Journal articles on the topic 'Cardston'

Abstract:Reports of a high prevalence rate for multiple sclerosis in Southern Alberta led to an epidemiologic study of this disease in the Crowsnest Pass and Cardston regions. In Cardston, the prevalence rate for multiple sclerosis was 88 per 100,000. In the Crowsnest Pass, the prevalence rate was 217 per 100,000. Previous epidemiologic studies of the prevalence rate of multiple sclerosis in Western Canada have shown rates between 93 and 111 per 100,000. Two prevalence studies of multiple sclerosis in Barrhead County, Alberta and Westlock County, Alberta show prevalence rates of 196 and 201 per 100,000. The prevalence rate in the Crowsnest Pass is comparable to the prevalence in Barrhead County and Westlock County, Alberta. However, there is no statistically significant difference between prevalence rates in the Cardston and Crowsnest Pass regions and our overall feeling is that the results of studies of small populations should be interpreted with caution.

Cosmogenic 36Cl ages were determined on 11 glacial erratics from the summits of Porcupine Hills and Cloudy Ridge, Waterton valley, and the Foothills south of Cardston, Alberta. These erratics were derived from the Canadian Shield and the Rocky Mountains of the Waterton area. They were laid down by (1) the most extensive advance of a Canadian Shield centred continental ice sheet into this region (stratigraphically oldest glacial deposits); (2) a montane glacial advance from the Waterton valley (stratigraphically intermediate glacial deposits); and (3) an advance of continental glacial ice that overrode deposits of the intermediate-age montane advance. Zero erosion rate 36Cl ages of the erratics, uncorrected for snow cover, range between about 12 and 18 ka. They support the hypothesis that the Laurentide Ice Sheet reached farther into the southwestern Foothills than did all the previous continental ice sheets.

During December 2011, a swarm of moderate-magnitude earthquakes was induced by hydraulic fracturing (HF) near Cardston, Alberta. Despite seismological associations linking these two processes, the hydrological and tectonic mechanisms involved remain unclear. In this study, we interpret a 3D reflection-seismic survey to delve into the geological factors related to these earthquakes. First, we document a basement-rooted fault on which the earthquake rupture occurred that extends above the targeted reservoir. Second, at the reservoir’s stratigraphic level, anomalous subcircular features are recognized along the fault and are interpreted as resulting from fault-associated karst processes. These observations have implications for HF-induced seismicity, as they suggest hydraulic communication over a large (vertical) distance, reconciling the discrepancy between the culprit well trajectory and earthquake hypocenters. We speculate on how these newly identified geological factors could drive the sporadic appearance of induced seismicity and thus be utilized to avoid earthquake hazards.

With recent advances in computing power and application specific software it has become practical for smaller microcopy labs to either purchase or build a electron backscatter diffraction (EBSD) systems. This system can be used to probe the crystallography and microstructure of many different materials. One set of such materials is geological samples from deep within the earth's crust. In collaboration with the Geology and Geophysics department an EBSD system has been built to function with the Philips Electroscan E3 Environmental Scanning Electron Microscope (ESEM). Using an existing low light level SIT camera, the system was completed with the addition of a phosphor screen and appropriate software and acquisition cards.One main advantage of the ESEM for EBSD is that since it is an environmental SEM samples can be imaged without coating. For insulating materials this is means that the sample can be imaged without coating.

This research aims to examine the relationships among evaluation of green credit card services, overall satisfaction with green credit card services, and loyalty to green credit cards.In addition, this search examines whether consumers’ green ethics moderates the relationship between evaluation of green credit card services and loyalty to green credit cards. An online survey (N = 2,000) was conducted to test the hypotheses. Consistent with all the hypotheses, the results indicate that (1) evaluation of green credit card services has a positive effect on overall satisfaction with green credit card services (hypothesis 1); (2) evaluation of green credit card services has a positive effect on loyalty to green credit cards (hypothesis 2); (3) overall satisfaction with green credit card services has a positive effect on loyalty to green credit cards (hypothesis 3); (4) overall satisfaction with green credit card services mediates the relationship between evaluation of green credit card services and loyalty to green credit cards (hypothesis 4); and (5) the magnitude of the positive effect of evaluation of green credit card services on loyalty to green credit cards increases as individuals’ green ethics decreases (hypothesis 5).

