Friendship Accord
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Wednesday, April 29, 2015
SIOUX LOOKOUT HUB OF THE NORTH 100years The Sioux Lookout Bulletin AD PROOF CHECK YOUR AD FOR THE FOLLOWINGCome Celebrate In [email protected] Fax: 807-737-3084 Tel: 807-737-3209 *Be sure to provide an alternate contact phone # and email. CLIENT, 1ST INSERT, D_Dingwall-150429-Teaser COLOUR Colour COLUMN: 2.38 in Names Dates / Times / Location2 of0 Your1 Event2 PROJECT: OR B&W: www.siouxlookout2012.ca Prices Contact Info PREPARED BY: Production B DEPTH: 2.8 in Spelling Colour / B&W FILE: “X:\Production\Ad Archives\Ads 2015\15 04 29\D_Dingwall-150429-Teaser\D_Dingwall-150429-Teaser.indd” VERSION: 1 Run dates Advertising material designed by The Sioux Lookout Bulletin is strictly for use by The Sioux Lookout Bulletin and will remain their property until a copyright purchase fee has been invoiced to the client. OPTION FOR SIGNATURE If no reply is given by Friday at 4:00 your ad will appear as is in the paper that you have booked it to run and you will be charged accordingly. SIOUX LOOKOUT 2011H UF150B OF THE S/CABNORTH 4X4 XTR 100years #S1196A – 5.0l, XLT package, liner, steps and more. $ Com17,974*e Celebrate In *or as low as $144* b/w + tax. *includes2 admin.fee01 and2 Carproof. Plus tax. O.A.C. www.siouxwwlowo.skioouxuloto2k0ou1t20.1c2a.ca Dingwall Ford Sales Ltd. 737-3440 MONDAY - FRIDAY 8:00 AM - 5:00 PM SAT. 9:00 AM - 12:00PM Volume 24, No. 25 www.siouxbulletin.com Wednesday, April 29, 2015 SIOUX LOOKOUT HUB OF THE NORTH ears SIOUX Ontario0y governmentLOOKOUT 10 HUB OF THE NORTH transferring10 0landyears to Mishkeegogamang Come Celebrate In Shayla Bradley negotiators for Canada, Ontario, STAFF W2RITER012 MOFN, and Slate Falls First HE Ontario Ministry of Nation were able to settle the Natural Resources and outstanding issues associated TForestry (MNRF) is with the civil action commenced working on transferring Crown by MOFN and Slate Falls First land to Mishkeegogamang Nation,” said Kowalski. -
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices. -
Rank of Pops
Table 1.3 Basic Pop Trends County by County Census 2001 - place names pop_1996 pop_2001 % diff rank order absolute 1996-01 Sorted by absolute pop growth on growth pop growth - Canada 28,846,761 30,007,094 1,160,333 4.0 - Ontario 10,753,573 11,410,046 656,473 6.1 - York Regional Municipality 1 592,445 729,254 136,809 23.1 - Peel Regional Municipality 2 852,526 988,948 136,422 16.0 - Toronto Division 3 2,385,421 2,481,494 96,073 4.0 - Ottawa Division 4 721,136 774,072 52,936 7.3 - Durham Regional Municipality 5 458,616 506,901 48,285 10.5 - Simcoe County 6 329,865 377,050 47,185 14.3 - Halton Regional Municipality 7 339,875 375,229 35,354 10.4 - Waterloo Regional Municipality 8 405,435 438,515 33,080 8.2 - Essex County 9 350,329 374,975 24,646 7.0 - Hamilton Division 10 467,799 490,268 22,469 4.8 - Wellington County 11 171,406 187,313 15,907 9.3 - Middlesex County 12 389,616 403,185 13,569 3.5 - Niagara Regional Municipality 13 403,504 410,574 7,070 1.8 - Dufferin County 14 45,657 51,013 5,356 11.7 - Brant County 15 114,564 118,485 3,921 3.4 - Northumberland County 16 74,437 77,497 3,060 4.1 - Lanark County 17 59,845 62,495 2,650 4.4 - Muskoka District Municipality 18 50,463 53,106 2,643 5.2 - Prescott and Russell United Counties 19 74,013 76,446 2,433 3.3 - Peterborough County 20 123,448 125,856 2,408 2.0 - Elgin County 21 79,159 81,553 2,394 3.0 - Frontenac County 22 136,365 138,606 2,241 1.6 - Oxford County 23 97,142 99,270 2,128 2.2 - Haldimand-Norfolk Regional Municipality 24 102,575 104,670 2,095 2.0 - Perth County 25 72,106 73,675 -
Improving Community Housing, an Important Determinant of Health Through Mechanical and Electrical Training Programs
IMPROVING COMMUNITY HOUSING, AN IMPORTANT DETERMINANT OF HEALTH THROUGH MECHANICAL AND ELECTRICAL TRAINING PROGRAMS Leonard J.S. Tsuji Guy Iannucci Department of Environment Fort Albany First Nation and and Resource Studies RTllnc. University of Waterloo Fort Albany, Ontario Waterloo, Ontario Canada, POL 1HO Canada, N2L 3G1 Anthony Iannucci Fort Albany First Nation and RTllnc. Fort Albany, Ontario Canada, POL 1HO Abstract I Resume Until recently, "status quo" houses (Le., dwellings with no running water, washrooms, proper kitchens, or adequate electrical services) were typically built in First Nations (FN). We describe a training program that upgraded existing status quo homes in Fort Albany First Nation to a level comparable to the rest of Canada, on a limited budget. The program provided not only an educational experience for the stUdents, but also paid employment for Fort Albany First Nation members, as well as long-term community benefits. Jusqu'a, a present, les maisons "statu quo", (c.a.d.les habitations sans eau courante, sans toilettes, sans cuisines appropriees et sans electricite adequate), ont ete typiquement construites dans Ie Premiere Nations. Nous decrivons un programme de formation qui, avec un budget limite, a permis d'ameliorer les maisons "statu quo" dans les Premieres Nations, Fort Albany, a un niveau comparable au reste du Canada. Ce programme a non seulement fourni une experience educative aux etudiants, mais a egale ment cree des emplois remuneres aux membres des Premieres Nations, Fort Albany et a demontre des avantages a long terme pourla communaute. The Canadian Journal ofNative Studies XX, 2(2000):251-261. 252 Leonard J.S. -
