Helping and Protecting Children and Youth
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On the Loose: a Guide to Life Online for Post-Secondary Students
on the loose A GUIDE TO LIFE ONLINE FOR POST-SECONDARY STUDENTS CANADA’S CENTRE FOR DIGITASUPPORTEDL AND MEDIA LITER BYACY LE CENTRE CANADIEN D’ÉDUCATION AUX MEDIAS ET DE LITTÉRATIE NUMÉRIQUE Now that you are a post-secondary student, whether you’re still at home or off on your own for the first time, you have a lot more freedom than you used to and that affects your online life too. This guide will help you get off on the right foot with tips on how The guide is divided into four sections: to deal with the ways that your classes and relationships have changed and new SURVIVING SCHOOL Addressing new challenges when using the challenges like managing your money and Internet for research in college or university. taking care of yourself when there’s nobody looking over your shoulder. We’ll also help you spot potential problems with tips and LET’S TALK ABOUT MONEY Ways to be a smart shopper and how to solutions for staying on top of things before protect yourself and your computer. they get out of control. OTHER PEOPLE PROBLEMS Managing your online relationships – with friends and more-than-friends. TAKING CARE OF YOURSELF Ways to take care of yourself when you’re dealing with stress, harassment, and other issues that can come with being online. Additionally, controlling your online profile. © 2016 MEDIASMARTS WWW.MEDIASMARTS.CA ON THE LOOSE: A GUIDE TO LIFE ONLINE FOR POST-SECONDARY STUDENTS 3 SURVIVING SCHOOL You’re not in high school anymore – there’s nobody holding your hand, looking over your shoulder, and bugging you to get your work done. -
TFG 2018 Global Report
Twitter Public Policy #TwitterForGood 2018 Global Report Welcome, Twitter’s second #TwitterForGood Annual Report reflects the growing and compelling impact that Twitter and our global network of community partners had in 2018. Our corporate philanthropy mission is to reflect and augment the positive power of our platform. We perform our philanthropic work through active civic engagement, employee volunteerism, charitable contributions, and in-kind donations, such as through our #DataForGood and #AdsForGood programs. In these ways, Twitter seeks to foster greater understanding, equality, and opportunity in the communities where we operate. Employee Charity Matching Program This past year, we broke new ground by implementing our Employee Charity Matching Program. This program avails Twitter employees of the opportunity to support our #TwitterForGood work by matching donations they make to our charity partners around the world. After it was launched in August 2018, Twitter employees donated US$195K to 189 charities around the world. We look forward to expanding this new program in 2019 by garnering greater employee participation and including additional eligible charities. @NeighborNest This year, our signature philanthropic initiative – our community tech lab called the @NeighborNest – was recognized by the Mutual of America Foundation. The Foundation awarded Twitter and Compass Family Services, one of our local community partners, with the 2018 Community Partnership Award. This is one of the top philanthropic awards in the U.S., recognizing community impact by an NGO/private sector partnership. Since opening in 2015, we’ve conducted over 4,000 hours of programming and welcomed over 15,000 visits from the community. This was made possible in partnership with over 10 key nonprofit partners, nearly 900 unique visits from Twitter volunteers, and over 1,400 hours of volunteer service. -
BCE Inc. 2015 Annual Report
Leading the way in communications BCE INC. 2015 ANNUAL REPORT for 135 years BELL LEADERSHIP AND INNOVATION PAST, PRESENT AND FUTURE OUR GOAL For Bell to be recognized by customers as Canada’s leading communications company OUR STRATEGIC IMPERATIVES Invest in broadband networks and services 11 Accelerate wireless 12 Leverage wireline momentum 14 Expand media leadership 16 Improve customer service 18 Achieve a competitive cost structure 20 Bell is leading Canada’s broadband communications revolution, investing more than any other communications company in the fibre networks that carry advanced services, in the products and content that make the most of the power of those networks, and in the customer service that makes all of it accessible. Through the rigorous execution of our 6 Strategic Imperatives, we gained further ground in the marketplace and delivered financial results that enable us to continue to invest in growth services that now account for 81% of revenue. Financial and operational highlights 4 Letters to shareholders 6 Strategic imperatives 11 Community investment 22 Bell archives 24 Management’s discussion and analysis (MD&A) 28 Reports on internal control 112 Consolidated financial statements 116 Notes to consolidated financial statements 120 2 We have re-energized one of Canada’s most respected brands, transforming Bell into a competitive force in every communications segment. Achieving all our financial targets for 2015, we strengthened our financial position and continued to create value for shareholders. DELIVERING INCREASED -