The study of water absorption by capillarity on paper with a simple technique is simple but important to do to inform the public about the characteristics of paper and for the development of research on the absorption of different types of paper. In this study, five types of paper were used, namely HVS paper, cardboard, tissue paper, concord paper and buffalo paper. In the capillary water absorption test on paper, the physical quantities analyzed are the water absorption, the absorption time and the water absorption rate. The capillarity of the paper is a comparison of the rate of water absorption by the paper which is analyzed using the straight line movement approach. The value of water absorption is estimated using the ratio between the height of water absorption and the time absorption. Based on the results of the capillary test on paper, it was found that the water absorption height for the five types of paper increases with increasing absorption time. The highest water absorption capacity is tissue paper, which is 7.4 ± 0.2 cm every 180 seconds. While the lowest water absorption capillarity is HVS paper which is 0.5 ± 0.1 cm at the 180th second. Cardstock and buffalo paper have almost the same water absorption value and are higher than HVS paper and match. The absorption speed which is almost the same between cardboard and buffalo paper is due to the fact that both belong to the same type of paper, namely printing paper.

John, an 8th grader, is dismissed from class and leisurely walks towards his locker while, at the same time, the peers around him are moving quickly towards their own lockers. He tries to catch the attention of his peers, but many just give a quick dismissive smile and hurry to gather their belongings before the bell rings. Once at his locker, John starts to talk eagerly to the boy next to him, but he does not initiate gathering his class materials. The boy is quickly exchanging one set of binders for another and gives John a few head nods that are clearly sending nonverbal signals that he does not want to talk right now because he is focused on arriving to class on time. Regardless, John keeps talking and then the bell rings. He seems almost startled by the bell and shoves one book in his locker before absentmindedly grabbing another book and spiral notebook. With an unhurried pace, he heads to his next class and is the last to arrive. All of the other students have out on their desks a textbook, pencil and composition notebook. John walks to the back of the class, flips through the newest science magazine on the teacher's desk, then sits down and drops his books to the floor. Upon being prompted by the teacher to take out his book, he suddenly realizes he does not have the right book with him. Class ends at 9:50. At 9:45, students are told they need to get ready to leave class. Sam stays focused on his worksheet and does not notice his classmates getting up and moving about in the class. Peers start putting away laptops and books in the computer cabinet and class locker and begin packing up their personal belongings. Sam did not appear to notice these subtle changes in the pace and movement of the class, and instead, stays focused on his worksheet. The teacher then announces to the class, “2 minute warning to save, finish up and store your materials. Then, take out your grade sheets.” Sam still does not respond. At this point, all the other students are packed up and ready to go and have blue cardstock grade sheets out for the teacher to write on. The teacher cues Sam, “Sam. Pack up please.” Sam still does not respond. The teacher approaches his desk and says, “Sam you are running out of time.” Sam replies, “UhHuh.” However, he does not change his behavior but remains focused on the worksheet, although he is not actually writing on it. All of the students have left the classroom when Sam finally stops working, leaves his worksheet on the desk and walks out of the classroom.

Latar belakang dalam penelitian ini adalah masih rendahnya nilai mata pelajaran siswa kelas V SDN Kaliwiru Semarang serta kurangnya penggunaan model pembelajaran yang menarik sehingga antusias siswa dalam mengikuti pembelajaran kurang dan siswa cenderung bersikap pasif. Permasalahan yang dikaji dalam penelitian ini adalah “apakah model pembelajaran Role Playing berbantu media Multiply Cards efektif terhadap hasil belajar siswa kelas V SDN Kaliwiru Semarang?”. Tujuan dalam penelitian ini adalah untuk mengetahui efektifitas model pembelajaran Role Playing berbantu media MultiplyCards terhadap hasil belajar siswa kelas V SDN Kaliwiru Semarang. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan Pretest-Posttest one-Group Design. Hasil analisis data hasil belajar Pretest dan posttest dengan uji-t bahwa diperoleh dengan nilai rata-rata pretest sebesar 51,471 dan rata-rata nilai posttest sebesar 81,647. Dengan N = 17, Diperoleh thitung = 6,881 dengan taraf signifikan 5% sebesar 2,035. Karena thitung = 6,881 > ttabel = 2,035 Maka hal ini menunjukkan bahwa uji t mempunyai efek yang signifikan. Hal ini menunjukkan bahwa terdapat efek dari pembelajaran Model Role Playing berbantu media ultiply Cards. Saran yang dapat peneliti sampaikan adalah guru harus lebih kreatif dan inovatif dalam melakukan pembelajaran dikelas agar dapat meningkatkan keaktifan serta minat belajar peserta didik dalam mengikuti pembelajaran.Kata Kunci: Model Role Playing, Multiply CardsThe background in this study is the low value of subjects in class V SDN Kaliwiru Semarang and the lack of use of an attractive learning model so that students are less enthusiastic in participating in learning and students tend to be passive. The problem examined in this study is "is the Role Playing learning model assisted by the Multiply Cards media effective towards the learning outcomes of fifth grade students at Kaliwiru Semarang Elementary School?". The purpose of this study was to determine the effectiveness of the MultiplyCards media-assisted Role Playing learning model on student learning outcomes in the fifth grade SDN Kaliwiru Semarang. This type of research is quantitative research using Pretest-Posttest one-Group Design. The results of data analysis of pretest and posttest learning outcomes with t-test that obtained with an average pretest score of 51.471 and an average posttest value of 81.674. With N = 17, obtained tcount = 6.881 with a 5% significance level of 2.035. Because tcount = 6.881> t table = 2.035 Then this shows that the t test has a significant effect. This shows that there is an effect of learning the Role Playing Model using media ultiply cards. Suggestions that researchers can convey is that teachers must be more creative and innovative in conducting classroom learning so that they can increase the activeness and learning interest of students in participating in learning.Keywords: Role Playing Model, Multiply Cards Media

