What Is Canada's Environmental Identity?
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Strengthening Canadian Citizenship: but How and for Whose Benefit? the Rise and Fall of (Bill) C24, Or Towards a Hierarchized Canadian Citizenship
STRENGTHENING CANADIAN CITIZENSHIP: BUT HOW AND FOR WHOSE BENEFIT? THE RISE AND FALL OF (BILL) C24, OR TOWARDS A HIERARCHIZED CANADIAN CITIZENSHIP by Antoine Marie Zacharie Habumukiza BA, National University of Rwanda, 2006 MA, Queen’s University, 2009 Diploma (SSW), Seneca College, 2016 A Major Research Paper presented to Ryerson University in partial fulfillment of the requirements for the degree of Master of Arts in the program of Immigration and Settlement Studies Toronto, Ontario, Canada, 2017 © Antoine Marie Zacharie Habumukiza 2017 AUTHOR'S DECLARATION FOR ELECTRONIC SUBMISSION OF A MAJOR RESEARCH PAPER (MRP) I hereby declare that I am the sole author of this Major Research Paper. This is a true copy of the MRP, including any required final revisions. I authorize Ryerson University to lend this MRP to other institutions or individuals for the purpose of scholarly research I further authorize Ryerson University to reproduce this MRP by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. I understand that my MRP may be made electronically available to the public. Antoine Marie Zacharie Habumukiza ii STRENGTHENING CANADIAN CITIZENSHIP: BUT HOW AND FOR WHOSE BENEFIT? THE RISE AND FALL OF (BILL) C24, OR TOWARDS A HIERARCHIZED CANADIAN CITIZENSHIP Antoine Marie Zacharie Habumukiza Master of Arts, 2017 Immigration and Settlement Studies Ryerson University ABSTRACT While Statistics Canada evidences immigration to be a key driver of Canada’s population growth, unwelcoming immigration settlement policies and Canadian citizenship legislation combine to impede recent immigrants’ integration. Above all, citizenship policy plays a pivotal role in easing newcomers’ integration into the host polity by transforming them into citizens. -
Impressions and Perceptions of Aboriginal Peoples
Impressions and perceptions of Aboriginal peoples Importance of Aboriginal peoples to Canada Most Canadians say Aboriginal history and culture are a defining characteristic of what makes the country unique, but it is not what most think of top-of-mind. The public is more likely to emphasize the country’s multiculturalism, health care system, and its land and geography. Non-Aboriginal Canadians perceive a complex web of What makes Canada unique? attributes that make up the country’s national identity. When asked, unprompted (without being offered response Multiculturalism/diversity 43 options), to identify what they think makes Canada unique, Land/geography 17 Aboriginal peoples and culture is among the responses, Freedom/free country/democracy 14 but well down the list. Only two percent mention anything Friendly/humble/nice people 11 related to Aboriginal peoples, indicating it is not top-of-mind The people (non-specific) 10 as a defining characteristic of the country. This is consistent Weather/climate/cold 7 with results from the 2009 Survey of Non-Aboriginal Peace/peacefulness 7 Canadians which covered the country’s 10 largest cities. Natural resources 6 Universal health care What Canadians do define as unique is the country’s 6 Political system multiculturalism and diversity, mentioned by over four 5 Tolerence in ten respondents (43%). Land and geography, the next 4 most common response, is mentioned by 17 percent of Values 3 Canadians, while smaller numbers refer to the distinctive Bilingualism 3 cold weather/climate (7%), and rich natural resources (6%). Aboriginal peoples/culture 2 For another 14 percent, Canada is unique because of its Hockey 1 freedom and democratic system, while universal health The North/Arctic 1 care is acknowledged by six percent. -
Discover Canada the Rights and Responsibilities of Citizenship 2 Your Canadian Citizenship Study Guide
STUDY GUIDE Discover Canada The Rights and Responsibilities of Citizenship 2 Your Canadian Citizenship Study Guide Message to Our Readers The Oath of Citizenship Le serment de citoyenneté Welcome! It took courage to move to a new country. Your decision to apply for citizenship is Je jure (ou j’affirme solennellement) another big step. You are becoming part of a great tradition that was built by generations of pioneers I swear (or affirm) Que je serai fidèle before you. Once you have met all the legal requirements, we hope to welcome you as a new citizen with That I will be faithful Et porterai sincère allégeance all the rights and responsibilities of citizenship. And bear true allegiance à Sa Majesté la Reine Elizabeth Deux To Her Majesty Queen Elizabeth the Second Reine du Canada Queen of Canada À ses héritiers et successeurs Her Heirs and Successors Que j’observerai fidèlement les lois du Canada And that I will faithfully observe Et que je remplirai loyalement mes obligations The laws of Canada de citoyen canadien. And fulfil my duties as a Canadian citizen. Understanding the Oath Canada has welcomed generations of newcomers Immigrants between the ages of 18 and 54 must to our shores to help us build a free, law-abiding have adequate knowledge of English or French In Canada, we profess our loyalty to a person who represents all Canadians and not to a document such and prosperous society. For 400 years, settlers in order to become Canadian citizens. You must as a constitution, a banner such as a flag, or a geopolitical entity such as a country. -
