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The Political, Economic, and Social Determinants of Child Poverty: The
University of Windsor Scholarship at UWindsor Major Papers Theses, Dissertations, and Major Papers 2019 The olitP ical, Economic, and Social Determinants of Child Poverty: The aC se of Windsor, Ontario Paul J. Przytocki [email protected] Follow this and additional works at: https://scholar.uwindsor.ca/major-papers Part of the Political Science Commons, and the Social Policy Commons Recommended Citation Przytocki, Paul J., "The oP litical, Economic, and Social Determinants of Child Poverty: The asC e of Windsor, Ontario" (2019). Major Papers. 76. https://scholar.uwindsor.ca/major-papers/76 This Major Research Paper is brought to you for free and open access by the Theses, Dissertations, and Major Papers at Scholarship at UWindsor. It has been accepted for inclusion in Major Papers by an authorized administrator of Scholarship at UWindsor. For more information, please contact [email protected]. The Political, Economic, and Social Determinants of Child Poverty: The Case of Windsor, Ontario By Paul J. Przytocki A Major Research Paper Submitted to the Faculty of Graduate Studies through the Department of Political Science in Partial Fulfillment of the Requirements for the Degree of Master of Arts at the University of Windsor Windsor, Ontario, Canada © 2019 Paul J. Przytocki The Political, Economic, and Social Determinants of Child Poverty: The Case of Windsor, Ontario by Paul J. Przytocki APPROVED BY: ______________________________________________ J. Essex Department of Political Science ______________________________________________ E. Maltseva, Advisor Department of Political Science March 18, 2019 iii Declaration of Originality I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. -
Advocating for Vibrant Communities
Registered Association des Nurses' inrmières et Association inrmiers autorisés of Ontario de l’Ontario (March 21, 2012 / 09:58:41) 76096-1_RNAO_Notes_Text_p01.pdf .1 March 1, 2012 To Cabinet Ministers and Members of Provincial Parliament, Thank you for taking the time to meet with us to celebrate nursing leadership in Ontario. On this 13th anniversary of RNAO’s Queen’s Park Day, we are coming to Queen’s Park with 150 nursing leaders and nursing student leaders to urge MPPs from all political parties to adopt positions that improve access to nursing services in order to strengthen our publicly-funded, not- for-profit health-care system. These are times of great challenges and opportunities in Ontario. In the midst of belt-tightening across the public sector, Ontarians understand the strong correlation between nurses, better health outcomes and reduced costs. Nurses are ideally positioned to play a leadership role in needed changes to our treasured health-care system. This year we present you with a copy of Advocating for Vibrant Communities, a comprehensive package that outlines practical and concrete recommendations in the following key areas: strengthening our health care system; nursing human resources; social and environmental determinants of health; and mental health. Ontario’s nurses look forward to meeting and speaking with you about how advocating for vibrant communities will strengthen health, health care and nursing in your constituency. Warmest regards and many thanks again for your participation in RNAO’s 13th Queen’s Park Day! -
The Ontario Curriculum, Grades 9-12
Resource Guide The Ontario Curriculum Grades 9-12 First Nations, Métis, and Inuit Connections Scope and Sequence of Expectations 2014 Contents Preface ................................................................................................................................................ 3 The Arts .............................................................................................................................................. 7 Business Studies ............................................................................................................................... 20 Canadian and World Studies ............................................................................................................ 23 Classical and International Languages; Classical Studies and International Languages ................. 44 Computer Studies ............................................................................................................................. 45 English .............................................................................................................................................. 46 English as a Second Language and English Literacy Development ................................................ 54 French as a Second Language .......................................................................................................... 57 Guidance and Career Education ....................................................................................................... 58 Health and Physical Education -
