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The University of Manitoba’s science librarians developed a three-credit, second-year course entitled “Information Skills for the Sciences” that was delivered for the first time in the fall of 2020. The culminating project of the course was a scientific poster session where students shared their research project as a poster presentation with their instructors and classmates. Due to the COVID-19 pandemic, the course was moved to online synchronous delivery and all assignments needed to be adapted for the online format. We designed a virtual poster session simulating an in-person event, hosting the poster session on Zoom for a class of twenty students using breakout rooms to separate presentations. Our poster details the methods used to deliver an online in-class poster session in an undergraduate setting with visualizations to illustrate the experience. Despite the conditions of remote learning, the poster presentation session allowed students to engage meaningfully with the research of their classmates demonstrating that an exciting end-of-semester event like an in-person poster session was possible in an online environment. We discuss the challenges we encountered creating the poster session as well as our reflections on what worked and what might be improved in the future.

Despite ongoing relationship building efforts at the community level, Indigenous and immigrant and refugee newcomer communities in Canada continue to experience a fractured relationship characterized by misperceptions, misunderstandings and tension. One of the predominant reasons for this ongoing fractured relationship is the lack of community-driven, decolonial information that each community receives about the other. This project sought to respond to this reality, by exploring the experience of an online relationship building Talking Circle and video-making process, where Indigenous and newcomer youth reflected on their identities as newcomer or Indigenous peoples and the possibilities for transformed relationships between both communities. The video that was created then went on to be shared with Indigenous and newcomer serving organizations within Winnipeg and was posted free online, becoming a potential community-driven, decolonial relationship building resource for community members to access. This project was guided by an Indigenous research paradigm, as well as the visiting way, storytelling and arts-based methodologies. Overall, this project found an imbalance in perceptions between both communities, alongside relationship building possibilities within increasing opportunities for community-driven, decolonial information to be transferred, shared minority experiences and cultural strengths, and the need for both formal and informal relationship building opportunities. Several key implications for social work practice are discussed and recommendations for bridging relations between Indigenous and newcomer communities are proposed.

Un des principaux secteurs frappés par la COVID-19, l'industrie touristique du Québec a fait face à une crise sans précédent. L'absence des croisières internationales pour l'année 2020 et 2021 a particulièrement affecté les villes portuaires du Saint-Laurent et les nombreux acteurs qui bénéficiaient des retombées économiques de cette industrie. Les grossistes en voyage et les organisations issues de secteurs de l'industrie touristique à destination (ex. restauration, hébergement) ne pouvaient plus offrir des prestations aux croisiéristes. La période d'arrêt occasionné par la COVID-19 représente une opportunité de réflexion sur les enjeux de ce secteur touristique avant une reprise des activités en 2022. Ces enjeux se manifestent sur le plan social (ex. qualité de vie des communautés d'accueil), environnemental (ex. influence sur la faune et la flore du Saint-Laurent) et économique (ex. coûts nécessaires pour le développement de cette industrie). L'objectif général de cette recherche consiste à éclairer les acteurs touristiques de la région de Québec et du Saint-Laurent afin de leur permettre de développer un modèle d'affaires facilitant la relance et la durabilité du tourisme de croisière post-COVID-19. Pour y parvenir, 24 personnes, principalement issues d'organisations des croisières internationales du Saint-Laurent, ont participé à des entretiens individuels. Les données de ces entretiens ont été traitées à l'aide d'une démarche de nature qualitative. Les résultats de cette recherche nous ont permis d'identifier les principaux enjeux sous un angle pré et post-pandémique. La grande majorité des représentants, 75 %, affirme que les stratégies de développement des croisières demeurent bénéfiques pour le Québec. Cependant, 83% des représentants soulignent que ces stratégies contribuent ou peuvent contribuer à un phénomène de surfréquentation ou de surtourisme dans certaines zones touristiques du Québec. Les résultats permettent également d'identifier le manque de connaissances des représentants envers les composantes de l'écosystème de l'industrie des croisières internationales du Saint-Laurent. La présentation des résultats sera accompagnée de diagrammes, tableaux ou nuage de mots-clés afin d'illustrer les principaux résultats.