From Britishness to Multiculturalism: Official Canadian Identity in the 1960S
Études canadiennes / Canadian Studies Revue interdisciplinaire des études canadiennes en France 84 | 2018 Le Canada et ses définitions de 1867 à 2017 : valeurs, pratiques et représentations (volume 2) From Britishness to Multiculturalism: Official Canadian Identity in the 1960s De la britannicité au multiculturalisme : l’identité officielle du Canada dans les années 1960 Shannon Conway Electronic version URL: http://journals.openedition.org/eccs/1118 DOI: 10.4000/eccs.1118 ISSN: 2429-4667 Publisher Association française des études canadiennes (AFEC) Printed version Date of publication: 30 June 2018 Number of pages: 9-30 ISSN: 0153-1700 Electronic reference Shannon Conway, « From Britishness to Multiculturalism: Official Canadian Identity in the 1960s », Études canadiennes / Canadian Studies [Online], 84 | 2018, Online since 01 June 2019, connection on 07 July 2019. URL : http://journals.openedition.org/eccs/1118 ; DOI : 10.4000/eccs.1118 AFEC From Britishness to Multiculturalism: Official Canadian Identity in the 1960s Shannon CONWAY University of Ottawa The 1960s was a tumultuous period that resulted in the reshaping of official Canadian identity from a predominately British-based identity to one that reflected Canada’s diversity. The change in constructions of official Canadian identity was due to pressures from an ongoing dialogue in Canadian society that reflected the larger geo-political shifts taking place during the period. This dialogue helped shape the political discussion, from one focused on maintaining an out-dated national identity to one that was more representative of how many Canadians understood Canada to be. This change in political opinion accordingly transformed the official identity of the nation-state of Canada. Les années 1960 ont été une période tumultueuse qui a fait passer l'identité officielle canadienne d'une identité essentiellement britannique à une identité reflétant la diversité du Canada. -
Effectiveness of COVID-19 Vaccines Against Variants of Concern, Canada
medRxiv preprint doi: https://doi.org/10.1101/2021.06.28.21259420; this version posted July 3, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity. It is made available under a CC-BY-NC-ND 4.0 International license . Effectiveness of COVID-19 vaccines against variants of concern, Canada Authors: Sharifa Nasreen PhD1, Siyi He MSc1, Hannah Chung MPH1, Kevin A. Brown PhD1,2,3, Jonathan B. Gubbay MD MSc3, Sarah A. Buchan PhD1,2,3,4, Sarah E. Wilson MD MSc1,2,3,4, Maria E. Sundaram PhD1,2, Deshayne B. Fell PhD1,5,6, Branson Chen MSc1, Andrew Calzavara MSc1, Peter C. Austin PhD1,7, Kevin L. Schwartz MD MSc1,2,3, Mina Tadrous PharmD PhD1,8, Kumanan Wilson MD MSc9, and Jeffrey C. Kwong MD MSc1,2,3,4,10,11 on behalf of the Canadian Immunization Research Network (CIRN) Provincial Collaborative Network (PCN) Investigators Affiliations: 1 ICES, Toronto, ON 2 Dalla Lana School of Public Health, University of Toronto, Toronto, ON 3 Public Health Ontario, ON 4 Centre for Vaccine Preventable Diseases, University of Toronto, Toronto, ON 5 School of Epidemiology and Public Health, University of Ottawa, ON 6 Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON 7 Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON 8 Women’s College Hospital, Toronto, ON 9 Department of Medicine, University of Ottawa, Ottawa and Bruyere Hospital Research Institutes, Ottawa, ON 10 Department of Family and Community Medicine, University of Toronto, Toronto, ON 11 University Health Network, Toronto, ON Corresponding author: 1 NOTE: This preprint reports new research that has not been certified by peer review and should not be used to guide clinical practice. -
The Purpose of C-6 Is to Create One Class of Canadian. Unless Amended, the Bill Will Not Achieve Its Objective
The purpose of C-6 is to create one class of Canadian. Unless amended, the Bill will not achieve its objective. Preamble: “A Canadian is a Canadian is a Canadian.” –Justin Trudeau, acceptance speech as Prime Minister, October 19, 2015. “We believe very strongly that there should be only one class of Canadians, that all Canadians are equal, that a Canadian is a Canadian is a Canadian from coast to coast to coast.” –John McCallum, Citizenship Minister, February 3, 2016. Fabulous words. Now let’s make it a reality. Bill C-6, as written, is but a start- it doesn’t get Canada to the Promised Land. If passed into law, unequal rights will continue, resulting in different classes of Canadian citizen- some with more rights than others. There will also be people denied citizenship altogether due to ongoing discrimination within the Act. My point in the following discussion is to exemplify the confusion and unjust legislation that bonds us together as Canadians. Trying to explain our current citizenship act is easy vs. deciding who under the law qualifies to call themselves Canadians, and why. For example, Canadian citizenship as we know it is an amalgamation of all the previous citizenship and immigration legislation going back more than 100 years. As such, the current Act is not a complete code for citizenship and nationality in that certain provisions of the 1947 Act must still be read as unrepealed. The authority for this is the Interpretation Act 1985 (44[h]), which specifies that provisions of a repealed Act must be read as unrepealed if those provisions are required to give effect to the Current Act. -
