University Of Manitoba Research Articles

A new design to improve time resolution in a time of flight brain PET using dual layer offset scintillator crystals

In PET systems, the SNR relies on the coincidence time resolution (CTR) of 511 keV photon pairs. This research investigates the impact of reflectors, surface treatments, materials, and scintillation crystal length on the CTR of a brainPET detector using dual-layer offset scintillators (DLOs). This study is based on a brainPET, under development at the University of Manitoba, to propose a new design to achieve an improved CTR. Four different pairs of LYSO crystals with distinct optical compositions, surface treatments, and reflective materials were simulated (using GATEv9.3). Each model comprises two LYSO crystal with dimensions of 3 × 3 × 10 mm3. Considering the initial experimental data from the brainPET lab, simulation results showed that the crystal with a roughened surface and ESR reflector demonstrated 13.6% energy resolution and an average 17.8% improvement in CTR compared to other models. In addition, a more comprehensive model, including a dual-layer offset detector was designed. The bottom and top layers have 25 × 19 and 24 × 18 crystals with thickness of 12 and 8 mm, respectively in the DLO model. The simulation investigation showed that the DLO configuration could enhance the time resolution by 17.5% and the energy resolution by 5.4% which are considerably comparable to the state-of-the-art brainPET systems.

Changing primary care capacity in Canada: protocol for a cross-provincial mixed methods study

IntroductionDespite having more family physicians (FPs) and nurse practitioners (NPs) per capita than ever before in Canada, there is a clear gap between population primary care needs and system capacity....

Dialogues with the Past: A Life in History

This article recounts the author’s career as a public historian, involvement in academic writing, and aspects of his philosophy of history as they pertain to changes and continuities in historical practice and current trends in the field of Canadian history. It follows his path from undergraduate studies at Brandon University, graduate work at the University of Manitoba, and his thirty-five-year career at Parks Canada while based in Winnipeg, Ottawa-Gatineau, Victoria, and Vancouver. Also elaborated are his various activities in heritage conservation and public history, service on boards and committees, and his principal publications, how they came about, and the content of these works. The article credits some of the intellectual influences and historical mentors who helped shape his development as a historian. His early grassroots political activism and community engagement are also touched upon insofar as they influenced his approach to history. Also recounted are some of the challenges he was obliged to overcome in order to become a successful public servant, scholar, and consultant involved in the wider community of history and heritage.

Sacrificial Lambs and Rallying Cries: The Politics of Adult Education at the University of Manitoba, 1907–1949

This article narrates the engagement of the University of Manitoba in two waves of the extension movement that shaped adult education work at universities across North America: one rooted in the delivery of public lectures and another rooted in the “Wisconsin idea” of serving citizens and the state. In contrast to developments at provincial universities to the west and east, extension work at the University of Manitoba was not institutionalized until 1949. The article analyzes the politics of adult education at the University of Manitoba, arguing that extension work was treated at different times as a sacrificial lamb and as a rallying cry by university administrators in relations with the provincial government. It analyzes economic and institutional factors that explain why the politics of adult education were so different in Manitoba than in nearby provinces. It offers insight for those interested in adult education programs delivered through universities beyond Canada.

A27 THE IMPACT OF MICROBIAL-DERIVED METABOLITES ON TYPE III INTERFERON SIGNALING IN INTESTINAL EPITHELIAL CELLS

Abstract Background Interferons (IFNs) are key cytokines that protect mucosal barriers. There are three types – types I, II and III. Unlike types I and II, which are pro-inflammatory, type III interferons (IFN-λs) are highly expressed in the gut and exert beneficial effects such as mucosal healing and dampening inflammation in mouse colitis models. Gut microbes can directly induce IFN-λ expression and prior studies have shown that microbial-derived metabolites can upregulate IFN-λ activity in the lungs. However, much less is known about the role of gut microbial-derived metabolites in the regulation of IFN-λ activity in the gut. Aims We hypothesized that specific gut microbial-derived metabolites upregulate IFN-λ activity in human gut epithelial cells. Methods Caco-2 cells were pre-treated for 2 hours with anaerobic whole microbe secretions (1-10% v/v) and microbial-derived metabolites, including short-chain fatty acids (SCFAs; acetate, butyrate, and propionate), a metabolic intermediate (succinate), and a tryptophan metabolite (kynurenine). Next, cells were treated with or without IFN-λ3 (20-50ng/ml) for 22 hours (n=3 biological repeats). IFN-stimulated genes (ISGs; MX1 and IFIT1) were quantified by RT-qPCR. IFN-λR1 levels were quantified by flow cytometry. Results Out of microbe secretions added from four gut microbes thus far, secretions from one pathobiont inhibited IFN-λ activity. All SCFAs tested had a concentration-dependent inhibitory effect on IFN-λ3 induction of ISGs (MX1 and IFIT1; p<0.05). Succinate and kynurenine did not affect ISG induction by IFN-λ3 at any concentration tested. Only specific metabolites affected surface IFN-λR1 levels on Caco-2 cells. Conclusions Our findings demonstrate that specific microbial-derived metabolites can regulate intestinal IFN-λ immune responses. Contrary to our hypothesis, some metabolites can downregulate IFN-λ activity. Knowledge from this study provides fundamental knowledge about IFN-λ regulation in the human gut with implications for how to promote optimal IFN-λ activity to promote gut health, such as in inflammatory bowel diseases. Funding Agencies Children’s Hospital Research Institute of Manitoba, University of Manitoba

