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This paper examines the stories of transformative learning of two men reflecting on their recovery from addictions and trauma. We employ the Hero's journey as a useful frame within which to understand their stories of becoming more and progressing towards a recovered self. The article challenges the dominant biomedical model of addiction, and of recovery as being primarily about abstinence. It also provides further evidence for understanding transformative learning as a process of (re)integration which is supported through archetypal storytelling.

Background: Active transportation (AT), described as self-powered modes of travel (eg, walking and cycling), is an important source of health-promoting physical activity. While AT behaviors have been measured on national health surveys in Canada for over 2 decades, historic prevalence has not been previously reported. We aimed to document the measures of AT on Canada's various national health surveys, examine AT over time, and interpret them within the context of evolving methods of assessment. Methods: We compiled and summarized the questions used to measure AT among Canadians on 4 national health surveys: National Population Health Survey (1994–1998), Canadian Community Health Survey (2000–2020), Canadian Health Measures Survey (2007–2019), and the Health Behaviour in School-aged Children Study (2010–2018). Among youth and adults (12+ y), we summarized over time: (1) the prevalence of AT participation and (2) time spent in AT (in hours per week) among those who report any AT participation. Where possible, we reported separate estimates of walking and cycling and produced an aggregate estimate of total AT. We stratified results by age group and sex. Results: Changes in AT survey questions over time and between surveys limit the interpretation and comparability of temporal trends. Nevertheless, a consistently higher proportion of females report walking, while a higher proportion of males report cycling. Irrespective of mode, males report spending more total time in AT. Participation in AT tends to decrease with age, with youth reporting the highest rates of AT and young adults often spending the most time in AT. Conclusions: Monitoring trends in AT can help assess patterns of behavior and identify whether promotion strategies are needed or whether population interventions are effective. Our evaluation of AT over time is limited by questions surveyed; however, consistent differences in AT by age and sex are evident over time. Moving forward, ensuring consistency of AT measurement over time is essential to monitoring this important behavior. [ABSTRACT FROM AUTHOR]

Decline and downsizing often create organizational conditions that are tension-filled, problematic, disruptive, and prone to unethical behaviour. It is common for educational organizations to face discontinuity of services and reduction of personnel; therefore, it is important to understand the relationship between declining organizations and the ethical behaviour of educational leaders under these circumstances. In this article, we provide a general description of organizational decline, typical responses to such decline, and highlight the phenomenon of personnel downsizing, with particular attention to the Canadian education context. We offer descriptions of various in situ strategies from several Canadian educational superintendents to illustrate implications for how we might better understand personnel reductions in relation to ethics. We conclude with suggestions concerning ways we might upgrade downsizing with wise judgment and ethical decision-making.

This report introduces a two-week workshop on web coding and environmental sustainability at a school for girls in Northeastern India. Our discussion of this teaching project reviews issues that shaped the project's development, outlines resources required for implementation, and summarizes the workshop's curriculum. High-speed Internet will soon arrive in the region of this recently recognized UNESCO World Heritage Site. We believe that the training of girls in particular could help redistribute power and resources in regions where women are often poorer, less educated, and excluded from decision-making in institutional and public contexts. Relatively few code-teaching projects have grappled with the difficulty of working in offline environments at the "edge of the Internet," and yet moving skills and knowledge into these regions before the Internet becomes widely accessible might help mitigate some of the web's worst impacts on equity and justice.

This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship. It then describes the results of the Teacher Induction Survey (N = 1,343) and the telephone interviews (N = 36) that elicited the perceptions of Canadian early career teachers regarding the school administrator's role and engagement in effective teacher induction and mentoring programs.

This case examines both Ethan's workload and well-being issues. Ethan is floundering amid the growing demands and challenges associated with his work at Norwood Secondary School, Ontario, Canada. Although Ethan has been seeing a doctor to improve his well-being, he realizes that he needs to create a better work-life balance to successfully manage his school and better his health. This case study has four teaching notes: the first and second activities invite participants to discuss how Ethan's work-related challenges impact his well-being; the third activity looks at misrecognition, while the fourth activity explores the strategies Ethan can use to improve his well-being issues.

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years. Findings point to a shift in the needs of teachers within the first five years, suggesting that with time career supports and job satisfaction decrease and consideration of leaving the profession increases. Based on convergences and divergences across five years, we offer implications for policy, practice, and research.

The aims of this study were to investigate the lived experiences of people with complex communication needs in developing romantic and sexual relationships, and identify and explore barriers and facilitators they encountered in pursuing these relationships. For the study, nine participants were interviewed. All were at least 21-years-old, used augmentative and alternative communication, and had physical and communication disabilities since childhood. A methodology employing critical hermeneutics, a form of interpretive phenomenology, and Feminist Standpoint Theory was utilized. The World Health Organization (WHO) International Classification of Functioning, Disability and Health (ICF) model (2013) was used to develop questions for the semi-structured interviews. Interview data were analyzed using reflexive thematic analysis, with the ICF model and the concept of ableism used to identify four main themes: (a) Attitudes of others (ableism), (b) Communication Within Intimate Moments, (c) Assistance of Support Workers, and (d) Additional Education Related to Sexuality and Disability. Most of the barriers participants encountered related to ableist attitudes they experienced from others. Facilitators included creative communication strategies for intimate moments and using dating websites. The participants' experiences bring attention to the need for changes in policies, practice, and research to further support people with complex communication needs in their quest to develop intimate relationships.

