In 1967, the Vancouver Art Gallery held an exhibition entitled Arts of the Raven: Masterworks by the Northwest Coast Indian in celebration of Canada’s centennial. The following thesis discusses the way in which the curators of the Arts of the Raven exhibit constructed the Northwest Coast “Indian-Master” artist as a strategy that figured into a larger, shifting cultural field. The intention of the exhibit organizers was to contribute to the shift from ethnology to art. While this shift can be dated to the turn of the century, this thesis deals primarily with the period from 1958-1967, a decade described by the preeminent First Nations’ political leader, George Manuel, as the time of “the rediscovery of the Indian”. How the formation of an Indian-master artist (and his masterworks) intervened in art historical practice, and dovetailed with the meaning that the affix “Indian” carried in the public sphere, is considered. In the 1960s, this meaning was fostered, in part, through a reassessment of Canada’s history in preparation for the centennial. This event drew attention to the historical relationship between Canada and aboriginal peoples through public criticism of the government by public interest groups, Indian organizations, and civil rights and anti-poverty movements. The category of mastery, which functions as a sign of class, taste and prestige in European art canons, “included” the Indian under the rubric of white male genius. Yet the Indian as a sign of upward mobility was incommensurable with the Native reality in Canada at the time. In other words, the exhibit produced an abstract equality that eclipsed the concrete inequality most First Nations peoples were actually experiencing. This thesis concludes by arguing that the Arts of the Raven exhibit came to serve the important purpose of creating a space for the “unique individual-Indian” from which collective political First Nations voices would speak.

Teacher-librarians have an important role in education today. That role encompasses a wide spectrum of responsibilities making them an equal and valued partner in the education process. Due to the limited nature of Canadian research into the perceptions of the role of the teacher librarian and School Library Resource Centres, the purpose of this study is to address the changing role through both the literature and models in practice in schools, and discover what change is occurring and will continue to occur, despite economical restraints that limit budgets and cut teacher-librarian positions. The major research questions of this thesis are the following: 1. Do teachers, teacher-librarians and administrators all have the same vision of the role of the teacher-librarian and School Library Resource Centre? 2. Is there a difference in the perception of the role of the teacher librarian in part time schools and full time schools? 3. Is there a difference in the perception of the role of the teacher librarian by teacher-librarians, based on degree of education held? The design of this thesis is survey research. A questionnaire was mailed to all of the elementary schools in one urban school district in British Columbia. In each school the administrator, teacher-librarian, one intermediate teacher and one primary teacher were asked to complete the form. The results, once analyzed, indicate that all of the respondents have a similar vision of the School Library Resource Centre. This vision correlates to that of the Canadian literature reviewed. It was perceived that the primary roles of the teacher-librarian are Instruction, Consultation and Library Management. While there are individual differences between the 4 subject groups based on how important they rate a task, all of the statements are consider a role of the teacher -librarian. Both the education of a teacher-librarian and the amount of time he/she holds in the position do not demonstrate significant differences in their view of the teacher-librarian. In addition, the results of this study also demonstrate some ambiguity between what is perceived as the role of the teacher-librarian by all subject groups and what is happening in elementary schools in reality. This is most evident in the anecdotal comments. While highlighted as a significant change to the School Library Resource Centre program, several teachers comment on the lack of cooperative planning and teaching that actually takes place. A last finding of this study is the importance of technology to School Library Resource Centres, and as a consequence, the importance of the role of the teacher-librarian in consulting with teachers and students to maximize and facilitate the use of that technology. Overwhelmingly, this study demonstrates that teacher-librarians and School Library Resource Centres are both crucial to the education process today. As the understandings of the importance of their role in education continue to increase, so will the support and recognition that are essential to their continued existence in times of restraint.

