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There has been much international concern about the present and future status of school physical education. Recent research has employed surveys or case studies to examine the status of physical education but there is a dearth of in-depth physical education curriculum document analysis. The aim of this study is to contribute to the international discussion about physical education curricula by expanding upon previous interpretations of Canada's physical education curricula and addressing additional aspects that may have been overlooked. Results of an analysis of Canada's 10 provincial physical education curricula reveal trends and themes related to instructional time allocations, curricular aim statements, curricular organizing categories and learning outcome statements. While the stated aim of physical education curricula in Canada is focused on healthy, active living, there is evidence that the specific content of the learning outcome statements are more focused on movement skills, games and sport technique. This contradiction sparks further discussion about the philosophical and theoretical underpinnings of physical education curricula and the importance of understanding what has, is, and perhaps should be influencing decisions about curriculum development throughout the world.

A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship. About Memorial University’s Faculty of Education Writing Group In 2009, a group of members from a Faculty of Education began meeting to share their writing and discuss the writing process. We meet regularly and each member takes a turn hosting the meeting. There are no strict deadlines and action items for the meetings; instead, each member takes a turn checking in with the group and asking for feedback or advice on their writing. It is a relaxed and open setting where networking and socializing are as welcome as producing results. The group deliberately set forth to create an environment of non-criticism—we can give feedback but not criticism and we agree to promote support, rather than competition. Through this process, the writing group has served to foster a sense of belonging.

Canada legalized nonmedical cannabis in October 2018, but significant variations in municipal regulations exist. This study explored the variations that exist and pondered their potential public health consequences. A comparative analysis was completed on the regulations and guidelines that addressed retailers' location and public consumption in the municipalities of Alberta, Ontario, and Québec. Municipal regulations that addressed the location of retailers were more numerous and extensive in Alberta and Ontario (in the context of provincial private retail models) than in Québec (government-based model). Municipalities in Alberta added more restrictions to public consumption laws as compared to municipalities in Ontario and in Québec. These additions were made to Alberta's and Ontario's provincial-level smoking and vaping bans which used tobacco-inspired frameworks, and to Québec's ban on smoking and vaping in all public spaces. The comparative analysis showed the importance of considering municipal cannabis regulations when studying the impact of legalization, given the significant variations that exist. Policy makers should be made aware of these variations in the regulation of cannabis in order to limit health harms and further social inequalities.