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early career teachers' retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of Early Career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers' lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.

Stop Now And Plan (SNAP®) is an empirically supported cognitive behavioural program for children identified as presenting with externalizing problems. The purpose of this investigation was to examine the implementation of the SNAP® for Schools program as a universal prevention program for children not identified as presenting with internalizing or externalizing problems, specifically, whether the program would lead to reductions in emotion dysregulation, anxiety, intolerance of uncertainty, and anxiety sensitivity. It was hypothesized that the SNAP® for Schools program would reduce emotion dysregulation and internalizing constructs in nonidentified, school-aged children. The sample consisted of elementary school children in Grades 3 and 4. Participating children completed a battery of symptom measures one week pre- (n = 65) and post-SNAP® (n = 57) as well as one month after (n = 54) completing SNAP® in their classrooms. For children who scored in the upper 10% on the measure total and/or subscale scores, reductions in emotion dysregulation, anxiety, and anxiety sensitivity were observed. Findings contribute to a better understanding of the effectiveness of SNAP® for reducing emotion dysregulation and internalizing symptoms in children with elevated internalizing symptoms and emotion dysregulation. Limitations and future directions are discussed.

Background: Children with inflammatory bowel disease (IBD) experience extraintestinal side effects including altered body composition, impaired muscle strength, and aerobic capacity. Exercise training may remedy these issues. Purpose: To assess the feasibility, safety, participant satisfaction, and efficacy of a training program for youth with IBD. Methods: Children with IBD completed 16 weeks of training (2 supervised + 1 home sessions per week). Feasibility was assessed by tracking recruitment, adherence, and compliance rates. Safety was assessed by tracking symptoms and adverse events. Posttraining interviews gauged satisfaction. Circulating inflammatory markers, body composition, muscle strength, aerobic fitness, and habitual physical activity were measured at baseline, midtraining (8 wk), and posttraining. Results: Eleven youth were recruited and 10 completed the study. Participants adhered to 28 (1) of 32 prescribed supervised sessions and 8 (4) of 16 prescribed home sessions. There were no adverse events, and overall feedback on training was positive. Posttraining, we observed an increase in lean mass (+2.4 [1.1] kg), bone density (+0.0124 [0.015] g·cm−2), aerobic fitness (+2.8 [5.7] mL·kg LM−1· min−1), and vigorous physical activity levels (+13.09 [8.95] min·h−1) but no change in inflammation or muscle strength. Conclusion: Supervised exercise training is feasible, safe, and effective for youth with IBD and should be encouraged. [ABSTRACT FROM AUTHOR]

A cardinal rule of academic research with human participants is to protect their confidentiality. While there are limits to confidentiality, universities and researchers will make strenuous efforts to protect the identity of participants. This is especially important where they are at risk of serious harm if confidentiality is breached. Yet, some researchers doing highly sensitive research have found themselves subject to encroachment by law enforcement who seek access to the data collected by them in order to build evidence for legal purposes. University regulations require scholars to conduct research ethically in accordance with specific conditions and extensive review processes set by bodies such as Institutional Review Boards or Human Ethics Committees following extensive application processes. If academic staff fulfill these conditions, what obligations do universities have to protect researchers, participants and confidential data? It seems that universities have limited legal liability to protect researchers when incriminating data has been collected. Presenting examples of recent cases such as Boston College's 'Belfast Project', the paper argues that universities have a stringent ethical obligation to protect academic researchers and an obligation to proscribe forced disclosures of confidential research data to enforcement agencies.

Engagement involves students' investment in learning activities, as well as interrelated affective (emotive responses), behavioral (active responses), and cognitive (mental effort) components. This study assessed undergraduate student and instructor perceptions of the interrelated components of engagement during and after the rapid online transition of teaching in March 2020 due to the COVID-19 pandemic. Fifteen courses--including laboratory, discussion-based, large lecture, tutorial, and problem-based learning--within a multi-disciplinary faculty at a large research-intensive Canadian university were surveyed to: (a) assess student and instructor perceptions of students' levels of engagement during and after the rapid transition to online teaching due to the COVID-19 pandemic; (b) describe which aspects of engagement were enhanced or diminished due to the rapid online transition; and (c) identify which learning activities students would find most engaging in an online setting so as to assist in developing student-centered online pedagogical techniques. Student engagement was lower after the rapid online transition. Students who engaged by connecting with peers and instructors through in-class discussion (affective engagement) had diminished engagement, whereas students who engaged by listening to lectures, reading course materials, and reviewing slides (cognitive engagement) had enhanced engagement. Overall, students found synchronous activities more engaging. Students experienced positive and negative outcomes related to classroom engagement when transitioning rapidly to online learning during a global pandemic.