Cat Lake First Nation Housing Crisis
March 6, 2019 The Hon. Seamus O’Regan Minister of Indigenous Services House of Commons Ottawa, ON K1A 0A6 Dear Minister O’Regan, Like most Canadians, the members of the Canadian Paediatric Society (CPS) were shocked and saddened to learn about the health and housing crisis in Cat Lake First Nation, which prompted a call for emergency assistance last month. The physical illnesses experienced by the children and families of Cat Lake First Nation, including respiratory and skin problems, are the visible consequences of poor housing. Such conditions are both preventable and unacceptable in our resource-rich country. They also have both immediate and long- term health consequences, including compromising children’s mental, developmental and social health. Inadequate housing has been linked with an increased risk for asthma, injury, and exposure to health hazards. Overcrowding is associated with a wider and faster spread of communicable diseases, such as lower respiratory tract infections and gastroenteritis. Children and youth living in crowded housing conditions also experience more mental health difficulties and problems in schools. We commend your swift action and commitment to invest in housing for Cat Lake as outlined in your interim framework agreement with First Nations leaders, including Cat Lake Chief Matthew Keewaykapow. However, we believe this agreement does not go nearly far enough. Like all children in Canada, the children of Cat Lake have a right to healthy home environments where they can live, play, and grow. The consequences of failing to meet this basic need are both acute and chronic, and will affect their current health and future life chances. -
Recruit, Prepare, and Support Outstanding Teachers
Teach For Canada OUR VISION AND COMMUNITY-BASED APPROACH Teach For Canada is a non-profit organization that works with northern communities to recruit, prepare, and support outstanding teachers. 1 Our vision is that all children have access to a high quality education in their community. What we do: RECRUIT Since 2015, Teach For Canada has recruited and selected 155 teachers through a rigorous, community-led interview process. PREPARE Each teacher completes a 3 week summer training program before going North. SUPPORT Teachers make a 2+ year teaching commitment, and Teach For Canada offers professional, personal, and peer support to help them succeed in the classroom and community. PARTNER Teach For Canada currently works with 19 First Nations partners in Northern Ontario. In 2019, we plan to partner with First Nations in northern Manitoba for the first time. Together, we can make education more equal. 2 Our Values and Culture OUR VALUES Humility Respect Collaboration We aspire to recognize our own We recognize and value First Nations We are committed to working with limitations, and we appreciate that our autonomy and teacher diversity, and teachers, First Nations, and related efforts complement the work of First we treat everyone with kindness and groups to build programs that are Nations, peer organizations, and many consideration. informed by communities and focused others in a movement towards equity on students. in First Nations education. Integrity Learning We strive to build authentic We constantly seek to improve by relationships based on trust and listening, self-reflecting, and finding openness. opportunities for individual and organizational growth. -
Table of Contents/Table De Matières
