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2025 Pit Lake Monitoring and Research Report (Base Mine Lake Demonstration Summary: 2012-2024) Environmental Protection and Enhancement Act Approval No. 26-03, as amended
No full textFostering Belonging for Autistic Students: A Pilot Study of a Peer-Focused, Neurodiversity-Affirming Educational Program in the Early School Years
No full textBelonging is a fundamental human need and key contributor to quality of life. Autistic children experience social exclusion at school and this negatively impacts their learning and wellbeing. We need to find effective strategies to foster belonging for Autistic children at school while respecting and honouring their innate neurological differences. Neurodiversity-affirming approaches to peer-focused education offer promise. The purpose of this qualitative, Interpretative Description (ID) study was to deliver a brief, neurodiversity-affirming, peer-focused educational program to students in the early school years, and explore the experiences of non-autistic student participants with regards to their perceptions, understanding and acceptance of autistic peers in mainstream classrooms.
Three elementary schools were chosen and one mainstream elementary class from each school received a three-session educational program once a week for three consecutive weeks. Each session included a diversity-themed story, discussion and activity. Data were collected in the form of semi-structured interviews (14 students, 8 staff), student artifacts and a reflexive journal that was maintained by the researcher. Data were analyzed using a Thematic Analysis (TA) approach. Two themes were generated from the data. First, students found new ways of thinking about and being with their Autistic peers, including reframing Autistic ways of being, giving grace/making space and discovering that Autistic people are living lives similar to their own. Charity emerged as a barrier to belonging when service to Autistic peers was conflated with valuing them. Second, students discovered an experience of shared humanity with their Autistic peers and each other, including the realization that we share the same needs and all feel vulnerable. Open conversations and the sharing of stories fostered deeper intimacy in the class that transformed relationships as a whole. This study offers two novel findings. First, a neurodiversity-affirming educational program can have a positive effect on non-autistic students’ relationships with their Autistic peers. Second, rather than focusing on understanding each other’s differences, a program designed to evoke an understanding of our sameness (shared humanity) has potential to support belonging for Autistic students in schools. The findings from this study are considered within the context of existing literature regarding autism awareness and acceptance. The importance of discovering shared humanity as a finding is discussed. I explore what it means to touch the felt sense of belonging and examine how we might move beyond acts of charity towards belonging. As well I consider implications for practice, limitations of the study and directions for further research
Impact of condylar growth direction on Class II Malocclusion Camouflage Management
No full textIntroduction:
Class II malocclusion, often caused by a retrusive lower jaw relative to a normally sized upper jaw, affects roughly 25% of the population. While orthognathic surgery is definitive, many patients prefer non-surgical alternatives. Camouflage treatments, including occlusal repositioning devices, are commonly used in mild to moderate cases. Previous research shows that condylar response might vary between individuals.
Aim:
To assess whether condylar changes may influence patient response to Class II camouflage treatment and serve as a predictor of treatment success.
Methods:
Forty-six orthodontic records, including 3D radiographs from a prior clinical trial, were analyzed. Hard-tissue changes at debond were evaluated using photographs, radiographs, and digital models. A favorable outcome was defined as:
• Class I premolar and canine relationships
• Overjet of 1–3 mm
• ANB reduction ≥1°
• Incisor proclination ≤103°
The angle between the condylar head and the condylar neck was assessed using CBCT images to determine whether differences exist between patients who responded favourably and unfavourably to Class II camouflage. Results:
No significant differences were found in pretreatment records or treatment-related changes between the two groups. Linear and angular measurements failed to predict treatment response.