The opposition to the Dakota Access Pipeline that took place at Standing Rock in North Dakota was the largest gathering of Indigenous Peoples in recent U.S. history. Thousands of people, Indigenous and otherwise, came together from across North America and beyond to protect waters and sacred sites threatened by the construction of the Dakota Access oil pipeline. Our study examined the learning of Canada-based pipeline activists who travelled to Standing Rock to support the opposition. In this paper, we argue that participating in the Standing Rock resistance camp was an experience rich in informal learning and education for both Indigenous and non-Indigenous participants, and that this learning might be best understood as learning towards decolonising relationships. Building from the theoretical concepts of respect, responsibility, reciprocity, and relationship as the overarching umbrella, we outline three types of relationships central to how Standing Rock activists learned within the resistance camp: relationships to people, to community, and to self. A focus on these relationships -- and the centrality of respect, responsibility, and reciprocity to them -- provides insight into how the resistance community created opportunities for participants to start to unlearn settler-colonialism, and learn towards a decolonising relationality.

This qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation's data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of new government policies and institutional norms during the period of 2000-2013. Future research can monitor the influence of neoliberal practices on the development of these new model higher education institutions in the Canadian context.

The purpose of this article is to examine the perceptions and experiences of fairness amongst Muslim post-secondary students based on our gathering of data using a web-based survey. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on Facebook. Following these initial contact points, snowball sampling was used to invite prospective participants to respond to the quantitative items in the survey instrument (which also included qualitative inquiries). These quantitative responses were analyzed using descriptive statistical analysis techniques. For Muslim students, their university was perceived as the most fair amongst their experience of settings, followed by Canada in general, and the country that these Muslim students culturally most identified with. The World, at large, was perceived as the most unfair setting for responding Muslims. Except for the country that Muslim students culturally identified with, all settings were perceived to be fairer for non-Muslims than for Muslims. The majority of Muslim students reported that they had encountered, observed, or experienced unfairness at least once in their university settings during the previous academic year and that they had been impacted by that experience of unfairness.

The present study investigated the role of children's social and emotional functioning on their academic success in preschool. Data was collected from 81 children, and their teachers, in preschool programs in a Western Canadian municipality. Children completed measures of receptive language and academic functioning; teachers independently completed a standardized measure of children's social and emotional functioning. Results indicated that children's adaptive skills in the fall of preschool significantly predicted their academic scores in the fall and spring of their preschool year, with higher adaptive skills predicting higher academic scores. Children's levels of internalizing problems were not found to significantly predict their academic skills during the preschool year. Children's average levels of adaptive skills and internalizing problems significantly increased over the school year. This study highlights the connection between children's social and emotional functioning and academic skills in preschool. Given these findings, early learning programs are encouraged to include components that promote the development of children's adaptive skills, in addition to academic skills.

Social movements are pedagogical spaces for collective learning across difference. Divergent worldviews, interest and identity, historical legacies and relations of power complicate notions of allyship and solidarity for common cause. In this article, we draw on social movement and transformative learning to reflect on our experiences of learning and unlearning as white settler-colonialists researching allyship in the Standing Rock struggle against an oil pipeline in the United States. Our text is also shaped by our own experience as activists within a local Indigenous-led movement to protect ocean and land from the Trudeau-Kinder Morgan oil pipeline. First we introduce ourselves, our research project, context and argument. We then position our work within social movement and transformative learning scholarship, critique notions of allyship and then solidarity. We argue for the unlearning of colonial practices and mindsets which centre our particular white colonial knowledge, leadership, privilege, power and bodies and learning towards decolonising solidarity. To illustrate this process, we present three personal vignettes that speak about the start of our own 'unlearning of ourselves', and learning of decolonising solidarity. We conclude the article with a discussion of how best we believe learning towards decolonising solidarity might proceed in social movements.

Purpose: The purpose of this multiyear research study is to examine leadership in K-12 schools using a positive organizational perspective to understand how to foster, support and encourage flourishing in schools. In this article, the authors describe the lived experiences of a small group of principals and vice-principals in K-12 schools describing how they have experienced flourishing in their work. Design/methodology/approach: The research was carried out using a qualitative, phenomenological approach to examine the lived, concrete and situated experiences of a small sample of school administrators (N = 9) in two school districts in the province of British Columbia, Canada. Data were collected through individual interviews that were designed to be appreciative in nature. These lasted between 60 and 90 min, were recorded and transcribed. The interview data were deductively and inductively analyzed and arranged into themes that demonstrate the key components of positive leadership for flourishing in schools, derived from these participants' experiences. Findings: Building on and extending their findings that school administrators feel a sense of flourishing when they focus on their work from the values of purpose, passion and play, the authors found that a fourth value, presence, was important for these participants to experience well-being at work. Principals' sense of well-being was strongly related to the notion of balance in their work and life, which helped them address potential stress and ill-being. Findings suggest that a strengths-based, positive approach to school leadership offers an alternative perspective for supporting and encouraging well-being at work. Research limitations/implications: Limitations of this research include the small sample size and the appreciative focus with which the data were collected that meant that participants were providing their experiences from a positive perspective. This article offers a complementary perspective for researching well-being in schools, from a positive, strengths-based approach to examining the work of administrators. Practical implications: The authors offer insights into the work of school leaders from an appreciative, strengths-based perspective on understandings and practices that may be useful to principals and vice-principals who wish to enhance their workplace well-being. The authors suggest that administrators can learn to craft their work in ways that highlight existing well-being conditions toward amplifying and sustaining well-being. Working from four animating values for flourishing seemed to promote well-being for this small sample of administrators within the existing challenges and complexities of their work. Originality/value: This article offers examples of lived experiences of principal and vice-principal well-being that highlight what happens when school leaders attend to their work from a positive, appreciative, strength-based perspective. This research perspective is an additional source of knowledge about well-being in schools complementing the existing research on well-being from a stress management and reduction perspective.