Enhanced crude oil degradation observed in sea ice following bioaugmentation with arctic bacteria.

Enhanced crude oil degradation observed in sea ice following bioaugmentation with arctic bacteria.

Sustainability and Active Transportation at Universities: Case Study of Fort Garry Campus, University of Manitoba in Winnipeg, Canada

Sustainability and Active Transportation at Universities: Case Study of Fort Garry Campus, University of Manitoba in Winnipeg, Canada

CREATING OPPORTUNITIES TO IMPROVE AGE INCLUSIVITY IN HIGHER EDUCATION: AN INNOVATIVE EDUCATION PROGRAM EXAMPLE

Abstract The Centre on Aging at the University of Manitoba (UM) leads the UM Age-friendly University (AFU) Committee and has taken on many initiatives to enhance the age inclusivity of the University, since 2016. In 2021, the Centre held a competition called the Age-friendly University Initiative Fund, which was open to all academic and non-academic units at UM. Funded projects related to campus wayfinding (Architectural & Engineering Services and the Office of Sustainability), inter-generational arts presentations/workshops (School of Art Gallery), technology training (Alumni Relations), and the development of a micro-certificate on Facilitating Older Adult Learning (FOAL; Faculty of Extended Education). This presentation will provide an overview of the Age-friendly University Initiative Fund and its collaborative process of working with funded projects, as well as provide specific details on the development and implementation of the micro-certificate. The FOAL micro-certificate provides a professional development opportunity to take three modules online: older adult development, universal design for learning, and using technology for teaching and learning with older adults. In total there are 36 contact hours for this credential that can be completed in a flexible fashion. The goal of the micro-certificate is to enable individuals to work more effectively with older adults to support their learning, across a broad range of learning environments (e.g., lifelong learning programs, senior centers, health care and therapy settings). Cross-unit collaboration is critical for the effective development and implementation of initiatives to improve age inclusivity across multiple domains such as those described in this presentation.

EXPERIENCES OF SENIOR SCHOLARS AND PROFESSORS EMERITI AT THE UNIVERSITY OF MANITOBA: ONLINE SURVEY FINDINGS

Abstract Universities are unique in providing specific positions for retired academics to continue to work without pay. At the University of Manitoba (UM) in Winnipeg, Canada, there are two types of retiree positions: Senior Scholar (term) or Professor Emerita/Emeritus (lifetime/honorary). These positions allow retirees to engage in activities like supervising graduate students and conducting research. Supports (e.g., office or lab space) may be provided. However, anecdotal information and faculty consultations have suggested that new policies/procedures and initiatives may be needed to enhance their experiences and overall benefits for the university. An exploratory, online survey designed by age-friendly university committee members was completed by 78 current and past Senior Scholars and Professors Emeriti. Results revealed the many activities engaged in (most commonly reported: 78.7% writing, 70.7% research) as well as challenges experienced (e.g., parking, transitions resulting in temporary losses of email or other computer-related resources). While most (83.8%) indicated that they felt connected to the University, others indicated that they felt cut-off. Some also expressed the sentiment that “…the university/faculty does not initiate action to take advantage of my wisdom, experience and talents.” Respondents further indicated their acceptance of several possible recommendations for improvements for individuals in their positions, with the most popular being a website to highlight their work and accomplishments. Given the many benefits that they see for themselves and the University based, on their continued efforts in their retiree roles, changes are imperative to improve the age inclusivity for individuals at this career stage at UM.