Conclusion:
This study found no radiographic predictors of favorable outcomes in Class II camouflage treatment while assessing condylar angle changes. Although condylar growth direction remains a potential factor, current methods did not provide reliable, repeatable indicators. Further research is needed to develop individualized tools for assessing condylar growth and optimizing treatment planning
Growing Roots: Cultural Food Insecurity and the Multifunctional Role of Collective Community Gardens of African Immigrants in Alberta, Canada
No full textCommunity gardens have emerged in the literature as transformative spaces where communities develop self-reliant skills and strategies for accessing culturally familiar and healthy foods. However, complex barriers often limit interest and engagement, especially for the marginalized populations such as the Black immigrant communities. This study explores the role of collective community gardens in addressing cultural food insecurity and the general food insecurity in Black immigrant community. Additionally, the study explores the barriers to and facilitators of engagement of African immigrants in collective community gardening. The study adopted a community-based participatory research (CBPR) approach guided by the socio-ecological framework through Afrocentric lens. The socio-ecological framework is a multilevel model that identifies how individual health behaviors and outcomes are shaped by interactions across personal factors to structural influences. The Afrocentric lens, on the other hand, outlines core principles to guide research with African communities: centering African experiences and ways of knowing, collective meaning-making, and highlighting community resilience and agency in knowledge production. The study’s methodological approach was guided by these fundamental principles of Afrocentric scholarship, culminating in an ongoing partnership with Sinkunia Community Development Organization (SCDO), a grassroots organization working with African immigrant households in Edmonton, Alberta. By adopting a CBPR approach informed by the Afrocentric lens, this study was designed to create spaces for meaningful engagement of participants in the co-creation of knowledge and evidence. The study employed a concurrent mixed methods research design to explore the prevalence of general and cultural household food insecurity, and experiences of engagement in collective community gardening. Data collection involved structured surveys (n=119) co-developed and co-administered with our community partner, SCDO to assess the prevalence of general and cultural food insecurity using the Household Food Insecurity Access Scale (HFIAS). In-depth interviews (n=10) and Afrocentric sharing circles (n=2) [with 8 people per circle] were conducted to explore lived experiences and collective meaning making on experiences of cultural food insecurity and engagement in collective community gardening. Participants for the IDIs and Sharing Circles were purposefully recruited through SCDO and the existing connections with African immigrant-serving organizations in Edmonton, Alberta. The survey participants were randomly selected through the existing community networks and from SCDO. The study findings uncovered a high prevalence of general household food insecurity (75.6%) and cultural (80.7%) food insecurity, higher than national average. Participants reported experiencing food insecurity ranging from mild (39.5%) to moderate (26.1%) and severe (10.1%). Using a socio-ecological framework, the study identified multiple intersecting barriers to engagement in collective community gardening: individual (e.g. limited knowledge about gardening, busy schedules, transportation challenges); interpersonal (e.g. lack of ethnic representation in gardens); community (distance to gardens); environmental (e.g. extreme weather); and structural (e.g. high inflation, unemployment, import tariffs, discrimination, and resource precarity). Despite barriers, participants demonstrated commitment in their participation in collective community gardening and in maintaining healthy cultural foodways. Those who accessed collective community gardens reported significant benefits through four key themes: cultivating connections through food production ('seeds of sovereignty'); building intergenerational bridges ('seeds of identity'); growing together across cultures; and embodying health and wellbeing through physical activity and access to healthy food options. Collective community gardens are, therefore, multifunctional spaces for knowledge exchange, building social capital, and cultivating neighborly connections that support wellbeing.