In 2015, the Government of British Columbia (BC), Canada, reversed a long-standing mandate to provide tuition-free Adult Basic Education (ABE) to all adults. Drawing upon internal government policy documents and inter- and intra-ministerial communications obtained through Freedom of Information (FOI) tools, key policy documents, social media commentary, and documentation from protest events, the authors adopt an interpretive stance to re-tell this policy moment. Through their analysis, the authors observe struggles on behalf of government actors to adopt a coherent 'policy story' to legitimise the withdrawal of state resources for the education of marginalised citizens, falling back upon a Victorian era desert-based discourse. The study provides insights into the durability of deservingness discourses and the improvisational nature of neoliberal policy making.

Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling. Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queen's University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as "role modeling." As a whole, our findings should help distinguish between "role modeling" as roles and responsibilities enacted while doing one's job well, and "teaching" as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007). Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees.

Chief Student Affairs Officers (CSAOs) are senior-level student affairs personnel. In 2011, 33 CSAOs responded to a national survey and provided a professional perspective on field development, student services, as well as predicted five-year trends for student affairs. In 2013, 17 CSAOs responded to the same survey and provided further information on these topics. Results indicated that attitudes towards diversity and technology remained stable between 2011 and 2013. We established that CSAOs have less positive attitudes towards research, evaluation, and assessment than they do towards communication and leadership. Here, we discuss at length the implications of these finding, as well as the potential for research into student affairs. In addition, we examine the continued professionalization of the CSAO field and note that research into CSAOs should be proactive instead of reactive.

This descriptive study provides a rich portrait of moral agency and ethical decision-making processes among a sample of Canadian school principals. Using an ethical responsibility framework linking moral agency and transformational leadership, the researchers found that (1) modeling moral agency is important for encouraging others to engage their own moral agency in the best interests of all children; (2) despite efforts to engage in collaborative decision-making, principals are often faced with the reality that they are the ones to absorb the cost of decisions; and (3) moral agents need to become wide-awake to the ethical issues and challenges that permeate their day-today work lives.

This paper examines the underexplored role adult education activities play as part of Canadian Mining Companies' corporate social responsibility (CSR) efforts. We argue that adult education as CSR provides companies with a symbolic capital they can draw upon to detract from government oversight, increase profits, and continue operations. Taking place within a structure of increased corporate power and lacking any regulatory framework, CSR is often divorced from the overall ethos of a company. Moreover, the impact of adult educational initiatives on individuals and communities remains largely unknown, highlighting the need for further research.

1) To explore how children with spina bifida (SB) and their parents understand bodyweight, health and weight management; and 2) To identify what services and supports children with SB and their families feel are most appropriate to help them manage their health and weight. The study used interpretive description within a qualitative design. Participants were children with SB (aged 10-18) attending two Canadian SB clinics and their parents. Data were collected through individual interviews and analyzed using inductive thematic analysis. Five children and five parents participated in the study. Children and parents had a weight-centric approach to health, which was related to the child's mobility. Weight was considered to be under individual control and mostly through diet. Trusting relationships between healthcare providers, children and families were important to discuss weight in a non-judgemental manner. Children should be involved in setting meaningful and achievable weight management goals. Greater knowledge of how children with SB and their families understand weight and health offers opportunities for non-judgemental discussions about their needs and wishes. Helping families to place more value on health over weight may reduce feelings of stigma, while allowing children to develop some autonomy over health-related decisions. Children with spina bifida and their parents do not recognise the complexity of factors contributing to weight regulation. Weight regulation was often seen as the child's responsibility, which could lead to feelings of guilt and shame through internalised weight stigma Healthcare professionals working with children with spina bifida should explore their perceptions, beliefs, and behaviours related to weight, health and mobility to ensure they are not causing themselves physical and/or psychological harm [ABSTRACT FROM AUTHOR]