Canadian Identity and Symbols
Canadian Identity and Symbols PRIDE IN BEING CANADIAN. Canadians have long What is it about Canada that gives people the greatest sense expressed pride in their country, and this sentiment remains of pride? First and foremost, Canadians identify their country strong in 2010. Three-quarters (74%) say they are very proud as being free and democratic (27%), consistent with what to be Canadian, with most of the remainder (21%) somewhat they have identifed since 1994. Other reasons include the proud. The level of pride expressed has remained notably quality of life/standard of living (10%), Canadians being a consistent over the past 25 years. humanitarian and caring people (9%), the health care system (6%) and multiculturalism (6%). These are essentially the As before, there continues to be notable diference in same top reasons that Canadians have been giving since strong pride between Quebecers (43%; with another 43% 1994. Since 2006, focus on quality life has increased (up 7 somewhat proud) and those living elsewhere in Canada points) while multiculturalism has declined (down 5). (84% very proud). Across the population, strong pride in being Canadian increases modestly with household income and with age (only 66% of those 18-29, compared with 80% Basis of pride in being Canadian Top mentions 1994 - 2010 who are 60 plus). Place of birth, however, does not seem to matter, as immigrants (76%) are as likely as native born (73%) 1994 2003 2006 2010 to feel strong pride in being Canadian. Free country/freedom/democracy 31 28 27 27 Quality of life -
2020-21 Canada-Saskatchewan Integrated Student Loan Handbook
Canada-Saskatchewan Integrated Student Loan Handbook Canada-Saskatchewan Integrated Student Loans Program Important Steps in Planning and Financing Your Post-Secondary Education 2020-21 saskatchewan.ca/studentloans | www.canada.ca Table of Contents Introduction . 1 New in 2020-21 . 1 Eligibility Criteria . 2 Residency . .2 Student Categories. .2 Canada and Saskatchewan Student Grants . 3 Assistance and Benefits . 3 Maximum Weekly Levels of Assistance. .4 Additional Assistance for Low-Income Students with Dependents . .4 Grants for Students with Permanent Disabilities . 5 Applying for Full-Time Student Financial Assistance . 6 Uploading Documents ...................................................................6 How Assistance is Calculated . 7 Allowable Expenses ......................................................................7 Expected Contributions ..................................................................8 Student Financial Assistance for Part-Time Studies . 11 Canada Student Loans for Part-Time Studies ........................................... 11 Canada/Saskatchewan Student Grant for Part-Time Studies ............................ 11 Canada Student Grant for Part-Time Students with Dependants ........................ 11 Receiving Your Funds . .12 Your First Student Loan Application .................................................... 12 Maintaining Your Eligibility While in School . .13 Your Responsibilities ................................................................... 13 Keeping Government Student Loans Interest-Free. -
Confirmed Cases of COVID-19 Following Vaccination in Ontario
ENHANCED EPIDEMIOLOGICAL SUMMARY Confirmed Cases of COVID-19 Following Vaccination in Ontario: December 14, 2020 to September 18, 2021 Purpose This report describes confirmed cases of coronavirus disease 2019 (COVID-19) following COVID-19 vaccination. In order to identify cases with a symptom onset date after receipt of vaccine (i.e. post-vaccination cases), vaccine uptake data extracted from the Ontario Ministry of Health’s (MOH) COVaxON application was linked to case data extracted from the MOH’s Public Health Case and Contact Management Solution (CCM). Further details on the linkage are described in the Technical Notes. Data in this report include the most current information extracted from COVaxON as of September 20, 2021 at approximately 7:00 a.m. and CCM as of September 20, 2021 at 1:00 p.m. The report includes COVID-19 vaccinations and cases reported up to September 18, 2021. For additional information on COVID-19 vaccine uptake in the province, please visit the interactive Ontario COVID-19 Data Tool to explore vaccination uptake data by public health unit, age group and trends over time. The weekly report on COVID-19 Vaccine Uptake and Program Impact in Ontario further describes vaccine uptake across the province as well as the impact of the vaccination program on COVID-19 cases and severe outcomes. Background This report provides a focused analysis on confirmed cases of COVID-19 infection following COVID-19 vaccination. While vaccines provide a high degree of protection from COVID-19 infection, it is expected that a small proportion of vaccinated individuals may become infected as no vaccine is 100% effective. -
