Landslide hazard assessment for National Rail Network

There have been a number of high profile reports of landslides on the national rail network of Great Britain (comprising England, Scotland and Wales) over recent years. Events range in size from small wash out failures (St. Bees, Cumbria) to well publicised large failures causing major longer term disruption (Hatfield Colliery, South Yorkshire). In conjunction with negative media attention, derailment and damage to railway infrastructure, failures along the rail network have the potential to cause injury and loss of life. The national rail network comprises ten strategic routes that cover a variety of terrains and geologies. The British Geological Survey (BGS) have produced, for Network Rail, a high level susceptibility model of landslide hazard from Outside Party Slopes adjacent to the strategic rail network. This assessment was compiled based on Geographic Information System (GIS) techniques and historical landslide records (landslide inventory). The model was designed to give a high level overview of potential landslide hazard to Network Rail senior management and individual Route Asset Managers. The national study adopted a fixed buffer style analysis of each 5 chain section (∼100 m length) of the entire railway network. It included event data from the BGS National Landslide Database superimposed on mapped data from the BGS GeoSure land instability susceptibility model and geologically mapped landslide polygons. The National Landslide Database is the most comprehensive inventory of landslide events in Great Britain. The BGS GeoSure slope instability layer provides a scientifically based 1:50 000 scale assessment of national susceptibility to natural slope failure. The results of this study have been provided as a spatially attributed dataset with total hazard susceptibility scores A (low)–E (high). Maximum hazard scores are attributed for both up and down- track and 5 chain length for the full network. A high score indicates where conditions imply a significant potential for future landslide hazard. Further refinement of the hazard layers are being developed by BGS to include specific landslide processes such as Rockfall, Earthflow and Debris Flow hazards

Articulating a better practice

viii, 107 leaves ; 29 cmThis project deals with the nature of discourse about, around, and in the teaching profession. It begins with the researcher’s impressions that the amount and the severity of the negative, demeaning, and disheartening language in this context is alarming and potentially damaging to a healthy professional identity and, consequently, to the professional reality of practicing teachers. The researcher sets out to discover how teachers in her division experience this language and whether an awareness of the effect of language could help assuage professional harm and difficulty. A study of the fields of narrative inquiry, critical discourse analysis, and appreciative inquiry are at the core of the project. These three fields form the theoretical framework for the researcher’s ideas around the power of discourse awareness. An online forum was built, and seven volunteer secondary teacher participants and the participant researcher began discussions surrounding the nature of language and the specific words and phrases that each found to be demeaning and/or uplifting to their professional identity. As a final discussion, participants chose three to five “words to lose” and three to five “words to use” in their practice. The researcher performed a critical analysis of the discussions, paying attention to critical discourse and the potential transformative powers of narrative and appreciative inquiries. Her findings and conclusions point to the resilient and adaptive teaching professional as one who has found ways to navigate the minefield of personal, collegiate, and public discourse with courage, determination, and grace

An exploration of nonprofit governance configurations

ix, 95 leaves ; 29 cmThere has been limited research on the characteristics inside the nonprofit (NP) boardroom. Much of the prescriptive NP governance literature is based on for-profit (FP) assumptions. Following a contingency approach, this multiple case-study of two Alberta organizations looks into the NP boardroom to observe the board characteristics alongside organizational and environmental contexts as proposed in a framework by Bradshaw (2009). To build on the proposed framework, this study also explored the combination of internal and external social capital. Using a pattern-matching analysis, support was found for the theorized board characteristic and social capital propositions. While limited by the cross-sectional and exploratory nature, the findings support future research. Future studies can explore the implications of such characteristics and contingencies on board effectiveness and organizational performance

Establishing and using a student demographic data base : the Seven Persons School project