Simple Summary: The current approach to breast cancer screening, which is based on a person's age, overlooks individual-level differences in breast cancer risk. As a result, many people are over- or under-screened according to their actual risk of breast cancer. Risk-stratified breast screening may overcome the limitations of age-based screening, but there are still many knowledge gaps regarding how best to implement it in the population setting. This study will generate the first Canadian evidence on the adoption of breast cancer risk assessment in the population setting, to support the future implementation of risk-stratified breast cancer screening. This study demonstrated that, while risk assessment for risk-stratified screening at the population level is feasible, an equity lens must be considered in implementation to ensure cancer-screening disparities are not widened. Risk-stratified breast screening has been proposed as a strategy to overcome the limitations of age-based screening. A prospective cohort study was undertaken within the PERSPECTIVE I&I project, which will generate the first Canadian evidence on multifactorial breast cancer risk assessment in the population setting to inform the implementation of risk-stratified screening. Recruited females aged 40–69 unaffected by breast cancer, with a previous mammogram, underwent multifactorial breast cancer risk assessment. The adoption of multifactorial risk assessment, the effectiveness of methods for collecting risk factor information and the costs of risk assessment were examined. Associations between participant characteristics and study sites, as well as data collection methods, were assessed using logistic regression; all p-values are two-sided. Of the 4246 participants recruited, 88.4% completed a risk assessment, with 79.8%, 15.7% and 4.4% estimated at average, higher than average and high risk, respectively. The total per-participant cost for risk assessment was CAD 315. Participants who chose to provide risk factor information on paper/telephone (27.2%) vs. online were more likely to be older (p = 0.021), not born in Canada (p = 0.043), visible minorities (p = 0.01) and have a lower attained education (p < 0.0001) and perceived fair/poor health (p < 0.001). The 34.4% of participants requiring risk factor verification for missing/unusual values were more likely to be visible minorities (p = 0.009) and have a lower attained education (p ≤ 0.006). This study demonstrates the feasibility of risk assessment for risk-stratified screening at the population level. Implementation should incorporate an equity lens to ensure cancer-screening disparities are not widened. [ABSTRACT FROM AUTHOR]

This study was designed to investigate patterns and risk factors for substance use among obstetrical patients who gave birth during the early period of the pandemic, and their partners. Cross-sectional survey of obstetrical patients between March 17th and June 16th, 2020, at The Ottawa Hospital, Ottawa, Canada. Substance use was a composite measure of any alcohol, tobacco, or cannabis use since COVID-19 began. Four outcomes included: any participant substance use or increase in substance use, any partner substance use or increase in substance use. Adjusted risk ratios (ARR) and 95% confidence intervals (CI) are presented. Of 216 participants, 113 (52.3%) and 15 (6.9%) obstetrical patients reported substance use and increased use, respectively. Those born in Canada (ARR: 2.03; 95% CI: 1.27–3.23) and those with lower household income (ARR: 1.38; 95% CI: 1.04–1.85) had higher risk of substance use. Those with postpartum depression (ARR: 5.78; 95%CI: 2.22–15.05) had the highest risk of increased substance use. Families affected by school/daycare closure reported a higher risk of increased partner substance use (ARR: 2.46; 95% CI:1.38–4.39). This study found that risk factors for substance use included demographics (i.e., being born in Canada, income), mental health (postpartum depression), and school/childcare closures. [ABSTRACT FROM AUTHOR]

Objectives: Normative beliefs around gender and sexuality place individuals in the Two Spirit, lesbian, gay, bisexual, trans, and queer (2SLGBTQ) community at risk for poorer health outcomes within the health care system compared with their heterosexual and cisgender counterparts, particularly within gendered areas of care including family planning and fertility intentions. The purpose of this research was to explore the effect that the normative beliefs of heteronormativity and cisnormativity had on the experiences of 2SLGBTQ people engaged in family planning, and to begin to understand how health care providers can provide appropriate, safe, and holistic care. Methods: We conducted a qualitative study using case study methodology and completing semi-structured interviews with 11 participants with diverse genders and sexualities. Findings: For members of the 2SLGBTQ community, family planning is greatly affected by ideals of normal, intersections of identities, health care systems, and community. They may face additional emotional labor and intentional decision-making when related to family planning. Heteronormativity and cisnormativity greatly impact the health care that is received. Conclusions: The findings contribute information in the limited field of research related to the 2SLGBTQ community and may support health care providers in providing holistic care. [ABSTRACT FROM AUTHOR]

This paper empirically investigates Grimmett's (2008, 2009) thesis that recent Canadian teacher education policy is best characterized by dual forces of deregulation and professionalization resulting from a neoliberal policy environment. Specifically, we examine teacher education governance, policy reform, and political context from 2000 to 2010, across four Canadian provinces: Alberta, British Columbia, Manitoba, and Ontario. Our paper highlights the presence of deregulation and professionalization in Canadian teacher education policy while also revealing additional opposing force. We provide an overview of the policy context in US teacher education as a point of reference.

In this article, two indigenous post-interns, who completed their 16-week extended-teaching practicum sessions in rural schools in one Western Canadian province, assess their school-based internship experiences. They summarize their perspectives in three areas: 1) the elements they perceived as positive during the internship, 2) the challenging aspects they encountered during the four-month period, and 3) advice or suggestions for enhancing future practicum programs that they offer to practicum stakeholders. These views of the two-post-interns are compared to the findings from earlier research that similarly examined previous post-interns' evaluations of their rural extended-practicum experiences in that region. Similarities and differences between the two sets of findings are discussed and implications are drawn for enhancing rural-based teaching practicums for neophyte teachers.