INTRODUCTION: Physical activity (PA) is key to children's health, but nearly half of Canadian children do not meet the recommended levels, which has been exacerbated by the COVID-19 pandemic. Identifying correlates and mechanisms influencing PA can inform public health policies and interventions, especially during health crises. This thesis examined the relationships between parental sociodemographic characteristics, parental concerns, and children's PA, and to determine if parental concerns mediated the relationship between parental sociodemographic characteristics and children's PA during the COVID-19 pandemic. METHODS: The study utilized the 2020 Statistics Canada survey, Impacts of COVID-19 on Canadians - Parenting during the Pandemic, proxy-reported data from 5863 parents of children aged 6-14 years. Multiple logistic regression, Spearman correlations, and mediation analyses were conducted to address the objectives. RESULTS: Of 5863 parents 91.2% were women, 53.4% were working from home, 15.7% were working outside the home, and 30.9% were working both from home and outside the home during the pandemic. Three quarters (74.3%) of the parents had a university education, 91.9% were a non-visible minority, and 89.3% were born in Canada. Almost half (47.7%) of the parents reported concerns for the amount of PA among their children and 46.7% reported that their children engage in low moderate levels of PA. Parents without a university education (OR 1.38, 95% CI 1.18,1.62) and with high concerns for the amount of PA among their children (OR 3.91, 95% CI 3.44, 4.46) were associated with low to moderate PA among their children compared to their university educated and less concerned counterparts. Parental concerns for the amount of PA among their children partially mediated the relationship between parental visible minority status and children’s PA (47%) and the relationship between parental immigration status and children's PA (33%). CONCLUSIONS: Parents, particularly their concerns and education levels, may play an important role in shaping children’s PA. Also, parents and children from marginalized groups including visible minority and immigrants, may require more support and resources to increase their opportunities and access to PA participation. Future intervention strategies for PA promotion efforts should focus on children within these communities as we recover from the pandemic.

L’accessibilité des sites Web des bibliothèques universitaires est devenue de plus en plus importante à mesure que ceux-ci ont occupé davantage de place pour les communautés d’usagères et d’usagers. La pandémie de COVID-19 a permis de comprendre le caractère essentiel de l’accessibilité en ligne, puisque les contacts numériques sont devenus les seuls possibles pendant un temps. Malgré l’instauration de politiques dans les institutions et aux différents paliers de gouvernements, les recherches précédentes démontrent que les lacunes à ce niveau sont grandes. Ce travail, réalisé pendant le premier confinement au Canada, évalue l’accessibilité des sites Web des bibliothèques des 15 universités canadiennes les plus importantes en recherche (U15) grâce à une grille d’évaluation conçue à partir de la revue de littérature. Un système de pointage permet de réaliser que les bibliothèques dont les institutions ont des politiques d’accessibilité en ligne ont des sites Web répondant mieux aux critères d’accessibilité que les autres. Même s’il reste du travail à faire pour effacer les obstacles en ligne, l’augmentation du nombre de politiques institutionnelles à ce sujet semble démontrer que les bibliothèques universitaires sont sur la bonne voie pour améliorer l’accessibilité de leur site Web. Travail réalisé à l’EBSI, Université de Montréal, sous la direction de M. Jean-Sébastien Sauvé dans le cadre du cours SCI6772 - Séminaire : bibliothèques de recherche, à l'hiver 2020.

The devastating COVID-19 pandemic caused by the coronavirus SARS-CoV-2 continues to be prolonged by the ability of the virus to evolve into more transmissible and vaccine-resistant variants of concern (VOC). These fast-evolving VOC demonstrate the need for broad-acting antivirals against coronaviruses. As with several other human-infecting viruses, SARS-CoV-2 initiates attachment to host cells by binding to complex cell-surface carbohydrates known as glycans. These glycans are used by the virus to recognize and concentrate virions on the host cell surface and facilitate binding to less abundant entry receptors, like ACE2 for SARS-CoV-2. Due to most viruses using glycans to initiate infection, we therefore hypothesize that glycans are a worthy target for broad-acting antivirals. While monovalent carbohydrate-protein interactions are weak and have a low affinity, virions exploit multivalent interactions and the attachment of viruses to the cell is relatively strong. Therefore, one strategy in building a broad-based antiviral is to develop multivalent prophylactic antivirals that blocks this initial attachment of SARS-CoV-2 to glycans in the upper respiratory tract by targeting these carbohydrate-protein interactions. This thesis will describe an approach we are developing to synthesize multivalent carbohydrate-based antivirals for SARS-CoV-2 by targeting initial glycan-mediated interactions involved in viral attachment. Four preliminary targets for SARS-CoV-2 have been identified: mannose, galactose, N-acetylneuraminic acid, and gallic acid. These targets are functionalized with linkers bearing an azide functionality to facilitate conjugation to multivalent dendrimers scaffolds comprised of 3-24 alkyne moieties. The azide and alkyne functionalities allow for quick conjugation of the glycan mimetic derivatives through copper-catalyzed azide-alkyne cycloaddition (CuAAC), creating multivalent glycan-based dendrimers. The efficacy of these dendrimers as inhibitors will be tested using a SARS-CoV-2 viral entry assay using A549 epithelial cells with and without overexpression of the ACE2 receptor protein and lentivirus pseudo-typed with spike protein, with viral entry being measured by luciferase reporter activity.