75 leaves : ill. ; 29 cm.This report outlines the establishment of a computerized data base in Seven Persons School using the Appleworks program. This data base is used primarily by the school office staff to store basic demographic data for each student. The review of literature examines the use of microcomputers in a variety of data management tasks, specifically those related to the storage and processing of demographic data in a small to medium-sized school. The project involves the training of school staff in the operation of Appleworks, and the compilation of various lists of demographic data into one computerized data base. Staff members are surveyed to determine the use being made of the data base and to determine if a data base containing academic records might also be warranted. The results indicate that the principal and teaching staff are very much in favour of a student demographic data base, but do not use the data base themselves. Rather, they rely on the school secretary to Ilse this tool to access student information in an increasingly efficient manner. The prospect of a larger data base which would include both demographic and academic information requires further study, and a major financial committment by the local school board

Effects of a hypertext-based simulation in high school scuba instruction

xi, 142 leaves : ill. ; 29 cm.A study was conducted to investigate the effects of a hypertext - based computer simulation on the knowledge, skills and attitudes of students participating in a high school scuba program in Edmonton, Alberta. The study compared two groups of students: one which used the simulation as a supplementary (laboratory-type) activity, and another which was taught using traditional methods. The two groups received an equal amount of instrutional time. The simulation and non-simulation groups were found to be equilvalent at the beginning of the study with respect to age, gender, previous diving experience, previous computer experience, attitude toward computers and attitude toward diving. After instruction, the simulation and non-simulation groups were examined for differences with respect to knowledge, attitudes and behaviour, using the following measurement instruments: Knowledge: Marks from students' certification examinations were used as a measure of general diving knowledge. Attitudes: Students were post-surveyed for attitudes toward diving using a locally developed attitude scale. Behavior: Students were evaluated using a locally developed skills assessment to determine their degree of proficiency at out-of-air emergency skills. Reliability estimates for the locally developed instruments were .86, .88 and .93 for the diving attitude, computer attitude and out-of-air skills instruments, respectively. A series of t-test comparisons revealed no significant differences (p<.05) between simulation and non-simulation groups with respect to knowledge, skills and attitudes. The relationships between knowledge, skills and attitudes were examined using Pearson's correlation coefficient, and a significant (p<.01) positive correlation was found between the knowledge and skill measures, with r=0.69. A "diversion index" (DI=# of non-ideal cards in attempt/total # of cards in attempt) was calculated for each attempt made by each student on each of the scenarios. A pattern in diversion indices was revealed, and generalized into a model consisting of four stages: discovery, refinement, solution and exploration. This model is suggested as one way students may approach simulation learning. Six volunteers were interviewed to determine students' opinions regarding the effects of the simulation. Students stated that the simulation helped with the development of in-depth knowledge about out-of-air emergencies, but not with the development of out-of-air emergency skills. Students said that they liked the simulation and enjoyed using it. Implications of the study are discussed with emphasis on research methodology, diver education, and environmental education, and a number of suggestions for future research are offered

Leadership and program evaluation practices influencing school improvement initiatives

x, 182 leaves ; 29 cm.This qualitative study employed various qualitative data collection procedures to report on leadership and program evaluation practices being utilized and explored witin the framework of the Alberta Initiative for School Improvement (AISI). The intent of this research was to highlight practices of teachers as leaders while determining the manner in which programs and initiatives are evaluated. Document review, a written questionnaire, and personl interviews were conducted to focus on the perspectives of school administrators and teachers involved in AISI projects. Patterns and themes were identified that illustrated the attitudes and opinions fo Alberta teachers and administrators with regard to the leadership strategies employed. These included ensuring the development of vision, mission, and improvement planning at the school level; emphasizing the importance of collaboration and teamwork; and promoting valuable organizational learning through the development of professional learning communities (PLCs). The evidence strongly suggests that Alberta teachers and administrators advocate the continuance of AISI in the province. There is some indication that both teachers and administrators are excited, although somewhat overwhelmed, by the protocol put in place through AISI. The study reveals various strategies that administrators employ to affect the sustainability of school improvement projects