Pre-contact Indigenous Nations were vibrant with their own legal, government, and education systems. Indigenous education is community-led and grounded in the spiritual, emotional, physical and mental development of the child. Teachings are tied to the land following the natural cycles, and language is passed down through ceremony and time on the land. Following the creation of the Canadian state, Indigenous education systems were eroded, leaving detrimental impacts on communities and youth that are ongoing today. In recent decades, many communities have taken the initiative to restore community-led Indigenous education systems. The work presented here, ininiw kiskinomākēwin, was collectively built with both ininiwak and anishinabe Elders and educators from Northern Manitoba and can be adapted by other First Nations groups across Canada. Ininiw kiskinomākēwin conveys the pre-contact methods for ensuring children and youth grow and become healthy, contributing members of society, and includes teachings involving family, community, language, land, and spirit. The implementation of this work is ongoing; critical components related to building a local teacher workforce, engaging Elders, supporting parents and having access to the land will shape how we choose to educate current and future generations. [ABSTRACT FROM AUTHOR]

In this article, we use a recent Manitoba child custody case to provide a legal and ethical account of the notion of the best interests of the child. We explore the tension between the best interests of the child and parental rights to expression of a racist nature. We consider how the interests of different actors--the state, parents and children--are considered in the context of racist parenting. The parent-child relationship is salient in formulating and influencing acceptable and unacceptable thoughts, ideas and behaviours in children but the views of parents do not always coincide with what society tolerates as acceptable. We ask, when do parental views on subjects such as religion, race or politics reach the level of "legal unacceptability" such that a parent could face a loss of custody as a result of expressing or teaching these views to his or her child? We also consider the ethical frames which apply to this proposed fact situation to help us make sense of the best interests of the child principle where racist parental beliefs are at the fore. This article encourages advocates, care-givers, and adjudicators to work with Solomon-like wisdom for the best interests of the child by bringing to consideration the commonly taken-for-granted jurisprudential and ethical meanings and interpretations that are perhaps over-embedded and under-considered in the cliche-oriented notion of the best interests of the child. (Contains 11 footnotes.)

This qualitative report is part of a larger action research study on a topic that is often overlooked in school improvement efforts: Recess and its influence on children's social interactions and developmental trajectories. We introduced The Recess Project into seven lower-socioeconomic elementary schools in southern Ontario. Our intention for this report was to assess how things were progressing in these schools. We describe the strategies we used and the rationale behind the design of the Recess Project and highlight the dynamics between the setting, the children's patterns of interactions, and the potential developmental outcomes. Participants included students, administrators, teachers, university researchers, and university students. Five themes emerged from our analysis: 1) noticeably less discipline issues, 2) more collaborative play and friendships, 3) noticeably more inclusive behaviors, 4) more refined and prosocial interactions overall, and 5) the children were clearly enjoying themselves. "We discuss the potential implications of these findings on children's overall wellbeing and school engagement."

Since 2011, the government of British Columbia (BC) has focused on building the Canadian province's economy through the development of a Liquefied Natural Gas (LNG) sector. In service of this endeavour, the government launched the "Skills for Jobs Blueprint," which attempts to more clearly align BC's education system with resource extraction industries. In this paper, I argue that at the heart of this policy is the idea of education for, through, and as extraction. Conceptually, "extraction education" focuses on "supply" (what we can take out of the earth, institutions, and individuals) rather than "demand" (what is needed to put into the educational system to meet needs of the land, institutions, communities, and individuals), and is problematic on environmental, economic, employment, equity, and educational fronts. In theorising "extraction education" I extend Freire's ideas on "banking education" and briefly explore dialogic, problem-posing counters to it.

The social relevance of trust and the principals' obligation to foster trust in schools have been strongly advocated. This paper describes an in-depth, qualitative study that engaged a group of twenty-five Canadian school principals over a period of seven months, exploring the issues of trust as it affects principals' roles and responsibilities. Four central concerns were identified by the participants: i) defining trust, ii) establishing trust, iii) maintaining trust, and iv) trust breaking. The principals' multiple relationships produce a complex web of issues related to trust; including intensity of relationships and the contingent role of school principals in trust brokering within learning communities. This research has further established a basis for on-going examination of the nature, extent, and effect of trust relationships in the lives of school administrators.

Undergraduate students in professional education programs typically rate their clinical or practicum experiences as the most important component of their entire pre-service preparation. This essay addresses the value of students' views regarding the effectiveness of practicum programs. We summarize the views of 546 post-practicum students from three professional disciplines (engineering, nursing, and teacher education), concerning what they considered to be the most positive and negative aspects of their respective practicum/clinical field-experiences. Our data analysis revealed three positive themes across the disciplines: the supportive interrelationships that students experienced; their own professional achievements; and their personal contribution to the welfare of their clients/pupils. Three negative elements also emerged: individual personal/professional challenges; site-based interpersonal conflicts; and policy or procedural problems with the program. Implications are raised for practicum administrators regarding the contribution of the student voice to clinical program enhancement.