Significant numbers of Canadians in the 1960s believed their society and their schools required substantial change. A few, believing the public school system was authoritarian, competitive, unimaginative, and unlikely to change, set out to establish their own schools. In British Columbia, like-minded parents, educators, and even high school students founded over twenty alternative schools in the 1960s and early 1970s in the Lower Mainland, Vancouver Island, and the West Kootenays. Most of these people nourished idealistic world views comprising elements of pacifism, socialism, or spiritual mysticism. They claimed to be motivated by a sense of social and democratic responsibility, and also put a high value on personal freedom and the possibility of public and private transformation. Until the 1960s British Columbia independent schools had been organized chiefly on religious, ethnic, or class grounds. However, founders of alternative schools in the early 1960s typically followed a Progressive approach, emphasizing a "child-centred" curriculum based on the ideas of John Dewey. Later in the decade alternative schools took up the Romantic or "free school" ideas of A.S. Neill, and allowed young people almost complete freedom to organize their own educational activities (or none at all), and to be responsible for their own behaviour. They were influenced by the American Progressive and English Romantic educational traditions as well as Canadian social democracy, the American counterculture of the late 1960s, and the Human Potential Movement. By the early 1970s, alternative schools became "therapeutic" with the goal of attracting alienated young people back into the educational sphere and helping them to achieve personal growth. Two fundamental tensions existed in alternative schools-how democratic their decisionmaking would be, and how directive or free the adults would be in regulating the academic learning of the students. Although these schools tried to govern themselves in a participatory democratic manner, consensus was difficult to achieve. Furthermore, the participants could not usually agree on which educational approach they favoured. For students attending alternative schools educational results were mixed. Although most believed they had gained in self-reliance and inter-personal skills, many did not acquire sufficient literary or arithmetic knowledge and found their educational and professional careers limited. Alternative schools were hindered by financial instability, parental divisiveness, and the absence of a workable educational methodology. Further, the schools accepted too many children with special needs, or hired too many young adult teachers whose enthusiasm was greater than their pedagogical skill. Meanwhile, the social and cultural upheavals of the late 1960s had at last caused the public school system to accept some of the pedagogical and psychological premises of the alternate school movement. The examples of the alternative schools of the 1960s and early 1970s, along with the wider cultural changes of the time, led to a more flexible and inclusive public school system in the 1970s.

This table accompanies Douglas C. Harris' book 'Landing Native Fisheries: Indian Reserves and Fishing Rights in British Columbia, 1849-1925' (Vancouver: UBC Press, 2008). It provides additional and supporting detail for the Indian reserves that were specifically allotted for fishing purposes. For more information about the book, see http://www.ubcpress.ca/search/title_book.asp?BookID=5266

In major emergencies or disaster situations it can be anticipated that the normal emergency services will be severely strained, or exceeded, and assistance which is routinely provided by municipal or provincial agencies may not be available. In such abnormal circumstances, there is a need for an expandable emergency response capability, designed to supplement the established agencies. This may involve a number of different agencies, both governmental and private, in a coordinated effort to respond to the increased demands of the situation. This thesis focuses on the component of emergency response known in Canada as 'Emergency Social Services' (ESS) which is based primarily on the involvement of community-based agencies and individual volunteers. ESS is frequently referred to as the 'volunteer component', or the informal sector, as distinct from the formal, day-to-day, emergency response agencies: the police, fire, ambulance, and social services. However, as discussed in Chapter 2, the term 'Emergency Social Services' is not part of the accepted lexicon of the professional literature, and the distinction between ESS and other emergency response agencies, is not the norm in other parts of North America. Chapter 3 reviews the volunteerism literature and concludes that volunteer-based organizations require professional management to be successful, and that without such formal management and support the ESS model is most likely to fall short of its objectives, or may fail completely. In Chapter 4 the evolution of the governing legislation is examined to determine the origins of the isolation of Emergency Social Services from the mainstream of emergency planning, as distinct from a more integrated approach. Chapter 5 describes the ESS model, as presently espoused by the Ministry of Social Services, and analyzes the role of the ESS Director, arguing that this model relies heavily on the personal qualities of the individual ESS Director. Chapter 6 is a case study based on the flooding at Parksville on Vancouver Island. This particular event was selected because it was known to be a case where things had gone wrong and, therefore, merited further investigation. The case study demonstrates that, although Parksville was better prepared than many other municipalities in British Columbia, there were jurisdictional, administrative and perceptual problems which exacerbated the situation. Most particularly, the role of the ESS component, which was well represented by a local service organization, was minimal, and its potential contribution to the multiple needs of the evacuees (e.g., counselling and other personal services) was discounted by the local authorities. Chapter 7 examines some of the major issues identified in the thesis and the case study to determine what lessons can be learned from the event, including the following: perceptual differences between the formal and informal sectors; the need to amend the obsolete legislation; problems related to the respective roles of the Ministry and ESS; the need for professional management for ESS; the ambivalent relationship between the Ministry and the Provincial Emergency Program; and the need for, and the trend towards, a more integrated, holistic, approach to emergency planning. Chapter 8 reviews the thesis, lists the major conclusions, and makes recommendations for changes including: amending the emergency legislation to require municipalities to plan for emergencies which occur within their geographic jurisdiction; transferring formal responsibility for Emergency Social Services from the Ministry of Social Services to the municipalities; and providing professional management and support for Emergency Social Services as an integral part of the emergency preparedness capability of municipalities throughout British Columbia.

