DOCSLIB.ORG

INDIGENOUS ALLY TOOLKIT “SO YOU WANT to BE an ALLY.” - Lamont, A

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INDIGENOUS ALLY TOOLKIT “SO YOU WANT to BE an ALLY.” - Lamont, A INDIGENOUS ALLY TOOLKIT “SO YOU WANT TO BE AN ALLY.” - Lamont, A. Guide to Allyship. When it comes to creating a ALLY positive & sustainable impact on Being an ally is about disrupting the lives of Indigenous Peoples oppressive spaces by educating living in Montreal, it is important to others on the realities and understand the role that an histories of marginalized people. 1 individual occupies and plays within the collective experience. ACCOMPLICE An accomplice works within a The term ally has been around for system and “directly challenges some time, and recently many institutionalized/systemic racism, critics 2, 10 say that it has lost its original meaning. Instead of being colonization, and white used to identify one’s role within a supremacy by blocking or collective struggle, it has come to impeding racist people, policies, symbolize a token identity – a kind and structures”. 1 of “badge” that people wear to show they are one of the “good CO-RESISTOR guys”. Being a co-resistor is about standing together, as an There are multiple terms a person ensemble, in resistance against can use when identifying the role oppressive forces and requires that they actively play within constant learning. It is anti-oppressive work. Neither is combining theory and practice better than the other and regard- by establishing relationships and less of what you call yourself, each role plays an important part in this being deeply involved within a kind of work. Many want to be an community that informs how ally, which is why this pamphlet one listens critically, understands focuses on that term. However, an issue and influences the way being an ally is not a self-appointed they go about disrupting identity and requires you to show oppressive institutions and your understanding through systemic systems. actions, relations, and recognition by the community. STEP #1: BE CRITICAL OF ANY MOTIVATIONS KANIEN’KEHÁ:KA When getting involved in this kind This is what the Mohawk call of work, one should ask themselves: themselves and roughly translates to “people of the flint”. They are also one of the original nations Does my interest derive from that called the island of Montreal the fact that the issue is their territory (Tiohtià:ke). currently “buzzing”? HOW Does my interest stem from the fact that the issue will meet quotas or increase chances of any funding? CAN Does my involvement hijack the message and insert my own opinions or values instead of respecting those of the I BE Indigenous communities? Am I doing this to feed my ego? A GOOD These movements and struggles do not exist to further one’s own self-interest, nor are they there ALLY? as “extra-curricular” activities. 2 TO BE AN ALLY IS TO: Actively support REMEMBER: the struggle. Being involved in any kind of anti-oppression work is Stand up, even when about recognizing that you feel scared. every person has a basic right to human dignity, respect, and equal access to resources. Transfer the At the end of the day, benefits of your being an ally goes beyond privilege to those checking actions off a list who have less. and it is not a competition. Being an ally is about a way of being and doing. This means self-reflection, Acknowledge that “checking in” with one’s the conversation is motivations and debriefing not about you. 3 with community members is a continual process; it is a way of life. STEP #2: START LEARNING Here are lists of terms that will help “SO YOU WANT TO you get started on educating yourself on the history of Indigenous Peoples on Turtle Island. Educating yourself is an ongoing BE AN ALLY.” process. Change will not be easy and REMEMBER: you will never truly be an expert on Indigenous challenges and realities, Indigenous people but you can work in allyship. are grandparents, parents, children, & siblings. They are A good rule of thumb is to ask yourself: doctors, teachers, social workers, How can I use this new entrepreneurs, & information in my everyday life? artists – they are What steps can I personally take human beings. to amplify marginalized voices that Indigenous people are too often silenced? are present and thriving in a country What do I have and how can that that expected them be leveraged? to die off and that How can I use my position & continues to enforce privileges to listen, shift power structures of dynamics and take steps towards oppression today – reconciliaction? we are resilient. INDIGENOUS PEOPLES ARE THE EXPERTS OF THEIR OWN REALITIES & HISTORIES. 1 Opportunities for White People in the Fight for Racial Justice. (2016). 2 Accomplices Not Allies: Abolishing The Ally Industrial Complex. (2014). TERMS THAT ARE NOT OKAY 3 Guide to Allyship. (2016). 4 Algonquin Territory: Indigenous title to land in FOR YOU TO SAY: the Ottawa Valley is an issue that is yet to be resolved. (2018). 