Comptes publics de l’ Public Accounts of Ministry Ministère of des Finance Finances PUBLIC COMPTES ONTARIOONTARIO ACCOUNTS PUBLICS of de ONTARIO L’ONTARIO This publication is available in English and French. CD-ROM copies in either language may be obtained from: ServiceOntario Publications Telephone: (416) 326-5300 Toll-free: 1-800-668-9938 2011–2012 TTY Toll-free: 1-800-268-7095 Website: www.serviceontario.ca/publications For electronic access, visit the Ministry of Finance website at www.fin.gov.on.ca Le présent document est publié en français et en anglais. 2011-2012 On peut en obtenir une version sur CD-ROM dans l’une ou l’autre langue auprès de : D E TA I L E D S C H E D U L E S Publications ServiceOntario Téléphone : 416 326-5300 Sans frais : 1 800 668-9938 O F P AY M E N T S Téléimprimeur (ATS) sans frais : 1 800 268-7095 Site Web : www.serviceontario.ca/publications Pour en obtenir une version électronique, il suffit de consulter le site Web du ministère des Finances à www.fin.gov.on.ca D ÉTAILS DES PAIEMENTS © Queen’s Printer for Ontario, 2012 © Imprimeur de la Reine pour l’Ontario, 2012 ISSN 0381-2375 (Print) / ISSN 0833-1189 (Imprimé) ISSN 1913-5556 (Online) / ISSN 1913-5564 (En ligne) Volume 3 3 TABLE OF CONTENTS/TABLE DE MATIÈRES Page General/Généralités Guide to Public Accounts.................................................................................................................................. 3 Guide d’interprétation des comptes publics ...................................................................................................... 5 MINISTRY STATEMENTS/ÉTATS DES MINISTÈRES Aboriginal Affairs/Affaires autochtones ........................................................................................................... 7 Agriculture, Food and Rural Affairs/Agriculture, Alimentation et Affaires rurales......................................... -
The 2009 H1N1 Health Sector Pandemic Response in Remote and Isolated First Nation Communities of Sub-Arctic Ontario, Canada
The 2009 H1N1 Health Sector Pandemic Response in Remote and Isolated First Nation Communities of Sub-Arctic Ontario, Canada by Nadia A. Charania A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Environmental Studies in Environment and Resource Studies Waterloo, Ontario, Canada, 2011 © Nadia A. Charania 2011 AUTHOR’S DECLARATION I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii ABSTRACT On June 11, 2009, the World Health Organization declared a global influenza pandemic due to a novel influenza A virus subtype of H1N1. Public health emergencies, such as an influenza pandemic, can potentially impact disadvantaged populations disproportionately due to underlying social factors. Canada‟s First Nation population was severely impacted by the 2009 H1N1 influenza pandemic. Most First Nation communities suffer from poor living conditions, impoverished lifestyles, lack of access to adequate health care, and uncoordinated health care delivery. Also, there are vulnerable populations who suffer from co-morbidities who are at a greater risk of falling ill. Moreover, First Nation communities that are geographically remote (nearest service center with year-round road access is located over 350 kilometers away) and isolated (only accessible by planes year-round) face additional challenges. For example, transportation of supplies and resources may be limited, especially during extreme weather conditions. Therefore, remote and isolated First Nation communities face unique challenges which must be addressed by policy planners in order to mitigate the injustice that may occur during a public health emergency. -
Webequie Supply Road DETAILED PROJECT DESCRIPTION
Webequie Supply Road DETAILED PROJECT DESCRIPTION Webequie First Nation The Picture is a Placeholder Only Prepared by: Prepared for: Submitted to: SNC-Lavalin Inc. Webequie First Nation Impact Assessment Agency of Canada 195 The West Mall Toronto, Ontario, M9C 5K1 www.snclavalin.com November 2019 661910 Webequie Supply Road Detailed Project Description PREFACE This Detailed Project Description for the Webequie Supply Road Project (“the Project”) has been prepared in accordance with subsection 15(1) of the Impact Assessment Act (“IAA”) and Schedule 2 of the Act’s Information and Management of Time Limits Regulations (“the Regulations”) of the Impact Assessment Act - Information Required in Detailed Description of Designated Project. In addition, the Detailed Project Description reflects the Webequie Supply Road Project Team’s recognition of issues identified in the Summary of Issues prepared by the Impact Assessment Agency of Canada (the Agency) as a result of the Agency’s invitation to Indigenous groups, federal and provincial authorities, the public and other participants to provide their perspective on any issues that they consider relevant in relation to the Project. Information provided by the Agency (posted on the Canadian Impact Assessment Registry) for this purpose included the Initial Project Description. The document that was accepted by the Agency to serve as the Initial Project Description was prepared to comply with the requirements of the Canadian Environmental Assessment Act, 2012 and was initially released for public review under the CEAA, 2012 process in July 2019, during the period when the Government of Canada was preparing to bring into force and transition to the new Impact Assessment Act. -
Reliability Performance Overview February 21, 2018 Agenda