La pandemia en el contexto de una crisis cultural ¿que reto teológico?. Panel"Theology and the global crisis caused by COVID-19": Forum mondial théologie et libération. Evénement sur Zoom, Montréal, Canada

The Covid-19 Pandemic has highlighted how important the healthcare sector is as critical infrastructure. It has also revealed how vulnerable the healthcare critical infrastructure is to malicious cyber operations. The number of cyber operations against the healthcare sector has increased substantially since the onset of the pandemic, seemingly unregulated by international law, particularly jus ad bellum. This paper argues that cyber operations that target or intend to target healthcare critical infrastructure should be treated as a use of force and armed attack because any intentional disruption to business continuity can and will cause physical harm and potential loss of life. Using the 2017 WannaCry Ransomware attack on the United Kingdom as a case study, this paper analyzes four approaches to classifying a cyber operation as a use of force and armed attack. The first approach is the Instrument Based Approach, which emphasizes a textual reading of the United Nations Charter. The second approach is the Strict Liability Approach, which treats all cyber operations against critical infrastructure as an armed attack. Third, the Effects Based Approach endorsed by the Tallinn Manual 2.0 on the International Law Applicable to Cyberspace, which emphasizes the scale and effect of a cyber operation. Fourth, the Cyber Physical System Approach, which emphasizes the intent of the attack. Finding these approaches insufficient, this paper advocates for a Healthcare Based Approach which would consider any cyber operation rising above the level of espionage on healthcare critical infrastructure as an armed attack.

