspired Thatcherism and Reaganism. Stephen Harper has taken this neo-liberalism much further in many key areas. As Donald Gutstein shows, Harper has successfully used a strategy of incremental change coupled with denial of the underlying neo-liberal analysis that explains these hard-to-understand measures. The success of Harperism is no accident.

Donald Gutstein documents the links between the politicians, think tanks, journalists, academics, and researchers who nurture and promote each other's neo-liberal ideas.

They do so using funds provided by ultra-rich U. This book casts new light on the last ten years of Canadian politics. It documents the challenges that Harperism--with or without Stephen Harper--will continue to offer to the many Canadians who do not share this pro-market world view. Adjust settings to 'Actual size' for the best fit to the page.

This is an 18 page booklet to help you in bereavement, with information about what you might be feeling, how you can take care of yourself, how as a friend or relative you can help others in their bereavement, looking to the future, and about how to help bereaved children and young people. You may have witnessed the death, or the deaths and injury of others.

This leaflet explains some common reactions and sources of help. Skip to content Close Search Your search term. Planning This section entails: convening a Curriculum Development Committee meeting to identify key issues and trends in the specific content area, and assess needs and issues.

Curriculum development should be viewed as a process by which meeting student needs leads to improvement of student learning. Regardless of the theory or model followed, curriculum developers should gather as much information as possible. This information should include the desired outcomes or expectations of a high quality curriculum, the role of assessment, the current status of student achievement and actual programme content.

The information should also consider the concerns and attitudes of teachers, administrators, parents and students. Through the attainments of the learners, the strengths and ;:njon , , weaknesses of the curriculum are identified and the feedback is evelopment, used to update the curriculum. Appropriate instruments are Ille-mentation developed and used to evaluate the attained curriculum.

The curriculum feedback is used to restructure, modify, review or jettison the trvit ies that curriculum. These designs are the subject, the core, the broad r:'ids in the fields and the activity or experience curriculum designs.

These designs depict means or ways of developing a ,. The core curriculum design deals :. The broad fields curriculum is the organization of the curriculum contents and learning experiences selected from different but related disciplines, which are put together and presented to the learner as a subject or an area of knowledge. A good example of this kind of curriculum is the Cultural and Creative Arts and the Basic Science and Technology in the junior secondary school curriculum.

This kind of design does not make for specialization as is the case with the subject curriculum, but exposes the learner to broad areas of knowledge.

It can be said that it gives the background information required to understand the subjects that formed the bases of correlation. The activity curriculum is mainly used at the pre-primary and primary schools. This design is not pre-planned and the focus is the activities dictated by the learners according to their interest.

It is also called experience curriculum, because it is based on the experiences of the learners. The design maps out the relevant knowledge, skills, attitudes and activities the learner must possess to be able to perform a particular task or job.

The curriculum contents therefore emphasize the tasks. It is useful in designing a curriculum for technical or trade school. The major limitation to this design is that the tasks do not take cognizance of future labour market demands.

Again it does not promote transfer of learning, which is the essence of education. These three designs focus on the required competencies, skills, attitudes, values and knowledge for effective delivery in the occupation or job area.

The design enables the learner to perform the required up-to-date tasks and duties in their disciplines. The functional analysis approach is a design that focuses on the demands of the society in organizing curriculum content.

It takes into consideration ote:Hs and the problems of the society and incorporates the needed First of all, needs analysis is carried out to identify the ;,:1":- learner problems or setbacks, before embarking on the selection of the g:,"es the content, activities, strategies, resources and evaluation ;;-;Jioffts that procedures to be employed in the training. The modules are presented as topics, and.

It is so specified and simplified that the learner may use the modules without lied more recourse to the teacher. In modular design individualized cnal Area i. This design relies heavily on electronic media but at times, :: ta. The III This is presented to them. Computer and computer software are required for its implementation. A topic is introduced and the students are asked to contribute their ideas.

There is active participation of These can be done through the social communications ,- :,. This is an innovation and it promotes communication among the the learners.

It makes learning active and lively. Cooperation is. It promotes problem- There are many approaches to curriculum development as presented in this chapter. The curriculum developer must llllllniiiiDnpnIlte He should establish sequences both within and between levels and assure a coherent and articulated progression from one level to another.

A basic framework must be outlined for what to do, how to do it, when to do it and how to know if it has been achieved. He must allow for flexibility and encourage experimentation and innovation within an overall structure. The curriculum must promote interdisciplinary approaches and the integration when appropriate. Methods of assessing the achievement of the curriculum goals and objectives must be suggested and a means for revision and improvement provided. The direction for procurement of human, material and fiscal resources to implement the curriculum should also be provided.

There is no perfect approach. However, to be effective, an approach must attract acceptance of the teachers and other stakeholders in the education of the learners. This acceptance will be far easier to attain when the curriculum approach reflects child growth and development, the philosophy of the society, principles of teaching and learning, needs and varying abilities of 1IIIIlm the learners, ease of implementation; and cooperatively developed lU The difference, one can rightly claim is in the semantics terminology , because they emphasize the same process.

Curriculum development in Nigeria has followed these approaches. Prof Aliyu Fafunwa was the Minister of Education for years and made useful contributions to the development of References Bureau of Curriculum and Instruction Guide to '.. Hartford: Connecticut State Department of : matter Education. Exploring the :T;ltlined curriculum. Definition or meaning of curriculum an I "',ided. In Ivowi, U. Kern, D.