5 Turtle Island: The Original Name for North • • America. (2007). Indian Red skins 6 Mapping the Legal Consciousness of First • Savage • Eskimo Nations Voters: Understanding Voting Rights • • Mobilization. (2009). Half-breed Squaw 7 An Overview of the Indian Residential School. (2013). Please be aware that these NDN definitions are to give you a This term started off as online general idea. This is especially true slang and is about First when it comes to terminology Nations reclaiming the word relating to identity. Identities are “Indian”. Only Indigenous complicated, are always evolving, Peoples can use this term. and don’t exist in boxes. When in doubt: never assume, ask! KANIEN’KEHÁ:KA This is what the Mohawk call themselves and roughly translates to “people of the flint”. They are also one of the original nations FIRST NATION that called the island of Montreal First Nations are the their territory (Tiohtià:ke). descendants of the original inhabitants of Canada. Various TIOHTIÀ:KE & MOONIYAANG nations, beliefs, & languages The Kanien’kehá:ka call exist within this group. There Montreal Tiohtià:ke, which are 10 First Nations in Quebec. roughly translates to “where the boats/rivers meet”. M(m )ÉTIS The Métis are a post-contact The Anishinaabeg word is Mooniyaang Indigenous People. Métis refers ; roughly translating to people with roots in the Red to “the first stopping place”. River community or other historic Métis communities. TWO-SPIRIT While métis refers to people Two-Spirit is an umbrella term with mixed Indigenous ancestry. that includes gay, lesbian, bisexual, and trans/gender INUIT & INUK non-conforming identities. It is Inuit is the term for Indigenous also what the “2S” stands for in peoples from Arctic North LGBTQ2S; it’s a person who regions of Canada, Greenland identifies as having a spirit that and Alaska. Inuit is the plural is both masculine and feminine. form, while Inuk is the singular It is used by some Indigenous form. They make up the 11th TERMINOLOGY people to describe their sexual, Indigenous nation in Quebec. gender and/or spiritual identity. Only Indigenous people can ANISHINAABEG identify as being two-spirit, This is what the Algonquin people since being two-spirit came refer to themselves as. Their with a specific role within ancestral territories include regions Indigenous communities. in Quebec, but subgroups have migrated further West into Ontario, SETTLER Manitoba, and Saskatchewan.4 The This term is used to describe word roughly translates to “the people whose ancestors authentic people” or “real people”. migrated to Canada and who still benefit from ongoing TURTLE ISLAND colonialism. This could be also This is the name given to North applied to “settlers of colour” America by some Indigenous but doesn’t apply when Peoples, such as the Iroquois, referring to people who are Anishinaabeg, and other descendants of slaves, Northeastern nations.5 The term considering they did not come originates from their various to this continent willingly. Keep creation stories. in mind the various intersections of a person’s INDIGENOUS & ABORIGINAL identity and how this translates These are umbrella terms to include into the types of privileges they First Nations, Métis, and Inuit in are either afforded or withheld. Canada. Both terms are used internationally to define the original POW WOW habitants of colonized countries, A traditional First Nations’ with Indigenous being the most gathering and celebration of favoured term. However, it is always dance, song, socializing and respectful to be specific about the honoring of a rich heritage. Nation you are referring to; use the Not to be used to describe a term that they use to self-identify. meeting or group of people. THINGS NOT TO SAY “CANADA’S INDIGENOUS PEOPLES” “THE INDIGENOUS CULTURE” or “OUR INDIGENOUS PEOPLES” This is too broad considering that hundreds of Indigenous The Indigenous Peoples on communities, nations, Turtle Island are not owned by languages and cultures exist Canada or by any individual, within Canada. Instead of which is the way the language singular, try using plural forms makes it out to sound. Try to instead. Even better, try being say “the Indigenous Peoples of specific about the nation to what we now call Canada” avoid pan-Indigenizing. I.e. instead. “My Kanien’kehá:ka friends from Kahnawake” or “the many Indigenous cultures.” “YOU’RE INDIGENOUS? YOU MUST BE AN ALCOHOLIC” This is incorrect, perpetuates “WHY DON’T YOU JUST false stereotypes, and is a GET OVER IT?” generalizing and discriminatory view to have. Even if you are First Nations were not allowed referencing a joke you heard, to vote in federal elections just avoid saying this until 1960.6 The last residential altogether. school was closed in 1996.7 Today, Indigenous children make up over half of all children in child care.8 These recent acts of colonization did not happen hundreds of years “CAN YOU AND YOUR PEOPLE ago and Indigenous people are FORGIVE MY PEOPLE still healing and dealing with FOR WHAT WE DID?” oppressive structures.
