945 resultados para Parks--Ontario--Planning|vCase studies.
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"[Map supplements A-D. Region 3.]" (4 v. illus., maps (part col.)) issued in [1953]
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no. 5. Report ... on what are the educational requirements, the number issued, and what institutions prepare applicants for teachers certificates? Does the supply equal the demand?--no. 6. How does Nebraska compare with neighboring states in amounts appropriated for higher education? Amounts expended for higher education? Ratios of college students to population and percent of high school graduates entering college?--no. 7 [pt. 1] Methods of control of state higher education. [pt. 2] Duplication among Nebraska's state-supported higher educational institutions.--no. 8. What does the state do to equalize educational opportunity among the counties, towns and rural districts? Is the plan of district organization economical?
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Includes indexes.
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In 4 parts, with appendices: I. Conclusions and recommendations.--II. Data regarding unemployment in Ontario.--III. Studies of representative women's employments.--IV. Evidence taken before the commission.--Appendices.
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Mode of access: Internet.
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"Project: 87/137."
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"Printed: January 1991."
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CD contains full text of the study and appendices.
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Nov. 1980.
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Report prepared by John W. Trutkow of James Bell Associates and Burt S. Barnow, Any B. Chasanov, and Abhay Pande of Lewin-ICF under Dept. of Labor contract no. 99-9-4701-75-077-01.
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Vol. 7: second ed., 1975.
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Thesis (Master's)--University of Washington, 2016-06
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Thesis (Master's)--University of Washington, 2016-06
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In order to be relevant and useful in a fragmented developing country context, community and regional planning needs to shift away from the use of rigid tools to more flexible, adaptive approaches. An international review of planning curricula indicated a widespread consensus with respect to key competencies required of planners. This understanding was used in the development of new teaching programs at three Sri Lankan universities. Complementing the technical core knowledge areas, strong emphases on problem structuring, critical and strategic thinking, and the understanding of the political and institutional contexts appear to be crucial to making the agenda of planning for sustainable development more than a fashionable cliche. In order for these core areas to have relevance in a developing country context, however, planning curricula need to achieve a balance between local priorities and a global perspective.