River regulation imposes direct changes on flow and sediment delivery, producing a suite of downstream responses in channel morphology. On the Peace River in northern British Columbia and Alberta, the W.A.C. Bennett hydroelectric dam has reduced peak flows while leaving sediment load effectively unchanged. My research aims to identify systematic, regulation-induced patterns of channel gradation in the mainstem Peace and its tributaries below the dam. The significance of regulation within the natural variability of basin hydrology is assessed by comparing actual regulated river flows to simulated flows based on reservoir level fluctuations. Mainstem bed elevation changes are assessed from repeatedly surveyed cross-sections and specific gauge records, supplemented by analysis of channel planform change. Results show degradation to be minimal, due to the naturally armoured gravel bed and elimination of competent flows. The predominant pattern in the upper regulated reaches is one of aggradation below tributary confluences and other sediment sources. In the long term, the Peace River may be raising its proximal bed to compensate for a loss of sediment transport capacity since regulation. Backchannel abandonment and other planform changes appear to be occurring more slowly, and may be less important to river slope adjustment. Data from the lower river are few and inconclusive. Tributary gradation was investigated by means of air photo, field surveys and dendrochronology of young floodplains. These methods reveal a range of responses to regulation, including degradation, aggradation and no apparent change. Degradation due to reduced tributary base level appears to attenuate downstream as the Peace River flood is restored by unregulated tributary flows, though this trend is complicated by other factors such as tributary sediment supply, flood timing between tributary and mainstem, and ice activity. Aggradation due to tributary fan growth may mitigate degradation; it is a less prominent response, though it appears to predominate in the lower Smoky River. Regulation is a secondary effect in the tributaries, and its influence on gradation has been limited. On the mainstem, however, it is a primary change, and the resulting channel gradation will take a long time to complete.

This study examines and compares two well-established private universities in their provincial environments: Trinity Western University (TWU) in British Columbia, and Augustana University College (AUC) in Alberta. Three questions were addressed. First, what were the conditions that enabled TWU and AUC to take root and flourish in their environments? Second, in what way and to what extent are TWU and AUC "private"? Third, how have TWU and AUC survived in their public environments on issues related to achieving degree-granting status, quality control, academic standards and public acceptance? The main finding to the first question is that both universities were established by the faith, perseverance and volunteer action of supporting memberships whose philosophy and beliefs were mainly incongruent with those of the public environment. Both universities were given recognition by politically conservative governments whose ideology extolled the virtues of private initiative. The main finding to the second question is that both universities were not "private" to nearly the same degree. While both universities are recognized for their academic quality by the postsecondary environment, TWU exhibits characteristics that are more distinctive and incongruent with the public environment in its faith-affirming beliefs, governance, financing, missions, academic frameworks, faculty, students and ethical standards. AUC, on the other hand, is far more "public-like" in these aspects, and is formally accountable to and part of the postsecondary education system of Alberta. The conclusion to the third finding is that TWU has depended on maintaining its distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its environment in order to remain viable. AUC, by contrast, has depended on relinquishing much of its distinctiveness and autonomy in order to receive provincial support and recognition. These two cases illustrate that the idea of "private" as opposed to "public" universities should be viewed as a matter of degree rather than in absolute opposite terms.

Though the economic literature generally agrees on the positive labour supply effects of welfare reforms in the 1990s; there have been few studies that evaluate how these reforms might have affected employment outcomes of former and potential welfare recipients. This study fills this gap by using the 1993 Alberta welfare reform as a natural experiment. The 1993 and 1994 data from Survey of Labour and Income Dynamics show that welfare recipients and single mothers in Alberta were more likely to participate in the labour force and worked full-time for employers with multiple offices across Canada. Moreover, single mothers received lower wage rates if their employment started after the reform. After controlling for individual heterogeneity; however, single mothers were found to receive higher wage rates and less likely to work full-time. These findings suggest unobservable characteristics are also significant in determining employment outcomes of those affected by welfare reforms.

Stocking trout to create successful sport fisheries is an irresistible lure to fisheries managers and sport anglers alike, but the implicit assumptions behind this simple process have seldom been questioned or assessed. Using common fisheries monitoring techniques, combined with social surveys, at nine Alberta lakes, I quantified three main assumptions behind put-and-take stocking. Surprisingly, 1) stocking high densities of Rainbow Trout created very low-density populations; 2) these populations supported mediocre fisheries; 3) these mediocre fisheries, if above a threshold catch rate, attracted very large numbers of satisfied anglers. Based on these findings, the stocking density and the direct cost of stocking were reduced by 80% at three experimental lakes. No major decreases in fishing quality, angler participation, or angler satisfaction were observed. I suggest refinements in the stocking process focus on determining how to provide adequate numbers of trout to create a basic level of satisfaction with the fishing experience.

Implementing sustainability initiatives within a post-secondary institution can start with educating and influencing staff and students. It requires thoughtful planning and preparation in order to realistically expect the target audience to accept, implement, and adopt such plans. Assuming education and encouragement towards sustainable behaviour are the foundation of successful implementation, including the stakeholders in the planning process would seem to be a logical approach in educating for sustainable behaviour. Since post-secondary institutions are communities within communities, they provide a logical starting point to research the challenges of implementing a sustainability education initiative. This thesis explores potential implementation barriers of a recently proposed initiative within the 2010- 2014 Olds College Business Plan of educating staff and students of Olds College about sustainability, so that they become engaged participants in the creation of a College-wide sustainability plan.

