Canada-India nuclear cooperation     

George Bindon  Sitoo Mukerji 《Research Policy》1978,7(3):220-238

There is probably no more dramatic an example of a developing country acquiring an industrial capability demanding the highest levels of technological and managerial skills, than that of the Indian nuclear industry. With the detonation of a nuclear device by India, much concern has been expressed that this is a case of nuclear proliferation resulting from an aid programme of a western state (Canada).This study demonstrates that rather than an aid programme, Canadian/Indian nuclear cooperation has been mutually beneficial to both countries' industries. In fact, India was a full risk-sharing partner in the development of the CANDU technology. It is also shown that there were no agreements with Canada broken by the Indian Government and that the detonation of the device was not a consequence of the links between the two programmes. Differences between the structures of the Canadian and Indian nuclear industries and the implications of these differences to broader national policies are discussed.The paper offers a basic criteria for the determination of the ‘appropriateness’ of a technology which, if applied to commercial nuclear power generating reactors, would result in a very gradual proliferation of this technology. In discussing the process of technology transfer, the paper identifies an optimal relative level of development between the industries of the two nations concerned. This relationship suggests that the most likely pattern of transfer in the future will be between LDCs that wish a new technological capability and other LDCs that have already acquired a certain level of competence.  相似文献   

Book reviews     

George Weisz 《Minerva》1978,16(3):445-460

  相似文献   

Financing secondary education in developing countries: strategies for sustainable growth: Keith Lewin and Francoise Caillods. Paris, Unesco for the International Institute of Educational Planning, 2001, 370 pages, ISBN 92-803-1199-9. No price.     

George Psacharopoulos 《International Journal of Educational Development》2003,23(6):704-705

  相似文献   

L'Ecole,L'Education Morale Et Les Imperatifs Du Monde Contemporain     

George Vaideanu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):43-51

Taking the deliberations of the recent Unesco conference on moral education (Sofia, April 1978) as his basis, the author argues that a radically revised pedagogy of moral education is needed if the potential of present-day youth for solving the increasingly complex problems of the world is to be fully exploited.  相似文献   

童年的春天     

George Gissing  赵秀明 《世界文化》2006,(3):29-29

我不是植物学家,但是很久以来,我总觉得收集花草是一种快乐。我喜欢碰见自己不认识的植物,然后借助书本来识别它,等到下一次我在路边看到它摇曳弄姿,我便能叫出它的名字了。倘若发现的是稀有植物,那就更令我开心了。大自然这伟大的艺术家,在这个大千世界中创造出了普普通通的花  相似文献   

Towards Inclusion? Models of Behaviour Support in Secondary Schools in One Education Authority in Scotland     

Jean Kane  George Head  Nicola Cogan 《British Journal of Special Education》2004,31(2):68-74

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector.
In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours.  相似文献   

Book reviews     

K. F. Smart  Franz Hilker  E. Bayer  M. J. Langeveld  William Taylor  Fanny Fuks  Clare Burstall  Udo Undeutsch  Franklin Parker  Gilbert de Landsheere  George W. Parkyn  Arthur W. Foshay  Edmund J. King  C. Arnold Anderson  Douglas Graham  Menachem Gerson  Nicholas Hans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(2):226-248

  相似文献   

Coordonnees pedagogique du programme de modernisation de l'enseignement     

George Vaideanu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):183-193

  相似文献   

The action learning handbook     

Nancy A George 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):510-511

  相似文献   

Crossing cultures: Student travel and personal development     

George Gmelch 《Int J Intercult Relat》1997,21(4):475-490

This paper is concerned with what students do and learn when they travel abroad. First, the behavior and daily routines of American college students travelling in Europe, while on a term abroad, are examined through their journals and travel logs and the researcher's observations. What the students learn about other cultures is often superficial, yet the experience is found to be educational in ways that were unexpected. Much of the personal benefit of travel comes not from what students learn about the places or cultures they visit, but from the need to continuously make decisions and deal with the demands of daily life in new and unfamiliar settings. It is suggested that these experiences foster personal development in several ways.  相似文献