Cattle grazing in riparian zones can have large impacts on vegetation characteristics and avian biodiversity. To assess these impacts in southern Alberta, vegetation and bird surveys were conducted in twelve riparian sites (four each in heavily grazed, moderately grazed, and ungrazed habitats) along the Oldman River. The shrub understory and bird species diversity and abundance declined significantly as grazing intensity increased. Settlement patterns, territory sizes, and food provisioning rates of some bird species were examined to assess the mechanisms behind this reduction. Five out of seven species settled earlier in ungrazed habitats, whereas two species did not show any discernable settlement pattern. The territory sizes of three species examined increased as grazing intensity increased. House wrens (Troglodytes aedon) brought more food and more food biomass to their nests in ungrazed habitats. These results indicate that available food biomass decreased as grazing intensity increased, and is an important factor in population dynamics of some species. / 29 cm.

The school environment is often the focus of healthy eating and physical activity policies intended to address childhood obesity. However, students are usually excluded from the development and implementation of such policies. The purpose of this study was to explore grade nine student perspectives regarding: supports and barriers to healthy eating and physical activity at school; strategies for improving the school nutrition and physical activity environments; and potential student contribution to the development, implementation, and evaluation of school-based policies. A qualitative approach utilizing focus groups and photovoice with 30 students from two schools in southern Alberta was used to collect data. Major themes included: access to healthy food choices; teacher influences; peer influences; access to physical activity opportunities; impact of marketing; and conflicting messages. Students can provide valuable insights to policy development, implementation and evaluation. Implications for future research and policy development are reviewed. / xi, 179 leaves : ill. ; 29 cm

This thesis begins with the premise that in order to be mathematical students must first discover and develop their creativity. Within the context of classroom-based action research, the following questions are examined: What is mathematical creativity? Under what conditions does mathematical creativity flourish? And, how is creativity manifested in young children? To this end, the definition of creativity is expanded to include those daily moments of discovery, where clarity is reached and we say, "Oh! I get it!" It outlines how an inquiry methodology increases creativity and allows students to view mathematics from a place of wonder and excitement. In addition, different language-learning strategies are used to gain insight into how these strategies helped a group of grade three French Immersion students begin to define themselves as mathematically creative. Furthermore, the thesis explores the importance of relationship, relevance and rigour in planning for creativity in mathematics. It explains why a culture of not knowing is crucial to the development of mathematical understanding and confidence in young children and how ambiguity, frustration and perseverance are necessary elements in creative thinking. Also, it considers the importance of second language development and its implications for mathematics. Finally, it suggests creativity in mathematics is possible if students use dialogue and reflection to explain how their thinking is changing, or what new things they are discovering about mathematics. / xii, 117 leaves ; 29 cm

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.