The primary objective of this study was to implement a project that utilizes telecommunications as a tool to enhance the grade eight science curriculum. The process of becoming prepared to undertake this study was examined and documentd so that teachers in all subject areas at all grade levels could use it as a guide for similar projects. It was proposed to do this by conducting a collaborative project in which the students would use the scientific method to develop research questions that could be used to discover why the incidence of asthma is so high in Central Alberta. These questions would be sent out to schools across Canada and then the data would be analyzed and interpreted. The results would be shared with all participants as well as asthma researchers. The study met with many barriers whcih impeded the progress as well as made it impossible to fulfil the original goal of having the students collaborate with the experts and contribute their own research to the field. Whe embarking on a new project using technology it is inevitable that there will be barriers. Through repeated reconnaissance we were able to adjust our goals and still pursue very worthwile, but very different computer and telecommunications projects. The students attitudes towards learning science, science in society and computers were measured by pre and post surveys. The findings showed that the students were aware of the importance of all these factors in their lives. Without completing the asthma study, it is impossible to know how much of a difference there would have been in the results. The qualitative results showed very clearly that computers are a motivator for students. They enjoy working on them and the challenge they present. Many of them will do extra homework so that they can take advantage of every opportunity to work on the computer. Unfortunately, many teachers do not have the time or support to learn enough about the Internet/Schoolnet and what is available to take full advantage of what is has to offer our students and ourselves. For the most part, there are few teachers in each disrict becoming involved. This will change over time only if there is a support system in place and the pioneers share what they have learned. We cannot run the risk of the forerunners becoming discouraged and giving up. The Internet is a global community. For that community to grow and flourish we must share what we have learned and provide the means to make the path smoother for those who follow. Through this study, the projects have been documented and resources have been prepared that are intended to help others get online and access a wide variety of resources that are sure to enhance all programs and professional development. / xiii, 228 leaves : ill. ; 28 cm.

Three-dimensional canopy relectance models provide a physical-structural basis to satellite image analysis, representing a potentially more robust, objective and accurate approach for obtaining forest cover type and structural information with minimal ground truth data. The Geometric Optical Mutual Shadowing (GOMS) canopy relectance model was run in multiple-forward-mode (MFM) using digital multispectral IKONOS satellite imagery to estimate tree height and stand volume over 100m2 homogeneous forest plots in mountainous terrain, Kananaskis, Alberta. Height was computed within 2.7m for trembling aspen and 1.8m fr lodgepole pine, with basal area estimated within 0.05m2. Stand volume, estimated as the product of mean tree height and basal area, had an absolute mean difference from field measurements of 0.85m3/100m2 and 0.61m3/100m2 for aspen and pine, respectively. / xiii, 143 leaves : ill. (some col.) ; 29 cm.

The present technological focus in education is requiring teachers to become computer-literate so that they are better able to integrate computer technology into their teaching. This thesis examines teachers' leves of computer self-efficacy (one's belief in one's ability to use computers) to see if there is a correlation with computer self-efficacy and classroom practice. Current research suggest that one can use computer self-efficacy as a way of determing teachers' levels of willingness to use computers. Based on the distribution of a computer self-efficacy scale and a questionnaire designed to identify computer technology integration into teaching, this study shows the correlation between computer self-efficacy and classroom practice in a selection of schools in southern Alberta. The finding of the research show that there is a weak correlation (r=0.405) between CSE and classroom practice; while there is a moderate to strong correlation (r=0.62) between CSE and instructional practice. Interestingly, the correlations between CSE and each of the specific classroom uses listed in the survey were extremely weak. These correlation coefficients ranged from 0.0777-0.287. Only 14/87 of the teachers surveyed have not attended a computer course. However, out of those 14 teachers only 2 do not use the computer for classroom used. On the other hand, of the 73 teachers who have attended a computer course, 16 do not use the computer in classroom teaching. For this group of teachers, participating in a computer course did not appear to have an impact on classroom practice. Moreover, the reseach found that those teachers with high levels of CSE do not necessarily teach using computers. An exploration of change literature provides a framework for understanding these results, and help place in perspective the need to rethink guidelines for professional development, teacher education and classroom practice as they relate to computers in education. / vii, 68 leaves : ill. ; 28 cm.

Forested watersheds in western North America are subject to significant change from natural and anthropogenic disturbance, including wildfire. Forest canopy changes have subsequent impacts on sub-canopy snow processes. A simple, process-based point energy balance model was developed to quantify differences in energy balance characteristics between a burned and a healthy forest stand. Potential model uncertainties were identified using sensitivity analyses. Simulated snowmelt accurately recreated measured snowmelt, providing confidence in the model’s ability to simulate energy balance processes in subcanopy environments where wind redistribution and sublimation are not major drivers of the local snowmelt energy balance. In the burned stand, sub-canopy snow accumulation was greater but melted more rapidly than in the healthy stand. The removal of forest canopy resulted in more energy available for snowmelt, including higher short-wave and lower long-wave radiation, and increased turbulent fluxes. Burned stands should be considered a separate land cover type in larger scale watershed models. / xii, 129 leaves : ill,, map ; 29 cm

There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not. / viii, 221 leaves ; 29 cm