This work contributes to emerging literature on the role of community-driven initiatives addressing cultural food insecurity. The study also explores the prevalence of cultural food insecurity, an area that is often not captured in literature and in national measures of food insecurity. By applying an Afrocentric lens and community-based participatory research approach, this work prioritizes community agency, experiential knowledge, co-creation, and shared meaning making. The findings challenge deficit-based narratives highlighting how African immigrants adapt and transform their environment through collective community gardening despite existing structural barriers. The high interest and engagement in gardening observed suggests potential for expansion of community-driven initiatives to support social and cultural integration of African immigrants in Alberta
Identification of a Small Molecule Inhibitor Targeting T Cell Immunoglobulin and Mucin Domain-containing Protein-3 (TIM-3)
No full textTIM-3 (T cell immunoglobulin and mucin-domain containing-3) is an immune checkpoint receptor and a key negative regulator of immune responses. Its interaction with one of its ligands, known as Galectin-9, results in immune suppression in case of cancer and chronic viral infections; however, during autoimmune diseases, impaired TIM-3 signaling can result in loss of immune tolerance and disease exacerbation. This
makes the TIM-3/Galectin-9 axis an important therapeutic target for immunotherapy. Although various TIM-3 monoclonal antibodies (mAbs) are under clinical trials, they have several limitations. These include high manufacturing costs and reduced tumor penetration capabilities. However, small molecules can serve as an alternative therapeutic option. They may have oral bioavailability, less harmful effects, and are less expensive. Currently, there are no small molecules under clinical trial. The objective of this study was to identify a novel small-molecule inhibitor that can block the binding between TIM-3 and Galectin-9. Virtual screening was conducted on 10,769 compounds to identify potent small-molecule inhibitors. Their solubility was predicted using various computational tools. The solubility was also experimentally
measured in a 0.5% DMSO/PBS buffer, using fluorescence or UV3Vis absorbance-based detection methods. ELISA-based binding and inhibition assays were also conducted. These assays determined the binding affinity between TIM-3 and Galectin-9 and assessed the potential of various small molecules in inhibiting the interaction between Galectin-9 and TIM-3. A total of 5 screened potent compounds were selected for wet-lab experiments. A prominent difference was observed between predicted and experimentally measured solubilities. Galectin-9 showed the strongest binding to TIM-3, and it was
selected for further studies. Three independent inhibition experiments were conducted under identical conditions each performed in triplicate. Despite several attempts and various strategies, including preincubation and co-incubation, the previously reported TIM-3/Galectin-9 inhibitor A-41 consistently failed to demonstrate inhibitory activity. Lactose was used as a positive control. It showed reproducible 40-60% inhibition under static in vitro conditions. These results underscore the importance of combining biochemical validation and solubility profiling when screening small molecule immune checkpoint inhibitors in their early stages of development. Additionally, they highlight the limitations of ELISA as a static assay platform and emphasize the need for kinetic binding or the complementation of cell-based techniques for a more precise assessment of inhibitor efficacy
Sarah A. Lartey - Abstract 75 - Innovate Conference 2025
No full textRacial diversity has increased in many societies worldwide. Patient populations now reflect a range of ethnicities and cultural backgrounds due to immigration, globalization, and changes in the workforce. Promoting equity, diversity, and inclusion (EDI) has become a vital goal for the nursing profession to enhance health equity in the general population. Nursing educational institutions (NEIs) play a crucial role in achieving this objective, given their responsibility in shaping the new generation of professionals
Teaching Gummo: Turning the Abject Horror of Experimental Film Towards a Critical Pedagogy of Whiteness
No full textThis capping paper examines how Harmony Korine’s film, Gummo, may be used to advance discussions of whiteness in the context of antiracist teacher education. Teacher training scholarship recognizes that film and visual media can support antiracist learning, but few sources have explored the pedagogical value of experimental or non-traditional films to this end. Similarly, there is a lack of research in antiracist education that prioritizes an exploration of whiteness. Gummo offers a unique opportunity for this research, as it depicts whiteness, and imagery of white trash, in a relatively neutral lens. Throughout this paper, I engage with Julia Kristeva’s theory of abjection, critical whiteness studies, and white trash scholarship, to develop a critical understanding of Gummo. Ultimately, I propose a series of recommendations for an educator to operationalize Gummo in a preservice teacher context and work towards fostering in their students a critical reflection of whiteness
“The Best School Environment for me”: A Qualitative Exploration of Autistic Student’s Perspectives on Supporting Participation at School
No full textBackground: Current practices in education often struggle to meet all the needs of autistic students and their educators to enable participation of autistic students in mainstream schools. Existing research primarily represents the perspective of non-autistic researchers, clinicians, school administrators and teachers, rather than prioritizing children’s perspectives on what they would find supportive at school. Shifting approaches to capture the perspective of autistic students might be key to advance understanding of how to best support them.