Load more

Recommended publications
  • Stabilizing Morality in Trademark Law Christine Haight Farely American University Washington College of Law, [email protected]
    American University Law Review Volume 63 | Issue 4 Article 3 2014 Stabilizing Morality in Trademark Law Christine Haight Farely American University Washington College of Law, [email protected] Follow this and additional works at: http://digitalcommons.wcl.american.edu/aulr Recommended Citation Farely, Christine Haight. " Stabilizing Morality in Trademark Law." American University Law Review 63, no.4 (2014): 1019-1050. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. Stabilizing Morality in Trademark Law Keywords Jurisprudence, Law & ethics, Trademark licenses, Lessors of Nonfinancial Intangible Assets (except Copyrighted Works), Trademarks -- Law & legislation -- United States, Law -- Interpretation & construction This article is available in American University Law Review: http://digitalcommons.wcl.american.edu/aulr/vol63/iss4/3 STABILIZING MORALITY IN TRADEMARK LAW CHRISTINE HAIGHT FARLEY* Almost all of the commentary conceming the statutory prohibition on registering offensive trademarks lambasts it as a misguided attempt to enforce civility through trademark law. This Article carefully considers the challenges accompanying section 2(a) of the U.S. Trademark Act and defends it as good policy. There are, however, a few instances in which the jurisprudence under section 2(a) has created more problems than it has solved. To alleviate these problems, this Article proposes judging words per se and abandoning the traditional trademark notion of evaluating words in context.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • Canadian Inclusive Language Glossary the Canadian Cultural Mosaic Foundation Would Like to Honour And
    Lan- guage De- Coded Canadian Inclusive Language Glossary The Canadian Cultural Mosaic Foundation would like to honour and acknowledgeTreaty aknoledgment all that reside on the traditional Treaty 7 territory of the Blackfoot confederacy. This includes the Siksika, Kainai, Piikani as well as the Stoney Nakoda and Tsuut’ina nations. We further acknowledge that we are also home to many Métis communities and Region 3 of the Métis Nation. We conclude with honoring the city of Calgary’s Indigenous roots, traditionally known as “Moh’Kinsstis”. i Contents Introduction - The purpose Themes - Stigmatizing and power of language. terminology, gender inclusive 01 02 pronouns, person first language, correct terminology. -ISMS Ableism - discrimination in 03 03 favour of able-bodied people. Ageism - discrimination on Heterosexism - discrimination the basis of a person’s age. in favour of opposite-sex 06 08 sexuality and relationships. Racism - discrimination directed Classism - discrimination against against someone of a different or in favour of people belonging 10 race based on the belief that 14 to a particular social class. one’s own race is superior. Sexism - discrimination Acknowledgements 14 on the basis of sex. 17 ii Language is one of the most powerful tools that keeps us connected with one another. iii Introduction The words that we use open up a world of possibility and opportunity, one that allows us to express, share, and educate. Like many other things, language evolves over time, but sometimes this fluidity can also lead to miscommunication. This project was started by a group of diverse individuals that share a passion for inclusion and justice.
    [Show full text]
  • 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.