Factors that influence career decisions of first year college students

vii, 61 leaves ; 28 cm. --The main purpose of this study was to investigate the factors that influence career decisions of first year college students. It sought to answer the question: What impact did the career development programs in the education system have on the participants' career decisions? A survey was constructed and pilot study completed by the researcher. The survey was completed by 53 first year college students who graduated from high school between 1993 and 1997. The analysis of the frequency distribution and percentage of response provided valuable information on the influential factors of career decision making. Conclusions provide strong support to continue work experience programs. Parents were identified as being the most influential in the decision making of the participants. There was a notable increase in career goal setting by the students who graduated in 1997. Recommendations included further research ranging from influential actions to suggestions for improving career programs in schools. Career development programs are valuable and should be expanded in future years

Redressing disadvantage in high school students: four capabilities toward agency and equity in teaching and learning

This work addresses two questions: how can we better characterize the disadvantages faced by marginalized youth? And once characterized, how do we attend to and redress those disadvantages? In attending to these questions, I draw on Nussbaum’s (2011) capabilities approach as a broad, normative framework for characterizing individual well-being in the context of teaching and learning. Within this framework, I employ narrative inquiry into my own practice as a mathematics teacher at an alternative high school and explore the potential for hermeneutic pedagogy as a means to both interpret and cultivate capability. I set forth a tentative list of four capabilities – a disposition of expertise, autonomy, affiliation, and a hermeneutic imagination – each valuable in and of itself, but also as a means to cultivate and secure additional capabilities and redress disadvantage

A qualitative study of the counselling experiences of sexual minorities

Due to negative bias, individuals who identify as lesbian, gay, bisexual, transgender, queer (LGBTQ) or any other non-heterosexual and/or non-gender binary identity are at risk of experiencing a host of physical or mental health concerns. This risk has led to a disproportionately greater number of LGBTQ individuals seeking counselling, where many then experience further negative bias. The aim of this study was to delve deep into the counselling experiences of LGBTQ clients in southern Alberta, a region of Canada. To achieve this aim, a phenomenological method inspired by Max van Manen’s (2014) interpretive descriptive phenomenology was used. The research questions that guided this inquiry were “What are the counselling experiences of sexual minority adults?” and “What are the sociocultural mediators for counselling with sexual minority adults?” Eleven participants were guided through semi-structured interviews. The participants’ stories were then analyzed using thematic analysis. From this emerged several key themes

Reading and writing in the mainstream : an observational case study of effective reading and writing instruction in an integrated setting

vii, 110 leaves ; 29 cm.Following the tradition of classroom ethnography, this classroom case study provides rich descriptions of the shared day-to-day experiences of the participants in an integrated grade five classroom during language arts instruction, with a focus on factors that contribute to effective reading and writing instruction in an integrated setting. The data was collected using ethnographic techniques to describe actual practice. Two weekly visits of two hours in duration were made over a four month period. Detailed notes of teaching procedures, student activities, student work products, learning materials, and evaluation procedures were recorded. In addition, the classroom teacher, the special education teacher, teacher assistants, and students in this class were interviewed. From the data analysis, several themes emerged: (a) time; (b) inclusive attitude; (c) structure of environment; (d) cooperative approach; (e) rules, values, and expectations; (f) choice; (g) purpose; and (h) invitation to literacy. within each theme, a descriptive account from the perspectives of the observer, classroom teacher, and students is offered, and an analysis of the factors that appear to have contributed to successful literacy instruction is made. A concluding discussion summarizes the results and suggests some conclusions and possible implications. It is anticipated that this study will add to the present knowledge of classroom practice regarding special needs students in an integrated setting. Although there have been many single subject mainstreaming case studies, there is a lack of mainstreaming case studies that describe classroom practice. It is hoped that an understanding of how one teacher developed and refined the instructional program so that special needs students were able to receive effective reading and writing instruction in the mainstream may offer some helpful ideas or suggestions for teachers who are in the process of integrating special needs students into their own language learning classrooms