EXPERIENCES OF SENIOR SCHOLARS AND PROFESSORS EMERITI: FOCUS GROUP RESULTS

Abstract In this study we were interested in learning about the experiences of Senior Scholars and Professors Emeriti at the University of Manitoba (UM), as part of a larger age-friendly university project on these term and lifetime positions for retired academics. Focus groups were held online with 11 women and men. The interview guide, developed based on earlier findings from a survey of a larger group of individuals in these same positions, included questions on their reasons for attaining the positions, benefits, challenges, and processes. Six themes were identified from the data collected: 1) commitment, 2) connection/access, 3) variability, 4) overlooked, 5) clarity (lack of) and 6) opportunity. 1) Participants indicated they are committed to their departments and colleagues locally, nationally and internationally. 2) Connections to colleagues and resources are important and appreciated (e.g., email, computer technical support, office and lab space). 3) Despite being at the same university, experiences were not consistent in how they acquired and subsequently renewed positions. 4) While there were many positive experiences shared, some respondents expressed disappointment, concern, anger and even fear, as well as having a sense of not being supported or even ignored. 5) There is an apparent misunderstanding of the designations, access to resources, and resulting expectations and roles. 6) Finally, all were positive about the opportunities to make changes to: nurture a sense of belonging of Senior Scholars and Professors Emeriti; acknowledge their efforts and achievements; create opportunities for increased participation; and ultimately foster a model workplace for retired academics.

BUILDING MORE AGE-INCLUSIVE CAMPUSES BY ENGAGING WITH RETIRED FACULTY

Abstract Identified in the Age-Friendly University (AFU) principles and in the Age Inclusivity Domains in Higher Education model, initiatives that support the campus retired and emeriti community are important elements to promoting age inclusivity and intergenerational connection. Such initiatives may be found in a myriad of forms and may include campus-specific efforts as well as organizational efforts. This symposium features campus leaders representing institutional partners of the Age-Friendly University global network who will discuss their recent efforts to understand the needs of and to engage with retired and emeriti faculty. June, Andreoletti, and Swanson (Central Connecticut State University) describe findings from an initial survey of retired and emeriti faculty that sought to understand their desire to remain engaged in intergenerational teaching, research, and service at the university. Similarly, Porter (University of Manitoba) and colleagues conducted an exploratory study at their university regarding retired academics who have specific positions as Senior Scholars and Professors Emeriti, with the goal to enhance their experiences and overall benefits for the university. Gautam (UMass Lowell) discuss their campus journey in engaging emeriti professors over the past several years and present student feedback from an “intergenerational team talk” activity which engages a retired professor and students in a Gerontology course. Finally, Montepare (Lasell University) reports on data collected from the American Psychological Association’s late career stage/retired faculty and addresses how professional organizations could support age-inclusive campus practices with more age-inclusive member practices. Cicero (University of Southern California) will share insights and pose future directions as the discussant.

AGE INCLUSIVITY DOMAINS OF HIGHER EDUCATION (AIDHE): A MODEL TO SUPPORT AGE-DIVERSE STUDENTS, FACULTY, AND STAFF

Abstract The Age Inclusivity Domains of Higher Education (AIDHE) model (adopted in 2023 by GSA and its Academy for Gerontology in Higher Education) offers a guiding framework for how institutions of higher education can assess age-inclusive practices that impact students, faculty, and staff across seven domains of institutional function. In this symposium, presenters describe campus practices in three high-need, high impact domains: Teaching and Learning, Personnel, and Student Affairs. To begin, Bowen and colleagues (UMass Boston/Lasell University) will describe the AIDHE model and research using the Age-Friendly Inventory and Campus Climate Survey (ICCS) which identified challenges within each domain along with evidence-based transformative and actionable strategic approaches. Reflecting the domain of Teaching and Learning, Porter (University of Manitoba) will describe a new micro-certificate program, Facilitating Older Adult Learning, that provides educators with pedagogical design tools to select and evaluate appropriate learning strategies for supporting effective older adult learning. Reflecting the domain of Student Affairs, Galucia and Morrow-Howell (Washington University in St. Louis) then will describe their research with admissions, career services, and DEI staff about how to best support non-traditional aged students. They will also discuss Next Move, a program for graduate students returning to school after substantial work and life experiences. Reflecting the domain of Personnel, Kaskie (University of Iowa) will discuss the aging professorate and how institutions can modify human resource policies and programs to provide more opportunities for aging faculty and staff to remain healthy and productive. Halvorsen (Boston College) will serve as discussant. Age Inclusivity in Higher Education Interest Group Sponsored Symposium

A Qualitative Analysis of Student Perspectives of Their Post-secondary Nutrition and Dietetics Program, Courses, and Instructors: Applying a Critical Pedagogies Perspective

