INDIGENOUS ALLY TOOLKIT “SO YOU WANT to BE an ALLY.” - Lamont, A
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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. -
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 The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.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. -
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 -
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. -
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. -
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. -
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. -
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. -
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.