Media and Digital Literacy Engaging and Empowering Youth Annual Report 09
MEDIA AND DIGITAL LITERACY ENGAGING AND EMPOWERING YOUTH ANNUAL REPORT 09 Table of Contents CHAIR’S MESSAGE ............................................................................................. 2 CO-EXECUTIVE DIRECTORS’ MESSAGE .................................................... 4 MEDIA AND DIGITAL LITERACY ................................................................. 7 MEDIA AWARENESS NETWORK ................................................................... 9 REACHING OUT .............................................................................................. 10 TACKLING THE ISSUES .................................................................................. 15 COLLABORATING ........................................................................................... 16 OUR TEAM ......................................................................................................... 20 BOARD OF DIRECTORS AND COMMITTEES ........................................... 21 SPONSORS ............................................................................................................. 25 AUDITOR’S REPORT ........................................................................................... 26 FINANCIAL SUMMARY ..................................................................................... 27 WWW.MEDIA-AWARENESS.CA CHAIR’S MESSAGE 2009 was marked by challenge and change: for the world, for Canada and for MNet. As a not-for- profit educational organization, we were swept up in the economic tsunami that impacted -
Algorithmic Awareness
ALGORITHMIC AWARENESS CONVERSATIONS WITH YOUNG CANADIANS ABOUT ARTIFICIAL INTELLIGENCE AND PRIVACY Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy This report can be downloaded from: mediasmarts.ca/research-policy Cite as: Brisson-Boivin, Kara and Samantha McAleese. (2021). “Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy.” MediaSmarts. Ottawa. Written for MediaSmarts by: Kara Brisson-Boivin, PhD Samantha McAleese MediaSmarts 205 Catherine Street, Suite 100 Ottawa, ON Canada K2P 1C3 T: 613-224-7721 F: 613-761-9024 Toll-free line: 1-800-896-3342 [email protected] mediasmarts.ca @mediasmarts This research was made possible by the financial contributions from the Office of the Privacy Commissioner of Canada’s contributions program. Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy. MediaSmarts © 2021 2 Table of Contents Key Terms .................................................................................................................................................... 4 Introduction ................................................................................................................................................. 6 Algorithms and Artificial Intelligence: ............................................................................................... 9 What We (Don't) Know ......................................................................................................................... -
Impact Report 2014-15
2014 –15 Impact Report Cause and Effect Joe, Kids Help Phone Counsellor Read their story inside Aidan, Past Service User Contents Cause & Effect 1 Message from the President and CEO 2 Message from the Board Chairs 3 Cause and Effect: Aidan’s Story 4 Cause and Effect: Azi’s Story 6 Cause and Effect: Richard’s Story 8 Cause and Effect: Joe’s Story 10 Helping Teen Guys to Talk 12 Partnership Highlights 14 Service Highlights 17 Volunteers: the heart and soul of Kids Help Phone 20 On Being a Kids Help Phone Hero 21 Report of the Independent Auditor 23 on the Summary Consolidated Financial Statements Summary Consolidated Balance Sheet 24 Summary Consolidated Statement 25 of Revenue and Expenses Kids Help Phone Financial Q&A 26 Leadership 28 Donors 30 Cause & Effect Cause and effect – one action leads to another. It is the direct relationship between the drive to do good and the good that is done. Donors support our mission and the result is that youth across Canada find a safe haven, where they are accepted and protected and discover the skills to learn and grow. A volunteer gives us their time. Their donation enables us to run events that raise the funds necessary to help even more young people at risk. A partner shares their expertise and financial support, enabling Kids Help Phone to offer new and expanded services – whether it is reaching out to teen boys who are reluctant to ask for help or increasing the hours of our Live Chat counselling service, so that more kids can access counselling when they need it. -
BCE Inc. 2015 Corporate Responsibility Report