Postsecondary dietetics education is in a time of transition in Canada and specifically in Manitoba. We sought to qualitatively investigate this cohort’s perspectives on the University of Manitoba’s dietetics program. In 2020/21, interviews were conducted with undergraduate dietetics students as well as dietetics interns and graduate students who had recently completed the undergraduate dietetics program. We recruited 25 participants, all of whom self-identified as female, with 60% identifying as white, with an average age of 25 years old. Informed by critical pedagogy, our analysis yielded four themes: motivations for studying dietetics; learning outside the classroom; development of critical awareness; and uncertain career futures and training improvements. Social media featured in each of the themes, particularly in how it exposed participants to various social justice movements. While students acknowledged developing more critical awareness in their programs, they nonetheless felt a disconnect between what they perceived they needed to learn and what was taught. Participants also described uncertainty associated with the future directions of their program or career. Analysis of their perspectives reveal ways dietetics and dietetics education could further incorporate critical pedagogies that highlight social justice issues, enhancing the field’s potential to contribute to public health and health promotion. In this time of transition for dietetics education in Manitoba, drawing inspiration from perspectives of this cohort, there is an opportunity for dietetics and pedagogy to evolve. There is also potential to apply critical pedagogy to analyze trainee perspectives of other health professional education and training programs.

Energy management in pump-controlled actuators

Pump-controlled actuators, or more generically, hydrostatic actuators, have the significant advantage of not relying on valves to control the cylinders. This results in much better energy usage compared to traditional valve-controlled systems. However, it is possible to further increase energy efficiency by storing load energy in motoring quadrants and subsequently releasing the stored energy back into the circuit or making it available for other applications. Much work is needed to practically study energy storage in hydrostatic actuators. In this note, we review the two basic ways hydraulic energy can be saved in circuits using accumulators, emphasizing their advantages and drawbacks. The review is followed by a brief description of the current research being carried out at the University of Manitoba in Canada. We aim to show that research in this field is promising and demonstrates that hydraulic power transmission can not only be made efficient but also be used to regenerate load energy that would otherwise go to waste.

05 The experience of youth on the waitlist for gender-affirming care in Manitoba

Abstract Background Waitlist times are often two years for youth to be seen for initial assessment for gender-affirming hormone therapy in Manitoba, Canada. It is well known that transgender youth awaiting hormone therapy have high rates of mental health challenges, including depression, anxiety, and suicidal ideation. Accessing care that is affirming and supportive, including primary care and counselling, can also be a challenge. Objectives The purpose of this study was to understand the experiences of youth and their caregivers on the waitlist for the Winnipeg, Manitoba-based Gender Diversity Affirmation and Action for Youth (GDAAY) clinic, the provincial transgender health clinic. Specifically, we were interested in what community based resources youth were accessing, mental health impacts, and suggestions for improvements. Design/Methods Qualitative, semi-structured interviews were conducted. Youth aged 14-17 years on the waitlist for 12-24 months for gender-affirming hormone therapy assessment and their caregivers were recruited. Separate interviews were conducted for youth and their caregivers. All interviews were virtual, recorded, and transcribed prior to thematic analysis. Results Youth (n=8) and caregivers (n=9) described barriers to supported transition. The first theme, “In a Black Hole” describes frustration and disappointment with the lack of regular ongoing communications from GDAAY. It also extends to the mental health challenges faced by youth and caregivers alike. Anxiety and self-harm were consistently described, with caregivers volunteering more information on self-harm and suicidality than youth. Youth described dysphoria and two youth found alternative providers for hormone therapy while on the waitlist. Our second theme, “Structural Transphobia”, describes the attitudinal, technological, physical, and architectural barriers faced by the participants. For example, one caregiver described a hospital admission for suicide attempt during which the hospital bracelet displayed the wrong gender, the wrong name, contributing to frequent mis-gendering. Frustration with the inability to change the name and gender marker in provincial charting systems was similarly of concern. Our final theme, “Manitoba: An Information Desert” describes the systemic barriers faced including lack of knowledgeable providers and reliable information within the province. Youth and caregivers described concerns with identifying primary care and councilors that understood challenges specific to transgender youth. Conclusion Although delays in gender-affirming therapy were noted, youth socially transitioned and accessed existing resources. However, mental health concerns persisted and participants felt frustrated and unsupported during their extensive wait times. Improved experiences may be achieved by additional communication from the clinic, hands-on assistance with accessing relevant resources, and an improved online presence. Potential competing interests Funding was obtained by a resident research small grant from the University of Manitoba. A similar abstract was submitted to CPEG but it focuses on a new intervention of a phone call from social work when a youth is added to the waitlist.