This paper reports data obtained from the use of a bespoke video game – The Rise of Li’Ttledot – in promoting a sense of participatory citizenship among young learners. The game was developed through funding awarded by the Ministry of Education in Singapore, and was piloted in a primary school. Citizenship education illustrates well the truism that the learning of values is better caught than taught. The game was situated within a wider curricular program which included the use of question cardsin a post-gameplay dialogic session between teacher and students. The structure and scaffolds thusly afforded helped the pupils in the primary school to abstract from their experiences within the game, to relevant school-based examples.

ABSTRACTPoly(3,4-ethylenedioxythiophene):poly(styrenesulfonate), or PEDOT:PSS, and single-walled carbon nanotubes (SWCNTs) were incorporated into an inkjet ink. The combination of PEDOT, a conjugated, conductive polymer, and highly conductive CNTs, yielded a conductive film after printing and curing of the ink. Several paper types were used as substrates for depositing printed patterns of the PEDOT:PSS/SWCNT ink. Wide variability in conductivity was observed for different commercial paper types, ranging from a maximum 0.9 S/cm on Epson® Premium Photo cast-coated glossy paper to 3 × 10-5 S/cm on Epson® Premium Presentation coated cardstock. Increasing the SWCNT content of the ink improved conductivity on a non-permeable cellulose acetate substrate to a point, after which the combined effects of ink filtration and jetting limited the number of nanotubes delivered to the substrate. On permeable paper, the irregularity of the substrate overcame the beneficial effects of SWCNTs as “bridges” between conductive PEDOT regions. Correlations between the substrates’ physical structure and conductivity were established for the printed sheets, with densely coated sheets presenting the highest conductivity, and porous sheets the lowest.