MBLP16-006 • BELL • ANNONCE • LET'S TALK • INFO: MJ/KIM PUBLICATION: MÉTRO TORONTO / CALGARY / EDMONTON / VANCOUVER (WRAP C2) • VERSION: ANGLAISE • FORMAT: 10’’ X 11,5’’ • COULEUR: CMYK • LIVRAISON: 18 JANVIER • PARUTION: 27 JANVIER Today put a little into somebody’s day Today is Bell Let’s Talk Day. For every text, mobile or long distance call made by a subscriber*, and tweet using #BellLetsTalk, Bell will donate 5¢ more to mental health initiatives across the country. #BellLetsTalk *RegularBCE long distance and text message charges Inc. apply. bell.ca/letstalk 2015 Corporate MBLP16-006 Let'sTalk_Metro_ENG_WRAP_C2.indd 1 2016-01-08 09:54 Responsibility Report TOC > Alexander Graham Bell was looking for a new way for people to connect across distances. Little did he know his invention would change the world. What Bell started has transformed the way people interact with each other and the information they need to enrich their lives. As the Canadian steward of Bell’s legacy, BCE is committed to deliver those benefits in the most responsible manner possible. TOC < 2 > BCE at a glance BCE at a glance TEAM MEMBERS Bell named one of 82% of employees are proud to Bell increased investment Bell made a voluntary Reduced lost-time accidents Canada’s Top Employers work for Bell in training by 8% per employee $250 million contribution to by 41% for construction teams solidify pension plan building new networks 82% 8% $250M 41% CUSTOMERS Highly efficient self-serve Bell became #1 TV provider Provided 2-hour appointment Extended retail network Broadband fibre and wireless options used 160 million times in Canada with 2.7 million windows to 600,000 Bell Fibe leadership, adding Glentel networks – including largest by customers subscribers customers outlets to bring total to more Gigabit Fibe and 4G LTE than 2,500 across the country wireless – earn #1 ranking in Canada 160M 2.7M 600,000 2,500 No. -
Community, Economy and Society
Community, economy and society This is an extract from our 2019 Corporate Responsibility Report BCE Inc. 1 2019 Corporate responsibility report Creating value for Canadians for 140 years Creating value for Canadians for 140 years WHY IT MATTERS GRI 103 WHAT WE ARE DOING Being an engaged corporate Bell is contributing to citizen has been central to ground-breaking work on our identity for 140 years. mental health, and leading Bell contributes to the by example by adopting creation of shared value for the voluntary Standard for the communities we serve, Psychological Health and for the nation’s economy, Safety in the Workplace. We This is an and for society as a whole also help protect the vulnerable extract from our through our participation in in this digital age, support the 2019 Corporate many supply chains. Acting cultural fabric of our nation, Responsibility Report responsibly is central to and invest unmatched R&D in achieving sustainable business telecommunications in Canada success and essential to the and leading networks that pursuit of our corporate goal: knit communities together and Advancing how Canadians fuel the success of Canada’s connect with each other largest organizations. and the world. We also have an opportunity and a responsibility to work with governments and regulators to ensure that Canadians benefit from the positive impact of our networks and services. BCE Inc. 2 2019 Corporate responsibility report Community Bell strengthens communities across the country, through both the Bell Let’s Talk mental health initiative and a range of community projects, sponsorships, and the volunteer engagement of our team members. -
Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives
Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives Michelle Schira Hagerman and Jessica Coleman Abstract An education professor and a preservice teacher candidate describe their respective insights on the design and implementation of the first iteration of an open, web-based professional portfolio project. The student’s lived experience shows that for some, a Digital Hub can be a useful tool for curation, reflection, and networking; survey data suggests that not all students see value in this work, however. The pedagogical, programmatic, and research implications of this project are discussed. Background The English-language Bachelor of Education (B.Ed.)1 program at the University of Ottawa prepares preservice teacher candidates for professional certification by the Ontario College of Teachers (OCT). In line with professional standards for the teaching profession (OCT, 2017), the Faculty of Education offers a rigorous, research-based program of professional preparation that equips new teachers with adaptive expertise (Timperley, 2012) that includes knowledges, skills, and ways of thinking essential to the design of learning experiences for diverse learners in complex and ever-evolving contexts of schooling in this province (Ng-A-Fook, Kane, Crowe, Karagiozis, & Hagerman, 2017). Before 2015, the consecutive B.Ed. program at UOttawa was completed in a single academic year, but in the fall of that year, new legislative mandates required all of Ontario’s Bachelor of Education programs to become four-semester programs (Government of Ontario, 2016; Petrarca & Kitchen, 2017). One of the most challenging problems to address through the B.Ed. redesign in our Faculty has been how to create learning experiences at scale that will equip all candidates to teach with diverse digital technologies for diverse purposes within a broader programmatic framework of teacher inquiry for building adaptive expertise (Ng-A-Fook et al., 2017; Timperley, 2012). -
Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies Jamilee Baroud T
Running Head: ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY IN TEACHER EDUCATION INSTRUCTION, CURRICULUM AND PEDAGOGIES JAMILEE BAROUD Thesis submitted to the University of Ottawa in partial Fulfillment of the requirements for the Doctorate in Philosophy Degree in Education Faculty of Education University of Ottawa © Jamilee Baroud, Ottawa, Canada, 2020 ENGAGING THE INTETERSECTIONS OF EQUITY AND TECHNOLOGY ii Abstract .......................................................................................................................................... v Acknowledgments ........................................................................................................................ vi Research Questions ................................................................................................................................. 3 Provincial Context: Definitions of Digital Literacy.............................................................................. 4 British Columbia. .................................................................................................................................. 4 Ontario. ................................................................................................................................................. 5 Chapter Summary ................................................................................................................................... 7 Chapter Two: Literature Review ............................................................................................... -
Stay on the Path Lesson Four: Scavenger Hunt
LESSON PLAN Level: Grades 5 to 6 About the Author: MediaSmarts The lesson is part of the Stay on the Path: Teaching Kids to be Safe and Ethical Online lesson series. Stay on the Path Lesson Four: Scavenger Hunt This lesson is part of USE, UNDERSTAND & CREATE: A Digital Literacy Framework for Canadian Schools: http:// mediasmarts.ca/teacher-resources/digital-literacy-framework. Overview This four-lesson unit on search skills and critical thinking teaches students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony and how to find legitimate sources online for media works. In this final lesson of the unit, students apply their searching and critical thinking skills to learn how to find legitimate online sources for downloading and streaming movies, music and videos. Learning Outcomes Students will: learn how to avoid unwanted search results learn how to target and specify their searches learn how to judge the legitimacy of a result or a website learn to treat intellectual property (their own and others’) with respect become aware of the laws that govern copyright in Canada Preparation and Materials Arrange for computer and Internet access for all students Photocopy the handout Finding Legitimate Music, Videos and Images Online Procedure Begin by reminding students that anyone with Internet access can put up material such as blogs, images, websites, etc. – which means that we have to be very cautious when using the Internet as a source of information. There are other things that people post online as well: ask the class what things they might look for on the Internet besides information. -
Teaching Nutrition in Saskatchewan
TEACHING NUTRITION IN SASKATCHEWAN Health and Physical Education Grade 7 Developed by: Public Health Nutritionists of Saskatchewan The purpose of Teaching Nutrition in Saskatchewan: Concepts and Resources is to provide credible Canadian based nutrition information and resources based on the Saskatchewan Health and Physical Education Curricula (2010). The Nutrition Concepts and Resources section, found on pages 4-8 in this resource, identifies nutrition concepts and resources relating to grade-specific provincial health and physical education curricula outcomes. These lists only refer to the curriculum outcomes that have an obvious logical association to nutrition. They are only suggestions and not exclusive. The Nutrition Background Information section, found on pages 9-38, provides educators with current and reliable Canadian nutrition and healthy eating information. For more information, contact your local Public Health Dietitian Visit: www.saskhealthauthority.ca/Services-Locations/Pages/Home.aspx for contact information in your area. Public Health Nutritionists of Saskatchewan Updated Sept 2019 Page 1 of 38 Canada’s Food Guide 2019 The 2019 version of Canada’s Food Guide provides a different approach to healthy eating recommendations than in the past. Although Canada’s Food Guide includes a large suite of online information, there are limited resources available for guidance on teaching it to children at this time. In this update of Teaching Nutrition in Saskatchewan, we included resources that address these same healthy eating concepts to help teach the new food guide with limited reference to the 2007 version. Web-links This document is updated yearly, however, due to the dynamic nature of the internet, some hyperlinks may no longer be active.