La dernière décennie est caractérisée par l'émergence de plusieurs programmes sportifs visant à former les intervenants sur le développement et le transfert des habiletés de vie. Toutefois, peu de programmes ont misé sur une approche collaborative entre les intervenants pour y arriver, notamment dans le contexte du sport scolaire au secondaire. L'objectif général de la thèse était d'approfondir la compréhension du processus de développement et de transfert des habiletés de vie en sport scolaire du point de vue des chercheurs, des intervenants, des administrateurs et des élèves-athlètes à travers la participation au programme longitudinal Gagnant pour la vie. Ce programme visait à favoriser le développement et le transfert de cinq habiletés de vie, c'est-à-dire la Fixation d'objectifs, la Concentration, les Saines habitudes alimentaires, les Comportements sécuritaires et la Récupération physique et mentale. La thèse est constituée de trois articles scientifiques. L'article 1 a pour objectif d'explorer, à l'aide d'entretiens semi-structurés, l'expérience d'intervenants (c.-à-d. les entraîneurs et les enseignants) et celle d'élèves-athlètes suite à leur première année de participation au programme. Plus précisément, il est question de l'expérience des intervenants dans l'enseignement et le transfert des habiletés de vie ainsi que de l'expérience des élèves-athlètes dans l'apprentissage et le transfert des habiletés de vie. Les résultats indiquent que les intervenants ont facilité le développement et le transfert des habiletés de vie en utilisant différentes stratégies en lien avec le caractère explicite du programme (p. ex. organiser des leçons, utiliser des outils du programme, discuter du transfert). Néanmoins, les expériences des intervenants et des élèves-athlètes suggèrent que certains facteurs ont influencé la capacité à développer avec succès les habiletés de vie et les transférer entre le contexte sportif et scolaire. L'article 2 a pour objectif d'examiner les défis et les succès rencontrés par l'équipe de recherche et les administrateurs dans la mise en œuvre du programme à l'intérieur d'une recherche-action participative longitudinale (c.-à-d. trois ans). La perspective de l'équipe de recherche est issue de discussions et réflexions entre les membres, alors que la perspective des administrateurs est issue d'entretiens semi-structurés. Plus précisément, les perspectives des deux partis sont présentées à travers les cycles de la recherche-action participative (c.-à-d. planifier, agir, observer et réfléchir au changement de pratiques). En ce qui concerne les défis, l'équipe de recherche a soulevé différents facteurs propres au contexte scolaire (p. ex. roulement de personnel, surcharge de travail) et l'arrivée de la pandémie COVID-19. Les administrateurs, quant à eux, ont souligné différents facteurs en lien avec la participation des intervenants (p. ex. manque de temps et manque d'engagement des enseignants). En ce qui concerne les succès, l'équipe de recherche a soulevé différentes initiatives prises sur le terrain dans la mise en œuvre du programme (p. ex. ateliers sur les habiletés de vie, modelage). Les administrateurs, quant à eux, ont mentionné la formule clé en main du programme (c.-à-d. structure, contenu et alignement avec la mission de l'école) et la disponibilité des chercheurs, ce qui a permis un changement progressif des pratiques au fil du temps. L'article 3 a pour objectif d'examiner à l'aide de questionnaires et de façon longitudinale sur trois ans le développement des habiletés de vie des élèves-athlètes à travers leur participation au programme Gagnant pour la vie. Les élèves-athlètes ont rapporté des scores plus élevés pour la sous-échelle de la Fixation d'objectifs entre les temps 1, 2 et 3 ainsi que pour la sous-échelle de la Récupération sociale entre les temps 1 et 2. À l'inverse, les élèves-athlètes ont rapporté des scores plus faibles sur la sous-échelle de la Qualité du sommeil entre les temps 2 et 3. Il y avait également une interaction significative entre l'âge de départ des élèves-athlètes dans le programme et certaines sous-échelles (c.-à-d. sous-échelles de la Fixation d'objectifs, de la Concentration et de la Reconcentration, des Comportements des entraîneurs, de la Qualité du sommeil et de la Récupération sociale). Dans leur ensemble, les résultats de la thèse permettent de faire ressortir des contributions sur le plan conceptuel, méthodologique et pratique qui peuvent être considérées afin d'optimiser les futurs programmes sur les habiletés de vie. The last decade has been characterized by the emergence of several sport-based programs aimed at training stakeholders on the development and transfer of life skills. However, few programs have relied on a collaborative approach between stakeholders to achieve this, particularly in the context of high school sports. The purpose of this thesis was to deepen our understanding of the process of life skill development and transfer in the context of school sports from the perspective of the researchers, stakeholders, administrators, and student-athletes through participation in the longitudinal program Winner for Life. This program promotes the development and transfer of five life skills, namely Goal Setting, Concentration, Healthy Eating Habits, Safety Behavior, as well as Physical and Mental Recovery. The present thesis is composed of three scientific articles. Article 1 explores the experiences of stakeholders (i.e., coaches, teachers) and student-athletes following their first year of participation in the life skills program using semi-structured interviews. More specifically, the experiences of stakeholders in the teaching and transfer of life skills as well as the experiences of student-athletes in the learning and transfer of life skills are discussed. Results suggest that stakeholders facilitated the teaching and transfer of life skills using different strategies in line with the explicit nature of the program (e.g., organizing lessons, using program tools, discussing transfer). Nevertheless, the experiences of stakeholders and student-athletes suggested that certain factors influenced the capacity to successfully develop life skills and transfer them between the school and sport context. Article 2 examines the challenges and successes encountered by the research team and the high school administrators in implementing the life skills program within a longitudinal participatory action research (i.e., three years). The research team's perspective originated from discussions and reflections between members. The administrators' perspective emanated from thematic data analysis following semi-structured interviews. The perceptions of each party are presented through the cycles of participatory action research (i.e., planning for change, implementing and observing change, reflecting on change). In terms of challenges, the research team raised different factors specific to the school context (e.g., staff turnover, work overload) and the onset of the COVID-19 pandemic. The administrators discussed challenges related to program participation (e.g., lack of time, lack of engagement from their teachers). In terms of successes, the research team highlighted on-ground initiatives during programme implementation (e.g., workshops on life skills, modelling). The administrators highlighted successes related to the program's structure, pedagogical content and mission as well as the availability of researchers, which resulted in progressively changing practices over time. Article 3 examines the life skills development of student-athletes throughout their participation in the three-year longitudinal program entitled Winner for Life using questionnaires. Results revealed that student-athletes reported higher scores on the Goal Setting subscale between times 1, 2 and 3, as well as the Social Recovery subscale between times 1 and 2. On the contrary, student-athletes reported lower scores on the Sleep Quality subscale between times 2 and 3. There was also a significant interaction between the starting age of student-athletes in the program and certain subscales (i.e., Goal Setting, Concentration and Reconcentration, Coaches' Safety Behaviors, Sleep Quality and Social Recovery). Considering these results, the conceptual, methodological, and practical contributions of the thesis are discussed to improve the influence of future sport-based life skills programs.

By May 2021, millions of people from around the world had already endured some 15 months of living with COVID-19. Like elsewhere, in Saskatchewan the effects of the pandemic were felt by everyone, everywhere. Friends, family and colleagues talked of amplified levels of anxiety, stress and depression. Some individuals upped their alcohol and drug use to cope with the pressures of isolation. But to what extent did COVID-19 play havoc on Saskatchewan residents’ mental well-being during the pandemic? Staff no