THE AMERICAN IMPRINT on ALBERTA POLITICS Nelson Wiseman University of Toronto
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for Winter 2011 THE AMERICAN IMPRINT ON ALBERTA POLITICS Nelson Wiseman University of Toronto Follow this and additional works at: http://digitalcommons.unl.edu/greatplainsquarterly Part of the American Studies Commons, Cultural History Commons, and the United States History Commons Wiseman, Nelson, "THE AMERICAN IMPRINT ON ALBERTA POLITICS" (2011). Great Plains Quarterly. 2657. http://digitalcommons.unl.edu/greatplainsquarterly/2657 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. THE AMERICAN IMPRINT ON ALBERTA POLITICS NELSON WISEMAN Characteristics assigned to America's clas the liberal society in Tocqueville's Democracy sical liberal ideology-rugged individualism, in America: high status was accorded the self market capitalism, egalitarianism in the sense made man, laissez-faire defined the economic of equality of opportunity, and fierce hostility order, and a multiplicity of religious sects com toward centralized federalism and socialism peted in the market for salvation.l Secondary are particularly appropriate for fathoming sources hint at this thesis in their reading of Alberta's political culture. In this article, I the papers of organizations such as the United contend that Alberta's early American settlers Farmers of Alberta (UFA) and Alberta's were pivotal in shaping Alberta's political cul Social Credit Party.2 This article teases out its ture and that Albertans have demonstrated a hypothesis from such secondary sources and particular affinity for American political ideas covers new ground in linking the influence and movements. -
Making a Will
Making a Will This booklet is for Albertans who are thinking about writing or changing a Will. A Will allows you to pass on your belongings to your loved ones according to your wishes. If you die without a Will, it is often more costly, complicated and time-consuming to settle your estate. This booklet gives general information only, not legal advice. If you need more detailed help or advice, see the end of this booklet for more resources. You should NOT rely on this booklet for legal advice. It provides general information on Alberta law only. 2019 DISCLAIMER The contents of this booklet are provided as general information only. It is not legal advice. If you have a legal problem, you should consult a lawyer. The information contained in this booklet was correct at the time it was produced. Be aware that there may have been subsequent changes which make the information outdated at the time you are reading it. The Legal Resource Centre of Alberta Ltd. will not be responsible for any loss arising from reliance on or action taken (or not taken) as a result of this information. ACKNOWLEDGEMENT We would like to thank the Alberta Law Foundation and the Department of Justice Canada for providing operational funding, which makes publications like this possible. Photo Credit: iStock 000034163880 © Legal Resource Centre of Alberta Ltd., Edmonton, Alberta Operating as: Centre for Public Legal Education Alberta Last Revised 2019 The Legal Resource Centre of Alberta Ltd., operating as the Centre for Public Legal Education Alberta, is a non-profit organization whose mission is to help people understand the law as it affects their everyday lives. -
Alberta (Canada)
Alberta (Canada) Background: Academic Calendar September-June What is year nine called? Typically grade 9 Where is year nine typically located? Varies Native Language(s) English, French Graduation Timeline 12 years: Six years primary, three years lower secondary three years 6 + 3 + 3 = 12 upper secondary Acceptable Forms of Proof of High School Graduation: Alberta High School Diploma (General or Advanced) Expected Timeline of Completion 12 years, (four years or eight semesters from initial start of year nine) Issuing Body Alberta Education-Ministry of Education First Available Date of Issue (typical) June Diplôme d’études Secondaires de L’Alberta (Diploma of Secondary Education) Expected Timeline of Completion 12 years, (four years or eight semesters from initial start of year nine) Issuing Body Alberta Education-Ministry of Education First Available Date of Issue (typical) June Certificate of Achievement Expected Timeline of Completion 12 years, (four years or eight semesters from initial start of year nine) Issuing Body Secondary School First Available Date of Issue (typical) June Crediting Policies: Grade Nine Core Course Credits U.S. Equivalent Credit Language Arts/English 9 1.0 Unit All Other Core Courses 0.75 Units Grades 10-12 Core Course Credits U.S. Equivalent Credit Course Series 5 Credits 1 Unit S2 or S3 3 Credits 0.50 Units S2 or S3 1 Credit 0.25 Units S2 or S3 Page 1 of 2 Grading Scale: Grade Numeric Grade U.S. Grade Equivalent Quality Points A 80-100 A 4 B 65-79 B 3 C 50-64 C 2 F 0-49 F 0 Important Information: The high school code for this Canadian province is listed below.