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[English] CP@clinic has responded and adapted to the COVID-19 pandemic. The program has specific components to facilitate virtual program implementation, which are supported by a SMART database. [Français] PC@clinique répond et s'adapte à la pandémie de COVID-19. Le programme comprend des composants spécifiques pour faciliter la mise en oeuvre du programme virtuel, qui sont soutenus par une base de données INTELLIGENTE.

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.

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

In January of 2022, the self entitled #UnitedWeRoll convoy arrived in Ottawa and other locations around Canada to demonstrate against COVID-19 health measures and protest governments in Canada. While the group originated online, the in-person demonstrators commenced a month-long occupation that impacted international trade, community safety and brought the still raging conversation about COVID-19 even more to the forefront of Canadian society. With online communities being an influential venue for political discussion, it is important to understand the role of social media platforms and how social media content creators contribute to social and political movements on and offline. In this research, I analyze social media content produced by members of the far right on TikTok using the 2022 Canadian anti COVID-19 mandate demonstrations as a case study in order to gain insight into how far right movements in Canada grow and recruit new members to their networks.

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.

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.

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

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.

This report documents my experience of teaching PUB 800 – Text and Context: Publishing in Contemporary Culture at SFU Publishing in the Fall 2020 semester, which was both my first time teaching this course and the first time it had been delivered remotely, owing to the COVID-19 pandemic. It details the work of designing a publishing theory seminar as a non-academic, industry professional, and examines how a course that originated as a primer in Canadian publishing policy has evolved into a seminar course that more broadly interrogates the structure, state, and culture of contemporary publishing. The report reflects on the challenges of structuring the course to adequately cover the necessary material in twelve weeks, and on the limitations of using Canadian book publishing as the course’s primary case study. It also looks at the adaptations made to the course structure and delivery in light of the pandemic.

Canada is a diverse country with 22.3% of Canadians belonging to visible minorities (Wang & Moreau, 2022). Canada’s history has been marked by systemic racism against visible minorities such as Indigenous, Black, and Asian communities. The onset of the COVID-19 pandemic, however, brought racism into stark relief with an increase in the number of hate crimes and hate incidents across Canada. This study examines the reasons behind the prevalence of hate crimes and hate incidents against visible minorities in the province of British Columbia. The study aims to better understand the experiences of racism in the province of British Columbia through focus group discussions involving members of the racialized communities, and also by drawing on evidence derived from secondary sources to understand the reasons behind the issue. Interviews were conducted with key informants belonging to various organizations involved in efforts to combat racism to determine potential gaps in current policies and government initiatives. The compilation and analysis of the data obtained in the study identified several key factors that contribute to the problem of hate crimes and hate incidents. Four policy options comprised of short to long term solutions have been proposed to address the issue of hate crimes and hate incidents.