Pimotosiwin Sept.Pdf
Acknowledgements The Best Start Resource Centre thanks Angela Mashford-Pringle PhD and Bryanna Scott PhD student for researching and drafting this report. Thank you also to the following individuals and agencies who contributed their feedback, resources and stories to bring this report to life: • Shelly Archibald RN BScN, Special Projects - Public Health, Sioux Lookout Zone, Ontario Region First Nations & Inuit Health • Ellen Blais BSc BHSc ( Midwifery), Oneida Nation of the Thames, Aboriginal Midwife, High Risk Prenatal and Postnatal Worker, Native Child and Family Services of Toronto • Mary Bouffard RN, BScN, CCHN (C), Public Health Nurse, Simcoe Muskoka District Health Unit • Kathy Bryck, Reproductive Health Program Specialist, Northwestern Health Unit • Angela Campbell, RN, BScN, CCHN(C), Public Health Nurse, Haldimand Norfolk Health Unit • Selina Conn, RN, BScN, SCM, Assistant Zone Nursing Officer, First Nation and Inuit Health, Sioux Lookout Zone • Chrystal Desilets, Teen Mother, Relief Worker, Oshki Kizis Lodge, Minwaashin Lodge • Rebecca Doreen, Family Programs Manager, Niwasa Aboriginal Education Programs • Candi Edwards, Aboriginal Healthy Babies Healthy Children, Sioux Lookout • Maranda Henry, Nurse Practitioner Clinic Lead, Anishnawbe Mushkiki • Lynda Kirby, Mohawk, RN, IBCLC, Toronto • Christa Lewis, Aboriginal Healthy Babies Healthy Children Support Worker, Niijkiwendidaa Anishnaabekwewag Services Circle, Peterborough • Sherry Lewis, Manager, Community Programs, Brantford Native Housing, Cayuga Nation, Wolf Clan, Six Nations -
2019 Hunger Report Provides Analysis of the Data Gathered by the Ontario Food Bank Network, Through the Link2feed Client Intake System, III
Hunger Report 2019 Ontario’s Changing Employment Landscape and Its Impact on Food Bank Use In This Report Executive Summary 4 About Feed Ontario Feed Ontario (formerly the Ontario Association of Food Banks) is a Poverty in Ontario 5 network of 130 direct member food banks and over 1,100 affiliate hunger- relief agencies that are united in their work to address and prevent hunger Poverty and Food Insecurity 7 and poverty. Through emergency food support, innovative programming, and a Who Uses Food Banks? 8 commitment to investigating long-term solutions to poverty, the provincial food bank network works tirelessly to improve the health and well-being of Feature: Ontario’s Changing Employment Landscape 11 the adults and families it serves. I. Ontario’s Changing Labour Market 13 About This Report II. Ontario’s Changing Labour Laws 17 The 2019 Hunger Report provides analysis of the data gathered by the Ontario food bank network, through the Link2Feed client intake system, III. Ontario’s Changing Social Safety Net 19 between April 1st 2018 – March 31st, 2019. This report also includes a special feature on emerging trends in the Ontario labour force and the impact on low-income Ontarians. IV. Ontario’s Changing Social Assistance Programs 23 Feed Ontario would like to thank its direct and affiliate member food banks, Recommendations for Change 27 and their staff and volunteers, for their hard work in surveying visitors to the food bank, and the invaluable role that they play in addressing hunger Beyond the Table 31 and developing solutions to poverty every single day. -
Mitigating the Effects of Poverty in Elementary Schools in Windsor and Essex County