    [Show full text]
  • Biographies of the Contributors Norma Alarcon Born in Monclova, Coahuila, Mexico and Raised in Chicago
    246 Biographies of the Contributors Norma Alarcon Born in Monclova, Coahuila, Mexico and raised in Chicago. Will receive Ph.D. in Hispanic Literatures in 1981 from Indiana University where she is presently employed as Visiting Lecturer in Chicano- Riqueno Studies. Gloria Evangelina Anzaldtia I'm a Tejana Chicana poet, hija de Amalia, Hecate y Yemaya. I am a Libra (Virgo cusp) with VI – The Lovers destiny. One day I will walk through walls, grow wings and fly, but for now I want to play Hermit and write my novel, Andrea. In my spare time I teach, read the Tarot, and doodle in my journal. Barbara M. Cameron Lakota patriot, Hunkpapa, politically non-promiscuous, born with a caul. Will not forget Buffalo Manhattan Hat and Mani. Love Marti, Maxine, Leonie and my family. Still beading a belt for Pat. In love with Robin. Will someday raise chickens in New Mexico. Andrea R. Canaan Born in New Orleans, Louisiana in 1950. Black woman, mother and daughter. Director of Women And Employment which develops and places women on non-traditional jobs. Therapist and counselor to bat- tered women, rape victims, and families in stress. Poetry is major writing expression. Speaker, reader, and community organizer. Black feminist writer. Jo Carrillo Died and born 6000 feet above the sea in Las Vegas, New Mexico. Have never left; will never leave. But for now, I'm living in San Fran- cisco. I'm loving and believing in the land, my extended family (which includes Angie, Mame and B. B. Yawn) and my sisters. Would never consider owning a souvenir chunk of uranium.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • COVID-19 Guidance for Individuals Vaccinated Outside of Ontario/Canada V
    Ministry of Health COVID-19 Guidance for Individuals Vaccinated outside of Ontario/Canada V. 2.0 September 14, 2021 Highlights of changes • Updated scenario 2 (page 3) to align with the Public Health Agency of Canada’s (PHAC) COVID-19: Recommendations for those vaccinated with vaccines not authorized by Health Canada for those staying in Canada to live, work or study. • New Appendix A: Characteristics of COVID-19 Vaccine Platforms and Recommendations for Additional Doses for Individuals Vaccinated Outside of Ontario/Canada This guidance provides basic information only. This document is not intended to provide or take the place of medical advice, diagnosis or treatment, or legal advice. In the event of any conflict between this guidance document and any applicable emergency orders, or directives issued by the Minister of Health, Minister of Long- Term Care, or the Chief Medical Officer of Health (CMOH), the order or directive prevails. • Please check the Ministry of Health (MOH) COVID-19 website regularly for updates to this document, list of symptoms, other guidance documents, Directives and other information. Background This document is intended to provide health care providers and Public Health Units (PHUs) with approaches for individuals who have received COVID-19 vaccination outside of Ontario or Canada. This guidance is being updated to align with PHAC’s COVID-19: Recommendations for those vaccinated with vaccines not authorized by Health Canada for those staying in Canada to live, work or study, published on August 17, 2021. This approach is aimed at providing optimal protection on an individual basis and the 1 | Page guidance will be updated as needed based on new data that will become available on international vaccines.
    [Show full text]
  • Payment Innovations for General Practice Physicians in Ontario, Canada
    Payment Innovations for General Practice Physicians in Ontario, Canada Country Background Note: Canada (Ontario) Arthur Sweetman, Gioia Buckley, McMaster University February 2016 1 Payment Innovations for General Practice Physicians in Ontario, Canada Country Background Note: Canada (Ontario) Arthur Sweetman, Gioia Buckley, McMaster University This country background note was completed based on a template circulated to countries and experts involved in the OECD Project on Payment Systems. This completed template was used to inform the OECD Project on Payment Systems and was last updated in February 2016. It does not include policy changes that occurred since then. Authors are responsible for any error. This country background note informs the publication Better Ways to Pay for Health Care available at: http://www.oecd.org/health/better-ways-to- pay-for-health-care-9789264258211-en.htm 2 OECD Template for Case Studies of Innovative Payment Systems: Payment Innovations for General Practice Physicians in Ontario, Canada Short description of the What is the new payment scheme/ reform? What are the objectives of this scheme? Which new payment scheme institutions/providers are targeted? In the late 1990s Ontario, Canada, inaugurated “Primary Care Reform” characterized by the sequential introduction of a menu of payment models replacing traditional fee-for-service for general practitioners. Key elements include: Blended payment schemes employing various combinations of fee-for-service, capitation, incentives/bonuses (pay-for-performance), and/or salary Patient enrolment (rostering) Group requirement of three of more physicians for most models Required provision of after-hours care for most models Physician choice of payment model. Objectives include improved access, quality and continuity of care.
    [Show full text]