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Of all the information concerning a person, none is more evident than that which identifies and distinguishes the person from others. In contrast, information revealing abilities and deficiencies is usually secret, and that which would define future susceptibilities to disease even more so. Yet, none of the information we know about a person is more revealing than genetic data. This data provides real hope for the treatment and prevention of genetic diseases as well as of late onset diseases. However, in the context of communication of personal data, genetic information might be transferred without the knowledge of those most concerned and most likely to benefit from the knowledge of genetic data. On the other hand, third parties might use this information for their personal decision-making. For these reasons, actual criteria of access and communication of genetic data need to be rethought. Indeed, in order to protect the person concerned, more consideration should be given to the nature of the information rather than to the person keeping the information. Under this approach, the type of information will determine the degree of protection required and genetic data will be under the control of those most intimately concerned.

“An Icelandic Driver” is the first English translation of the short story (or novella) “Íslenzkur ökumaður” by the Icelandic-Canadian writer Jóhann Magnús Bjarnason. The story, first published in 1910, offers a unique point of view on turn-of-the-century Halifax, Nova Scotia. While most texts by Icelandic immigrant authors narrowly focus on the experience of their compatriots in isolated rural settlements, this story provides a much richer and more complex portrayal of urban—rather than rural—life. It is inhabited by various immigrants, foreigners, and outsiders, who shape the protagonist’s understanding of his new home. While this portrayal allows for a much more nuanced view, it also reveals a rigid immigrant hierarchy, xenophobia, and antisemitism—all omnipresent and to a large extent internalized by the protagonist.

Keywords: translation, Icelandic-Canadian literature, J. M. Bjarnason, antisemitism, immigration, Nova Scotia

The Ontario Human Rights Commission's 2022 Right to Read report called for significant shifts in how reading is taught, emphasizing systematic, explicit instruction in foundational skills alongside meaning-focused objectives. The Commission's call to action has reverberated across Canada, prompting provinces and territories to reconsider curriculum, assessment, and teacher preparation. This paper surveys the recent history and current status of reading reforms in Canada, asking: How have curriculum, pedagogy, and assessment changed? Who are the key drivers, and what challenges remain? We analyzed governmental reports, policy documents, and personal communication with educational leaders to craft profiles of each province and territory. Findings suggest that while reforms are underway in many jurisdictions, implementation varies depending on resources, professional learning infrastructure, and political culture. We argue that sustainable change requires enhancing teacher knowledge, affirming professional autonomy, and integrating culturally responsive and equity-oriented approaches with structured and systematic instruction. Ultimately, Canada’s unique policy context presents both challenges and opportunities for literacy education that ensures all children's right to learn to read.

Keywords: Right to Read, Curriculum, Assesssment, Preservice Teacher Education