Objectives: This in-depth exploration of the experiences of autistic children at school aimed to: (1) explore autistic students’ perceptions of what constitutes the optimal environment to support their participation at school, and (2) prioritize autistic children’s perspectives and thoughts as central to understanding their experiences. The key research questions that guided the process was: What do autistic children perceive as their optimal school environment? Embedded within this overarching question were three sub-questions: 1. What environmental factors have a positive impact on the autistic child's experience at school? 2. What environmental factors have a negative impact on the autistic child's experience at school? 3. What resources are needed to create the optimal environment for autistic children in the school environment?
Methods: The conceptual framework of relational ethics guided this study as the researcher endeavored to generate data with, not for, autistic students. Within this paradigm, a collective case-study approach was used, with each case anchored by an autistic student. A variety of creative methods were used to help each participant share their thoughts and experiences, including interviews, photo-elicitation, photovoice, beans and pots, and write-draw-tell.\niii Researcher field notes and participant observations were also used as data. In each case, the
researcher attempted to garner experiences of successful and unsuccessful participation experiences in the school environment. Data were analyzed first within and then across cases through an iterative process of reflexive thematic analysis.
Results: Participants included four autistic students (ages 9-11 years; grades 4-6, 75% male; all co-diagnosed with ADHD; 3 with full/shared educational assistant) enrolled in mainstream education (i.e., not segregated or specialized programming beyond IEP). Each participant used spoken language, of varying sophistication, to communicate. Even though we did not use the words belonging or connection during data collection, our participants overwhelmingly emphasized that belonging and connection are necessary for a positive school experience. This overarching theme anchored two themes that reinforced that the ‘best school environment’ was one in which students’ felt that they were accepted for who they are as they are, where they felt seen, heard and valued without judgment, and where they experienced connection with others. Theme 1, Autistic students deserve to feel psychologically safe at school, reflects the importance of their relationship with their teachers, influence of bullying, and support for different ways of learning. Theme 2, Sensory experiences at school impact my ability to engage and participate, reflects the extent to which the physical school environments are overstimulating and benefits of having student-driven (as needed) regulating breaks in calm spaces.
Discussion: We anticipated learning primarily about environmental, academic and/or task adaptations that would help autistic students participate better at school. However, our data suggested that the best school environment for autistic elementary students is one in which they feel a strong sense of belonging and connection with others, including feeling both
iv psychologically and physically safe in the sensory and social environments. Findings can be used
to shift how inclusion is envisioned and enacted in schools
Quality Assurance in Large Language Models
No full textLarge Language Models (LLMs) have demonstrated impressive capabilities across a wide range of tasks in natural language processing (NLP) and software engineering (SE). However, their increasing adoption has raised critical concerns about trustworthiness, including robustness under distribution shifts, vulnerability to hallucinations, and misalignment between confidence and accuracy. These issues are exacerbated by the complex and probabilistic nature of LLMs, which makes it difficult for developers to observe, interpret, and address their failures.
To bridge this gap, this thesis presents a series of tools and frameworks that enable a more transparent and actionable understanding of LLM trustworthiness. Together, these works follow a methodological arc that moves from interactive exploration to internal structure modeling and finally to external behavioral correction.
The first contribution, DeepLens, introduces a human-centered system that supports interactive diagnosis of out-of-distribution (OOD) data in large text corpora. By integrating clustering-based analysis and neuron-level highlighting, {\deeplens} empowers developers to detect, categorize, and interpret OOD issues that threaten model reliability.
Building on this foundation, the second contribution, LUNA, proposes a white-box framework that models LLM behavior using abstract probabilistic structures. By mapping hidden states to interpretable semantic concepts, LUNA enables structured evaluation of trustworthiness dimensions such as hallucination and adversarial robustness, providing insights grounded in both semantic and model-level perspectives.
The final contribution addresses the limitations of white-box methods in black-box scenarios. It introduces a confidence calibration framework that quantifies and corrects model confidence based on semantic-preserving behavioral variations. By leveraging agreement ratios, entropy, and stability features from multiple LLM outputs, this method learns a regression-based correction factor to improve alignment between model confidence and factual correctness, without requiring model internals.
Together, these three works provide a practical toolchain to enhance the transparency and trustworthiness of LLMs, spanning interactive user interfaces, interpretable model-based analysis, and scalable confidence calibration