Features

Contents

I Introduction
II Plain English to the rescue
III Plan Ahead: Know who you are targeting and why
IV Here’s the drill…
V Practice makes perfect

Submitted by Carolyn Wilby, Clear Language @ Work Inc.

Part I of this plain language series, Health literacy and clear writing go hand in hand – Make the connection between literacy level and plain English, defined plain language and demonstrated how the theory can be put into practice. You can read it on this site at at http://www.ohpe.ca/node/11343.

Contents

I Introduction
II The Canadian Cancer Society and tobacco control
III About The Driven to Quit Challenge
IV Integrating with partners
V How The Challenge was promoted
VI Evaluation and lessons learned

-- submitted by Krista Bennett Senior Coordinator, Communications, Canadian Cancer Society Smokers’ Helpline

I Introduction

Contents

I Introduction
II Detailed Information about Your Neighbourhoods
III A Closer Look at Possible Solutions
IV Using the Data to Make a Difference
V Outcomes to Date
VI The Role of Public Health Practitioners
VII References

--submitted by Diana Daghofer, Wellspring Strategies and Hope Beanlands, Scientific Director, National Collaborating Centre for Determinants of Health

I Introduction

Contents

I Introduction
II Who subscribes to OHPE?
III Where do OHPE subscribers live and work?
IV Topics of interest
V Sharing
VI Mobile devices
VII Respondent comments: things people like
VIII Respondent comments: things people would change
IX Conclusion

I Introduction

I What are generic drugs?
II Why are generic drugs an issue now?
III Six critical factors
IV How can we fix this?

Submitted by John G. Abbott, CEO, Health Council of Canada

I What are generic drugs?

A generic drug is a drug which is produced and distributed without patent protection. These drugs have the same medicinal ingredients as the original brand-name products, but may contain different non-medicinal ingredients.  

Contents

I Introduction
II Health literacy matters…
III Demystifying plain English—what exactly is it?
IV Be a Plain English Matchmaker…
V The nuts and bolts of plain English: Moving theory into practice
VI Words alone are not enough…
VII To enhance health literacy, be "plain"…

-- submitted by Carolyn Wilby, Clear Language @ Work Inc.

I Introduction

Contents

I Introduction
II Report card on physical activity
III Health and physical education
IV How the curriculum was developed
V What’s in the curriculum?
VI The challenge now

--submitted by Chris Markham, Executive Director and C.E.O., (Ontario Physical and Health Education Association) Ophea

I Introduction

Contents

I About us: How we can support you
II Need help with something? Request a free consultation (by phone or in person) in English or in French
III Learn and develop your skills by attending one of our training events
IV Get the information you need, stay informed, and connect with other service providers
V Access new and updated resources for free (downloadable) or for a minimal cost (print copies)

I About us: How we can support you

Contents

I Introduction
II The Portal Put into Practice
III Become Part of the Canadian Best Practices Portal

-- submitted by Nina Jetha, Canadian Best Practices Portal, Public Health Agency of Canada

I Introduction

Contents

I Introduction
II What is evidence-informed public health?
III Why implement EIPH?
IV How can the National Collaborating Centre for Methods and Tools (NCCMT) help you implement EIPH?
V More about the NCCMT

- by Jeannie Mackintosh, Communication Coordinator, National Collaborating Centre for Methods and Tools

I Introduction