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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.

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.

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.

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

When Dr. Harold Riemer, Professor and Dean with the Faculty of Kinesiology and Health Studies (KHS), was looking at what the upcoming semesters in KHS would look like, he knew that he wanted to find a way to offer a classroom experience to students, while adhering to all COVID-19 restrictions. The faculty worked together and came up with creative solutions to have small, in-person classes in addition to an extensive amount of remote courses. Staff no

Introduction Food allergy affects approximately 7.0% of children worldwide. Children spend most of their waking hours at school, yet, teachers, who have the majority of contact with children during all school day, have variable food allergy-related knowledge. Objective We aimed to identify how Winnipeg-based elementary school teachers manage food allergic reactions in their classrooms and schools. Methods Winnipeg-based public and private school teachers who taught Kindergarten to Grade 6 were recruited via social media and word-of-mouth, and were interviewed virtually consent. Interviews were recorded and transcribed verbatim. The study followed a pragmatic framework. Data were analysed via thematic analysis. Member checking was done to enhance study rigour. Results We interviewed 16 teachers, who taught primarily public school and between Kindergarten Grade 3. The manuscript presents four identified themes. Theme 1 (“Each classroom is a case-by-case basis”) describes the minimal standardization and inconsistent policies and education between and within schools. Theme 2 (Food allergy-related knowledge, experience and supports shape teachers’ confidence) reflected teachers’ variable confidence/perceived food allergy knowledge. Theme 3 (Food allergy could be a more prominent conversation for teachers to “debunk the myths”) captured the lack of standardized food allergy education for teachers. Theme 4 (Communication between all parties is essential) described how teachers’ reliance on school staff, families and students to effectively communicate. The published paper presents two identified themes. Theme 1 (COVID-19 restrictions made mealtimes more manageable) depicted how pandemic-related restrictions, such as enhanced cleaning, handwashing, and emphasis on no food sharing, were deemed positively influencing food allergy management. Theme 2 (Food allergy management was indirectly adapted to fit changing COVID-19 restrictions) captured how food allergy management had to be adapted to pandemic restrictions. Teachers also had less nursing supports and virtual training. Conclusions Teachers’ food allergy management was informed by their knowledge and lived experience, guided by school policies, and students’ needs. Continuation of pandemic-related restrictions may enhance food allergy management in the classroom. Teachers unanimously wanted further food allergy education and training, and resources to improve communication gaps and language barriers. More training throughout the school year and multimedia resources may be beneficial.

La situation de pandémie COVID-19 et les mesures sanitaires qui en découlent ont grandement affecté la population québécoise depuis mars 2020. Plusieurs sphères de la vie des Québécois ont été bouleversées, incluant leurs habitudes alimentaires. Plusieurs études ont évalué les impacts à court terme, soit pendant la première période de confinement, de la pandémie COVID-19 sur l'alimentation. Généralement, une amélioration de la qualité alimentaire semble être observée par la majorité des études. Toutefois, les impacts à plus long terme de la pandémie sur l'alimentation sont peu étudiés. De plus, les seules études disponibles sur le sujet fournissent des données limitées par le fait qu'elles ont été obtenues de manière rétrospective et qu'elles sont basées sur des perceptions de changement. Il s'avère essentiel de documenter les impacts à plus long terme de la pandémie afin de mieux comprendre et de mieux agir sur les comportements individuels, sociaux et environnementaux qui influencent les choix alimentaires de la population dans ce contexte sanitaire inédit et dans de futurs contextes similaires. L'objectif de ce projet de maitrise est d'évaluer les impacts de la pandémie COVID-19 et des mesures sanitaires qui y en découlent sur les habitudes alimentaires au Québec. Plus spécifiquement, nous documenterons les changements dans la qualité de l'alimentation telle que mesurée par le Healthy Eating Food Index (HEFI)-2019 dans un échantillon de plus de 4000 Québécois participant au projet NutriQuébec entre juin 2019 et février 2022. Les changements dans la consommation de certaines catégories d'aliments comme les légumes et fruits, les produits à grains entiers, et les aliments ne faisant pas partie des catégories recommandées dans le Guide alimentaire canadien 2019 seront également documentés. Les résultats montrent que dans cette population, le score HEFI-2019 moyen avant la pandémie, c'est-à-dire avant le 12 mars 2020, était de 48,3 (IC (intervalle de confiance) à 95% 46,8 à 49,8) sur un maximum de 80 points. Le score HEFI-2019 moyen est resté inchangé durant la première année de la pandémie (mars 2020 à février 2021), mais a diminué de 1,4 point (IC à 95% -2,4 à -0,4) au cours de la deuxième année de la pandémie (mars 2021 à février 2022). La légère diminution du score HEFI-2019 au cours de la deuxième année de la pandémie a été observée en raison des changements dans les scores des composantes des légumes et fruits (-0,5 point; IC 95% -1,0 à -0,1), des aliments protéinés (-0,1 point; IC 95% -0,2 à -0,0) et du sodium (-0,3 point; IC 95% -0,6 à 0,0). Malgré une faible diminution de la qualité alimentaire, la pandémie COVID-19 apparait comme un nouvel obstacle à une saine alimentation. The COVID-19 pandemic situation and the resulting health measures have greatly affected the Quebec population since March 2020. Several spheres of Quebecers' lives have been turned upside down, including their eating habits. Several studies have evaluated the short-term impacts of the COVID-19 pandemic on diet during the first lockdown period. Generally, an improvement in food quality seems to be observed by many studies. However, the longer-term impacts of the pandemic on diet quality are poorly studied. In addition, the few studies available on the topic provide data that are limited by the fact that they were obtained in a cross-sectional, retrospective design and based on perceptions of change. It is essential to document the longer-term impacts of the pandemic to better understand and act on the individual, social and environmental behaviours that influence people's food choices in this unprecedented health context. The objective of this master's project was to evaluate the impacts of the COVID-19 pandemic and the resulting health measures on eating habits in the province of Quebec. More specifically, we will document changes in diet quality as measured by the Healthy Eating Food Index (HEFI)-2019 in a sample of over 4000 Quebecers participating in the NutriQuébec project between June 2019 and February 2022. Changes in the consumption of certain food categories such as vegetables and fruits, whole grain products, and foods not included in the categories recommended in Canada's Food Guide 2019 will also be documented. In this population, the mean HEFI-2019 score before the pandemic (before March 12, 2020) was 48.3 (95% CI 46.8 to 49.8) out of a maximum of 80 points. The mean HEFI-2019 score remained unchanged during the first year of the pandemic (March 2020 to February 2021), but decreased by 1.4 points (95% CI -2.4 to -0.4) during the second year of the pandemic (March 2021 to February 2022). The slight decrease in HEFI-2019 score during the second year of the pandemic was mainly due to changes in the component scores for vegetables and fruits (-0.5 points, 95% CI -1.0 to -0.1), protein foods (-0.1 points, 95% CI -0.2 to -0.0), and sodium (-0.3 points, 95% CI -0.6 to 0.0). Despite a small decrease in food quality, the COVID-19 pandemic appears to be a new barrier to healthy eating.

Thesis submitted in partial fulfillment of the requirements for the degree of Honour’s Psychology, B.A.