This paper explores the concept of accountability as it relates to the University of British Columbia. It examines the discourse surrounding social accountability laid out in the university's Trek 2010 vision and then juxtaposes this with the private accountability to commercial and government interests as evidenced in other documents and recent university decisions. The paper, thus, concludes that both private and public attempts at accountability are present yet the call to account to a wider social public gets muffled by the vagueness of the goals and, in particular, the appeals to excellence. (Contains 1 figure and 2 notes.)

This study explores the role of snowpack in polar boundary layer chemistry, especially as a direct source of reactive bromine (BrOx = BrO + Br) and nitrogen (NOx = NO + NO2) in the Arctic springtime. Surface snow samples were collected daily from a Canadian high Arctic location at Eureka, Nunavut (80° N, 86° W) from the end of February to the end of March in 2018 and 2019. The snow was sampled at several sites representing distinct environments: sea ice, inland close to sea level, and a hilltop ∼ 600 m above sea level (a.s.l.). At the inland sites, surface snow salinity has a double-peak distribution with the first and lowest peak at 0.001–0.002 practical salinity unit (psu), which corresponds to the precipitation effect, and the second peak at 0.01–0.04 psu , which is likely related to the salt accumulation effect (due to loss of water vapour by sublimation). Snow salinity on sea ice has a triple-peak distribution; its first and second peaks overlap with the inland peaks, and the third peak at 0.2–0.4 psu is likely due to the sea water effect (a result of upward migration of brine). At all sites, snow sodium and chloride concentrations increase by almost 10-fold from the top 0.2 to ∼ 1.5 cm. Surface snow bromide at sea level is significantly enriched, indicating a net sink of atmospheric bromine. Moreover, surface snow bromide at sea level has an increasing trend over the measurement period, with mean slopes of 0.024 µMd-1 in the 0–0.2 cm layer and 0.016 µMd-1 in the 0.2–0.5 cm layer. Surface snow nitrate at sea level also shows a significant increasing trend, with mean slopes of 0.27, 0.20, and 0.07 µMd-1 in the top 0.2, 0.2–0.5, and 0.5–1.5 cm layers, respectively. Using these trends, an integrated net deposition flux of bromide of (1.01 ± 0.48) × 10 7 molec.cm-2s-1 and an integrated net deposition flux of nitrate of (2.6 ± 0.37) × 10 8 molec.cm-2s-1 were derived. In addition, the surface snow nitrate and bromide at inland sites were found to be significantly correlated (R = 0.48–0.76) with the [NO3-]/[Br-] ratio of 4–7 indicating a possible acceleration effect of reactive bromine in atmospheric NOx -to-nitrate conversion. This is the first time such an effect has been seen in snow chemistry data obtained with a sampling frequency as short as 1 d. BrO partial column (0–4 km) data measured by MAX-DOAS show a decreasing trend in early spring, which generally agrees with the derived surface snow bromide deposition flux indicating that bromine in Eureka atmosphere and surface snow did not reach a photochemical equilibrium state. Through mass balance analysis, we conclude that the average release flux of reactive bromine from snow over the campaign period must be smaller than the derived bromide deposition flux of ∼ 1 × 10 7 molec.cm-2s-1. Note that the net mean fluxes observed do not completely rule out larger bidirectional fluxes over shorter timescales. [ABSTRACT FROM AUTHOR]

Implementing and sustaining technological innovations in healthcare is a complex process. Commonly, innovations are abandoned due to unsuccessful attempts to sustain and scale-up post implementation. Limited information is available on what characterizes successful e-health innovations and the enabling factors that can lead to their sustainability in complex hospital environments. We present a successful implementation, sustainability and scale-up of a virtual care program consisting of three e-health applications (telemedicine, telehome monitoring, and interactive voice response) in a major cardiac care hospital in Canada. We describe their evolution and adaptation over time, present the innovative approach for their "business case" and funding that supported their implementation, and identify key factors that enabled their sustainability and success, which may inform future research and serve as a benchmark for other health care organizations. Despite resource constraints, e-health innovations can be deployed and successfully sustained in complex healthcare settings contingent key considerations: simplifying technology to make it intuitive for patients; providing significant value proposition that is research supported to influence policy changes; involving early supporters of adoption from administrative and clinical staff; engaging patients throughout the innovation cycle; and partnering with industry/technology providers. [ABSTRACT FROM AUTHOR]