Bones at Home

Remote teaching during the COVID-19 pandemic led to a range of pedagogical challenges for anthropology laboratory courses. In biological anthropology courses such as Human Osteology, hands-on experience is essential to achieving learning outcomes, including basic bone and feature (i.e., landmark) identification, identification from fragmentary remains, and age and sex estimation. To address the need for training that includes object-based, tactile (haptic) learning in fields such as biological anthropology and archaeology, all Human Osteology students at Mount Royal University and the University of Manitoba took home plastic model skeletons. The purpose of this study was to evaluate how well remotely educated undergraduates (REUs) met human osteology learning objectives when supported by plastic model skeletons at home. We present the results of a survey designed to test core osteological skills obtained by REUs in comparison with undergraduates educated with in-person laboratory components (IPUs) and experts in the field (zero to four and five or more years of experience). REU scores did not differ significantly from those of IPU or Junior Experts with less than five years of experience. Students performed well in bone identification but were limited in their ability to apply common sex and age estimation methods and to identify incomplete elements. Our findings reinforce the importance of haptic learning and years of experience in human osteological learning. They support the use of take-home models as valuable resources in both remote and in-person undergraduate teaching. This work is a step toward more inclusive universal instructional design that can be applied across various anthropology laboratory courses.

Robert (Bob) Anthony Altemeyer (1940-2024).

Robert (Bob) Anthony Altemeyer (June 6, 1940-February 7, 2024) was an influential social psychologist who also shaped personality and political psychology. Born in St. Louis, Missouri, Bob was educated at Yale (undergraduate) and Carnegie-Mellon (graduate). Following a 2-year stint at Doane College in Nebraska, he established his career at the University of Manitoba (Winnipeg, Canada) from 1968 to 2008. In 1986, Bob was awarded the prestigious American Association for the Advancement of Science Prize for Behavioral Science Research, largely for his development of the right-wing authoritarianism (RWA) construct. Whereas the authoritarian personality construct developed by Adorno and colleagues in the 1950s was rooted in psychodynamics, Bob drew on social learning principles and conceptualized authoritarianism as both an attitudinal orientation and trait. Not all of Bob's ideas held true, such as the social learning underpinnings that he proposed for RWA. But true to his inquisitive nature, he wrote that he would be excited to learn of RWA's strong heritable components if uncovered (as they later were). An anticonformist to the core, Bob published almost exclusively in books despite the field prioritizing journal articles, typically as sole author and working with few collaborators, and writing about complex ideas with rather informal and unconventional language. His legacy is proof that fighting the odds and remaining authentic, rather than chasing conventions and norms, can leave an indelible mark on science. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Evelyn J Hinz (ed): Diet and Discourse: Eating, Drinking and Literature

Evelyn J Hinz (ed): Diet and Discourse: Eating, Drinking and Literature, being issue 24/3-4 (summer/fall, 1991) of Mosaic (a journal for the inter-disciplinary study of literature): University of Manitoba, Winnipeg, 1991: 278 pp, no index, bibliographical references attached to each essay, no information about the cost of back numbers (which this presumably now is), but write to Business Office, MOSAIC, 208 Tier Building, University of Manitoba, Winnipeg MB, Canada R3T 2N2.

SCSHM benchmark study on bridge in-service structural monitoring

The mission of the Society of Civil Structural Health Monitoring (SCSHM, previously known as ISHMII) is to advance the understanding and application of structural monitoring methodologies for the management of civil infrastructure systems. To enable comparative and contrasting studies of various monitoring issues and technologies, the SCSHM Committee on Data-Enhanced Infrastructures Management (DEIMC) identified the need for benchmark problems in the areas of bridge and building structural monitoring. This article reports and briefly discusses the first benchmark study on in-service structural monitoring of bridges that was developed in collaboration with the University of Manitoba, and presents the structure details, study goals, data made available to the engineering community, and other relevant details. This paper has been submitted to the JCSHM as the outcome of the work of the DEIMC Committee of the SCSHM. However, since JCSHM does not publish at present papers without original experimental and or field monitoring components, data from this work cannot be used for publications in JCSHM.

ECR Spotlight – Jess MacPherson

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Jess MacPherson is an author on ‘ Absence of a functional gut microbiome impairs host amino acid metabolism in the Pacific spiny dogfish (Squalus suckleyi)’, published in JEB. Jess conducted the research described in this article while an undergraduate student in Dr Gary Anderson's lab at University of Manitoba, Canada. She is now a PhD candidate in the lab of Dr Carol Bucking at York University, Canada, investigating the role of host-associated microbiomes in the physiology of fish and invertebrates.