University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 3-2-2021 Mitigating the Effects of Poverty in Elementary Schools in Windsor and Essex County Jillian Rose Pizzo University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Pizzo, Jillian Rose, "Mitigating the Effects of Poverty in Elementary Schools in Windsor and Essex County" (2021). Electronic Theses and Dissertations. 8532. https://scholar.uwindsor.ca/etd/8532 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. Mitigating the Effects of Poverty in Elementary Schools in Windsor and Essex County by Jillian R. Pizzo A Thesis Submitted to the Faculty of Graduate Studies Through the Faculty of Education in Partial Fulfillment of the Requirements for the Degree of Master of Education at the University of Windsor Windsor, Ontario, Canada 2020 © 2020 Jillian Pizzo Mitigating the Effects of Poverty in Elementary Schools in Windsor and Essex County by Jillian R. -
Feathers of Hope: a First Nations Youth Action Plan
Together We Are... FEATHERS OF HOPE A First Nations Youth Action Plan Together We Are... FEATHERS OF HOPE A First Nations Youth Action Plan THE PROVINCIAL ADVOCATE FOR CHILDREN AND YOUTH WOULD LIKE TO ACKNOWLEDGE RIGHT TO PLAY FOR MAKING PLAY AN ESSENTIAL PART OF THE FEATHERS OF HOPE FORUM. Together We Are... FEATHERS OF HOPE A First Nations Youth Action Plan THE PROVINCIAL ADVOCATE FOR CHILDREN AND YOUTH WOULD LIKE TO ACKNOWLEDGE RIGHT TO PLAY FOR MAKING PLAY AN ESSENTIAL PART OF THE FEATHERS OF HOPE FORUM. TABLE OF CONTENTS 6 FIRST NATIONS IN ONTARIO 8 MESSAGE FROM IRWIN ELMAN 10 LETTER FROM THE YOUTH AMPLIFIERS 12 EXECUTIVE SUMMARY 16 KEY TERMS 19 INTRODUCTION 28 ADDRESSING THE LEGACY Residential Schools and Their Effects: Dispelling Myths Mental and Physical Health Drugs and Alcohol The Tragedy of Youth Suicide 58 HEALING AND GROWING First Nations Culture and Teachings Identity and Culture Quality of Education Education and Schools Sports and Recreation 94 BUILDING A MOVEMENT Youth Opportunity and Leadership Role Models and Mentors Sustainable Funding Additional Issues: Child Welfare, Accountability, Corruption 114 TAKING ACTION Building an Action Plan A First Nations Youth Action Plan FIRST NATIONS YOUTH PREPARING TO PRESENT TO DECISION- MAKERS ON THE FINAL DAY OF THE FEATHERS OF HOPE FORUM. TABLE OF CONTENTS 6 FIRST NATIONS IN ONTARIO 8 MESSAGE FROM IRWIN ELMAN 10 LETTER FROM THE YOUTH AMPLIFIERS 12 EXECUTIVE SUMMARY 16 KEY TERMS 19 INTRODUCTION 28 ADDRESSING THE LEGACY Residential Schools and Their Effects: Dispelling Myths Mental -
Community Hospitals and Health Care in Northeastern Ontario Transforming the Patient Experience
Community Hospitals and Health Care in Northeastern Ontario Transforming the Patient Experience October 2014 Community Hospitals and Health Care in Northeastern Ontario|1 Cover photos: Top Row (from left to right): A physician performs a procedure in an operating theatre, circa 1950; Victoria Memorial Hospital, 1905 (North Bay); Emergency Department, Manitoulin Health Centre, 1982 (Little Current) Bottom Row (from left to right): Early hospital in Parry Sound, circa 1900s; Nursing staff in the 1950s; St. Mary’s Hospital, circa 1960 (Timmins) North East Local Health Integration Network 555 Oak St. East 264 McNabb St. Rainbow Centre 681 Algonquin Blvd. East 3rd Floor 2nd Floor 40 Elm St., Suite 247 Suite 3 North Bay Sault Ste. Marie Sudbury Timmins P1B 8E3 P6B 1Y6 P3C 1S8 P4N 7E5 Telephone: (705) 840-2872 Toll free: 1-866-906-5446 Fax: (705) 840-0142 E-mail: [email protected] www.nelhin.on.ca ISBN 978-1-4606-4294-8 Community Hospitals and Health Care in Northeastern Ontario: Transforming the Patient Experience, North East Local Health Integration Network. Community Hospitals and Health Care in Northeastern Ontario|2 Table of Contents Contributors to the Report ............................................................................................................. 4 Foreword by Louise Paquette, CEO, NE LHIN ................................................................................. 5 Introduction ................................................................................................................................... -
Feathers of Hope Report