This study uses ERA5 close‐proximity soundings and associated convective parameters to characterize significant tornadic storm (F/EF2+) environments between 1980 and 2020 in parts of Canada. It is shown that ERA5 convective parameters are suitable to represent observed parameters, based on radiosonde comparisons. Results indicate that the eastern Canadian Prairies have nearly double the lifted condensation level with higher level of free convection compared to eastern Canada (southern Ontario/Quebec). Eastern Canada has more a humid boundary layer and free troposphere that can lead to warmer cold pools, favoring tornadogenesis. Central Canada (Manitoba) has the largest mixed‐layer (ML) convective available potential energy (CAPE) mainly due to a combination of regional differences in low level moisture and steeper mid‐level lapse rates in western Canada. Central continental U.S. and Canadian regions appear to have the highest (most negative) convective inhibition, leading to more explosive initiation. Mean bulk wind shear and storm relative helicity (SRH) increases from west to east, with eastern regions being significantly larger. The supercell composite and significant tornado parameters are generally less than U.S. magnitudes, particularly in western Canada, and would require recalibration for more practical use in Canada. Overall, western Canada significant tornadic storms are associated with more low‐level looping hodographs and dominated by thermodynamic influences compared to larger wind influences in eastern regions. This is likely due to more spring, late summer, and autumn events that typically have well‐developed synoptic systems (stronger wind shear) with overall less buoyant energy in eastern regions. Plain Language Summary: This study identifies the meteorological conditions associated with strong tornadoes in parts of Canada with brief comparisons to other regions of the World. The main findings suggest that western Canada (Prairies) events are more dominated by the thermodynamic environment compared to eastern Canada that has more wind shear. Western regions tend to have more wind direction changes in the lower atmosphere compared to eastern regions. These differences may partially be due to eastern regions having more events in spring and autumn, where large scale weather systems tend to be more developed but with less thermal instability. All of these results suggest that strong tornadoes can occur in various environments within Canada, particularly similar to the U.S., however, some commonly used tornado forecasting indices may require recalibration to suit western Canadian environments. Key Points: Strong tornado environments in western Canada are more influenced by thermodynamics versus stronger wind shear in eastern CanadaSCP and STP parameters require recalibration for western Canada, likely through wind shear term adjustmentsThe six Canadian regions identified have statistically different strong tornado environments, given the convective parameters used [ABSTRACT FROM AUTHOR]

There is a growing body of research on the disparities, barriers, and inequities experienced by sexual- and gender-minority communities in Canada, particularly in comparison with heterosexual cisgender counterparts. This article examines data from the community-based Canada-wide Sex Now 2018 (in person) and Sex Now 2019 (online) surveys to gauge the mental health, social and community connection, and service needs of young gay, bisexual, transgender, Two-Spirit, and queer (GBT2Q) men and non-binary people. Differences across people of colour, Indigenous, trans, and non-binary sub-populations provide insight for future interventions and targeted programs to support the mental health of GBT2Q young people across Canada. [ABSTRACT FROM AUTHOR]

Resolving urban land claims is an important facet of enacting sovereignty in cities and is occurring in the cities of settler states like Canada, Australia, and New Zealand. The creation of urban reserves is an important means by which First Nations in Canadian cities, especially on the Prairies, are settling outstanding land claims. Findings from interviews with key informants on the urban reserve creation process in Saskatchewan, Canada’s two largest cities, shows urban reserves as liminal spaces in dynamic tension between self-determination, jurisdiction, economic development, and colonial processes of property stipulation, government relations, and approval. This policy area can be enhanced at each stage of the process and offers a pathway toward active treaty relationships in cities. [ABSTRACT FROM AUTHOR]

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This is a consensus-based Canadian guideline whose primary purpose is to standardize and facilitate the management of chronic graft-versus-host disease (cGvHD) across the country. Creating uniform healthcare guidance in Canada is a challenge for a number of reasons including the differences in healthcare authority structure, funding and access to healthcare resources between provinces and territories, as well as the geographic size. These differences can lead to variable and unequal access to effective therapies for GvHD. This document will provide comprehensive and practical guidance that can be applied across Canada by healthcare professionals caring for patients with cGvHD. Hopefully, this guideline, based on input from GvHD treaters across the country, will aid in standardizing cGvHD care and facilitate access to much-needed novel therapies. This consensus paper aims to discuss the optimal approach to the initial assessment of cGvHD, review the severity scoring and global grading system, discuss systemic and topical treatments, as well as supportive therapies, and propose a therapeutic algorithm for frontline and subsequent lines of cGvHD treatment in adults and pediatric patients. Finally, we will make suggestions about the future direction of cGvHD treatment development such as (1) a mode-of-action-based cGvHD drug selection, according to the pathogenesis of cGvHD, (2) a combination strategy with the introduction of newer targeted drugs, (3) a steroid-free regimen, particularly for front line therapy for cGvHD treatment, and (4) a pre-emptive approach which can prevent the progression of cGvHD in high-risk patients destined to develop severe and highly morbid forms of cGvHD. [ABSTRACT FROM AUTHOR]

This paper draws on Bourdieu's concepts of "field," "capital" and "habitus" to examine the learning and enculturation of alumni of a Canadian PhD programme in the discipline of Education. We introduce the concept of "doctoral capital" to help explain how and why some PhD graduates go on to secure faculty positions and others do not. Our research suggests that certain existing and acquired academic practices, attributes, dispositions and behaviours collectively form a type of doctoral capital that alumni can then use in the academic marketplace.