First Nations – Reliability Performance Overview February 21, 2018 Agenda Hydro One Operations Review Historical Reliability Performance First Nations Communities Supply 2017 Transmission Reliability Transmission Reliability Improvements 2017 Distribution Reliability Distribution Grid Modernization Planned Work on Assets Serving First Nations Communities 2 Privileged and Confidential – Internal Use Only TOR 170419 Operations Performance ... HYDRO ONE OPERATIONS REVIEW 1005 Distribution Stations 3 Privileged and Confidential – Internal Use Only TOR 170419 Operations Performance ... First Nations Communities Supply Distribution Lines - “Feeders” Generating Step-Up Transmission Step-down Distribution Customer Station Lines Transmission Transformer Stations (First Nation Stations Communities) First Nations Communities: Supplied from 68 Transmission Lines, 59 Transmission Delivery Points and 109 Distribution Feeders 4 4 Privileged and Confidential – Internal Use Only TOR 170419 Operations Performance ... 2017 Transmission System Reliability Performance 2017 Year End Overall Transmission Performance: SAIDI was 42.8 min and SAIFI was 1.1 interruptions per customer delivery point. Main causes of these interruptions are 1) Weather 2) Defective Equipment and 3) Unconfirmed 5 Privileged and Confidential – Internal Use Only TOR 170419 Operations Performance ... Tx System – Primary Causes of Interruptions: (~66% from Weather & Equipment Failures) Power outage causes (2017) Weather 48% Adverse weather (freezing rain, ice, lightning) Equipment -
Community Profiles for the Oneca Education And
FIRST NATION COMMUNITY PROFILES 2010 Political/Territorial Facts About This Community Phone Number First Nation and Address Nation and Region Organization or and Fax Number Affiliation (if any) • Census data from 2006 states Aamjiwnaang First that there are 706 residents. Nation • This is a Chippewa (Ojibwe) community located on the (Sarnia) (519) 336‐8410 Anishinabek Nation shores of the St. Clair River near SFNS Sarnia, Ontario. 978 Tashmoo Avenue (Fax) 336‐0382 • There are 253 private dwellings in this community. SARNIA, Ontario (Southwest Region) • The land base is 12.57 square kilometres. N7T 7H5 • Census data from 2006 states that there are 506 residents. Alderville First Nation • This community is located in South‐Central Ontario. It is 11696 Second Line (905) 352‐2011 Anishinabek Nation intersected by County Road 45, and is located on the south side P.O. Box 46 (Fax) 352‐3242 Ogemawahj of Rice Lake and is 30km north of Cobourg. ROSENEATH, Ontario (Southeast Region) • There are 237 private dwellings in this community. K0K 2X0 • The land base is 12.52 square kilometres. COPYRIGHT OF THE ONECA EDUCATION PARTNERSHIPS PROGRAM 1 FIRST NATION COMMUNITY PROFILES 2010 • Census data from 2006 states that there are 406 residents. • This Algonquin community Algonquins of called Pikwàkanagàn is situated Pikwakanagan First on the beautiful shores of the Nation (613) 625‐2800 Bonnechere River and Golden Anishinabek Nation Lake. It is located off of Highway P.O. Box 100 (Fax) 625‐1149 N/A 60 and is 1 1/2 hours west of Ottawa and 1 1/2 hours south of GOLDEN LAKE, Ontario Algonquin Park. -
Cat Lake First Nation Booshoo
2018 - 2019 WELCOME TO Cat Lake First Nation booshoo 1 Cat Lake Nation First Dear Teachers, Welcome to Cat Lake First Nation! We are very happy that you have decided to come and teach in our community. Cat Lake is a proud Ojibway community, located, as you might have guessed from the name, on the edge of a lake. The land around us is beautiful. You will have the opportunity to explore its beauty during your time with us, both during school hours and in your free time. We are very proud of our new school. Since its opening, students have come back and shown a renewed interest for their education. We hope you will fuel this interest by teaching dynamic classes and also investing yourself outside of classes, organising extracurricular activities that will bring students to discover new interests and talents. We hope you will settle in well to the community. Take the time to get to know people inside and outside of the school, and you will start to feel at home. If you have any problems, please speak to your principal, who will help you try to resolve these issues. We ask that you not go to the band council with your problems, but rather follow the correct protocol by talking to the education leadership. Your students, colleagues, and neighbours look forward to meeting you and getting to know you! Marie Stewart Education Director Cat Lake First Nation 2 Community The First Nation calls itself Bizhiw-zaaga’iganiwininiwag meaning “Men of Wild-cat Lake” or as Bizhiw- zaaga’iganiing Nitam Anishinaabeg meaning “The First Nation at Wild-cat Lake,” where wild-cat refers to the Canada lynx.