Together We Are... FEATHERS OF HOPE A First Nations Youth Action Plan Together We Are... FEATHERS OF HOPE A First Nations Youth Action Plan THE PROVINCIAL ADVOCATE FOR CHILDREN AND YOUTH WOULD LIKE TO ACKNOWLEDGE RIGHT TO PLAY FOR MAKING PLAY AN ESSENTIAL PART OF THE FEATHERS OF HOPE FORUM. Together We Are... FEATHERS OF HOPE A First Nations Youth Action Plan THE PROVINCIAL ADVOCATE FOR CHILDREN AND YOUTH WOULD LIKE TO ACKNOWLEDGE RIGHT TO PLAY FOR MAKING PLAY AN ESSENTIAL PART OF THE FEATHERS OF HOPE FORUM. TABLE OF CONTENTS 6 FIRST NATIONS IN ONTARIO 8 MESSAGE FROM IRWIN ELMAN 10 LETTER FROM THE YOUTH AMPLIFIERS 12 EXECUTIVE SUMMARY 16 KEY TERMS 19 INTRODUCTION 28 ADDRESSING THE LEGACY Residential Schools and Their Effects: Dispelling Myths Mental and Physical Health Drugs and Alcohol The Tragedy of Youth Suicide 58 HEALING AND GROWING First Nations Culture and Teachings Identity and Culture Quality of Education Education and Schools Sports and Recreation 94 BUILDING A MOVEMENT Youth Opportunity and Leadership Role Models and Mentors Sustainable Funding Additional Issues: Child Welfare, Accountability, Corruption 114 TAKING ACTION Building an Action Plan A First Nations Youth Action Plan FIRST NATIONS YOUTH PREPARING TO PRESENT TO DECISION- MAKERS ON THE FINAL DAY OF THE FEATHERS OF HOPE FORUM. TABLE OF CONTENTS 6 FIRST NATIONS IN ONTARIO 8 MESSAGE FROM IRWIN ELMAN 10 LETTER FROM THE YOUTH AMPLIFIERS 12 EXECUTIVE SUMMARY 16 KEY TERMS 19 INTRODUCTION 28 ADDRESSING THE LEGACY Residential Schools and Their Effects: Dispelling Myths Mental -
First Nations, Métis and Inuit Connections
Resource Guide The Ontario Curriculum Grades 9-12 First Nations, Métis, and Inuit Connections Scope and Sequence of Expectations 2016 Contents Preface ............................................................................................................................... 3 The Arts ............................................................................................................................. 7 Business Studies ............................................................................................................. 21 Canadian and World Studies ........................................................................................... 24 Classical Studies and International Languages ................................................................ 72 Computer Studies ............................................................................................................ 83 English ............................................................................................................................. 84 English as a Second Language and English Literacy Development ................................ 93 French as a Second Language ........................................................................................ 96 Guidance and Career Education .................................................................................... 122 Health and Physical Education ...................................................................................... 124 Interdisciplinary Studies ................................................................................................ -
FIRST NATIONS CHILD POVERTY: a Literature Review and Analysis Melisa Brittain and Cindy Blackstock 2015
FIRST NATIONS CHILD POVERTY: A Literature Review and Analysis Melisa Brittain and Cindy Blackstock 2015 Copyright © 2015. All rights reserved. Published by First Nations Children’s Action Research and Education Service (FNCARES) www.fncaringsociety.com/fncares Contents ACKNOWLEDGEMENTS ............................................................................................................. 5 A NOTE ON TERMINOLOGY ...................................................................................................... 6 CHAPTER ONE INTRODUCTION: ECHOES OF COLONIALISM IN FIRST NATIONS CHILD POVERTY ........................................................................................ 7 Colonial policy targets Aboriginal children ............................................................................... 8 Poverty rates for First Nations children .................................................................................. 10 Urgent action required .............................................................................................................. 11 References ................................................................................................................................ 13 CHAPTER TWO POVERTY BY DESIGN: THE CANADIAN GOVERNMENT’S MASTER PROJECT .................................................................................................................... 17 Introduction .............................................................................................................................