Moore, Christopher. The Big Book of Canada: Exploring the Provinces and Territories. Illustrated by Bill Slavin. Tundra Books-Random House Canada, 2017.This publication retains the contents and organizational structure of Moore’s 2002 edition of the same title. (It also revisits, reorganizes, and condenses material that he presented in The Story of Canada, Scholastic of Canada, 2016.) The Big Book of Canada is organized by province and territory, east to west, beginning with Newfoundland and Labrador. Each chapter opens with an illustrated map of the province or territory under discussion; however, nowhere is there an overall map that shows the geographic relationships of the provinces with each other, or with the country as a whole. This could be disorienting for the youngster who does not have immediate access to an atlas or a globe. A further problem exists. Each map occupies one-and-one-half pages at the start of each chapter; for example, the map for Nunavut occupies exactly the same page space as the map for Prince Edward Island. The young reader who has yet to develop an accurate spatial concept of Canada might easily come away with the false impression that all of the provinces and territories are equal in size. A map, even a pictorial one occupying the end papers, would have greatly improved the educational value of this publication.Because of The Big Book of Canada’s organization, I read the introduction, then turned to the chapter on Alberta—the province of my birth and my home for seven decades and counting. There, I found strengths and weaknesses that seemed to be mirrored in the other chapters.The “Landscapes” section in the Alberta chapter raised some concerns. Under “Parklands” the text reads as follows, ”…much of this is rich farming country with thick black soils …interspersed with aspen forests on the rolling hills” (157). The wording obscures an important reality: much grey-wooded soil prevails in the rolling hills. Also, because of their elevation, the hills experience a shortened growing season; spring comes late and frost comes early. Rich farms are not omnipresent. (Full disclosure here: my father had a quarter section in those “aspen forests on rolling hills.” We could grow hay crops successfully. We could pasture sheep. Beaver enjoyed the aspen and built a delightful series of dams on the creek that crossed our land diagonally. Sadly, none of these blessings led to our prosperity. We moved to Edmonton.) Further along, under the heading “Forests,” this statement appears: “In northern Alberta, the Athabaska River and the Peace River drain away to the Arctic Ocean” (157). A map would have clarified other vital components of the waterway’s approach to the Arctic: Lake Athabasca’s delta region, the Slave River, Great Slave Lake, Great Bear Lake, and, of course, the Mackenzie River.I found great satisfaction in the historical “Moments” section. Events significant in my own lifetime were listed. I noted the signal event in Alberta’s economic history that took place in my early childhood: the striking of oil in Leduc. Toward the end of Ernest Manning’s premiership I became a voter. I watched the changing orientation of my province under the leadership of such premiers as Peter Lougheed, Ralph Klein, and Rachel Notley. Even though Moore did not discuss every premiership throughout these years, I felt that his choice of major events in Alberta’s history was well done. Their significance rang true.The next section, however, the “Peoples” section, was an enigma. Perhaps because of its title, I expected it to be inclusive. Instead, it comprised a very limited, very arbitrary selection. To mention only the “Blackfoot Confederacy,” “Plains Cree,” and “Nakota (Stoney),” is to acknowledge a mere fraction of the First Nations people who occupy Treaty 6, 7, and 8 lands in Alberta. Acknowledging the “Hutterites” who, for religious reasons, live communally and separately from mainstream society, and noting the “Mormons” who settled at Cardston identifies two interesting aspects of religious practice in Alberta. But why is the larger picture ignored? In Alberta there are many faith communities, some large, some small, some who were persecuted in their countries of origin, some who were not. Each is a part of the fabric of our society. Finally, with regard to the commentary on the “South Asians,” had a broader concept—perhaps “Asian-Pacific Peoples”—been used, then all who have come here from that vast region might have been included; taken together, they currently make up about one eighth of Alberta’s population.If the purpose of the “Peoples” section were to highlight large minorities, why the utter silence about the Francophone populations of Alberta? If it were to note small but significant minorities, why not mention the Afro-Americans who fled here from the United States? And if it were intended to give a realistic sense of the diversity of the province, why completely exclude the huge proportions of people whose ancestors came from the British Isles, and Eastern or Western Europe? Finally, even as I write, people are migrating to this province and country from the Middle East, from Africa, Central and South America, and the Caribbean. Is this not worthy of mention?This book is intended for the school-aged reader who might well ask of its pages, “Where are my people?” Every child in Canada who reads this book has a right to feel included. The territories of our Indigenous people, and the countries from which immigrants came, could be effectively and economically communicated with visuals: maps, graphs, charts, and illustrations. The problem of limited inclusion appears to prevail in the “Peoples” sections of all the provinces and territories. I leave further commentary to other long-time residents of those parts of Canada. On a positive note, the sections on “The Famous and The Infamous” were hugely interesting. For all that the athletes, musicians, artists, authors, heroes, and villains were subjectively chosen, they were unarguably worthy of inclusion. It was also delightful to come upon entertaining trivia in the midst of all the serious geography and history, biography and sociology. I have not yet tried the “Blueberry Grunt” recipe of the Nova Scotians, but I have already begun to think of a bumblebee in the Newfoundland way as a “dumbledore.” In sum, though it is perfectly readable, The Big Book of Canada does not present a perfect picture of Canada.Recommended: 3 out of 4 starsReviewers: Leslie Aitken in consultation with Larry LaLibertéLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special and academic libraries. She is a former Curriculum Librarian for the University of Alberta.Larry LaLiberté is the current Geographic Information Systems Librarian of the University of Alberta.

Students at schools learn to write in order to express their ideas well. They should have a good ability in writingEnglish texts. However, many students find it difficult to express their ideas in a paragraph, and to make a composition correctly. The media factorseems to be one that makes the teaching-learning process unable to achieve its goal. Therefore, the authors propose to apply Cue Cards as teaching media to overcome the problem.The objective of the research is to scrutinize whether there is a significant difference between teaching writing of biography textbefore and that after being taught by using Cue Cards.This experimentemployed one group with pretest and posttest design was conducted at the eleventh grade students of SMA N 1 KaranganyarDemakin academic year 2017/2018 insecond semester. There were 34 students of grade XI IPS 1 taken as the sample through cluster random sampling.The datasetsfor this research were collected through written test. Before cue cards were used in the treatment, the measn score was60. After cue cards were used in some meetings of treatment, the mean score is 82. The hypothesis of the research stated that there is a significant difference between teaching writing of biography text on the eleventh grade students of SMA N 1KaranganyarDemak in academic year 2017/2018) before and after being taught by using cue cardsis confirmed. It can be seen from the calculation of t-test, withdegree offreedom (df) = 33, α = 0,05, t (critical) is ±2.042 and t (obtained) is 8.79. The analysis showed that Ho was denied and Ha was confirmed.Therefore, it is suggested to the English teacherto keep usingcue cardsin teaching writing of biography text.