The purpose of the study is to determine how the teacher discipline system in British Columbia changed as a result of Bill 20, the Teaching Profession Act and Revised School Act of 1987. The nature of the discipline system both before and after Bill 20 was described and the significance of changes to the education community indicated. Before 1987, teacher discipline was governed by a statutory model, pursuant to provisions of the School Act The current system, a collective bargaining model, is governed by the Industrial Relations Act, 75 collective agreements, and arbitral jurisprudence. The study reviews differences in those two systems both generally, and specifically. An analysis of legislative frameworks governing teacher discipline across Canada, as well as a brief overview of the American system, allows the conclusion that the B.C. teacher discipline system is one of a kind in North America and not likely modeled after any other on the continent. To compare the two teacher discipline systems and also to describe them in relation to theoretical concepts, the following were analyzed: (1) legal frameworks governing employer-employee relationships in general, theoretical concepts used to describe employee discipline systems, and studies of employee discipline, especially in the unionized environment and in the case of teachers, (2) decisions of all boards of reference and review commisions prior to 1988, (3) all reported B.C. teacher grievances, specifically discipline-related grievances, and arbitration awards between 1988 and 1991, (4) collective agreement provisions in effect in 1991 related to matters of teacher discipline, (5) critical arbitral jurisprudence on employee (and teacher) discipline, and (6) B.C. teacher discipline cases before 1988 which fell outside the regulated system but resulted in court decisions. The study concluded that the previous teacher discipline system in B.C. was an inferior system, unfair and patronizing at best, but biased against teachers, and open to political manipulation at worst. Only limited teacher discipline decisions prior to changes in legislation were appealed, and even then, often to inexperienced and non-objective bodies. The current system promises to provide more regulated, predictable, and fair treatment, although more knowledge, skills, training and personnel are required to manage the system.

This study addressed the controversy among academics in conventional universities over the credibility of distance education for degree credit. Faculty scepticism has slowed the development and expansion of distance education despite increased demands for it. Distance education is an educational method in which the teacher and learners are separated in time and space for the majority, if not all, of the teaching-learning process; two-way communication occurs primarily via print, postal service, and telecommunications (Keegan, 1990). There is little empirical evidence about the reasons for the antagonism between the supporters and opponents of distance education. The purpose of this research was to explain why some faculty support distance education while others do not. Support was defined as how faculty would speak about and vote for proposals to offer distance education courses for degree credit. The conceptual framework drew on studies of faculty attitudes towards university expansion and distance education, and literature on academic culture and change. An interpretive perspective and qualitative methods dominated the two-phase study. First, a mailed survey (n=487) investigated the extent of faculty familiarity with and support for distance education. Then faculty (n=50) were interviewed from three categories of support for distance education identified by the survey: supportive, divided support, and opposed. The interviews explored how faculty understood the compatibility and feasibility of distance education. Compatibility was defined as the congruence of distance education with faculty beliefs and values about the accessibility and quality of university education. Feasibility was the perceived ability to successfully implement distance education. In general, faculty were not very familiar with or supportive of distance education, except for undergraduate courses. There was very little support for a graduate program by distance education. There were significant differences in faculty support by discipline and gender. The reasons for variations in faculty support for distance education are best explained by the concept of compatibility. Faculty supported distance education if it was congruent with their beliefs and values about university education in general. Faculty thought about distance education as promoting social justice, as an educational method, or as the distribution of information. Faculty who were supportive held the beliefs and values Trow (1973) associated with mass education while those who were opposed tended to believe in an elite approach to university education. There was a substantial divided group who were in a conflict about the priority that should be given to the major values involved, the accessibility and quality of university education. The study contributes to the development of theory about different conceptions of university and distance education and provides insight into the study of disciplinary cultures. It presents a revised conceptual framework for further research on the topic. The results have implications for educational planning and for the development of distance education.

The significance of school districts as an object of study lies in the direct manner in which the provision of public education serves the needs of society and is, in fact, a societal undertaking. Public schooling is a major instrument for the expression of the public will in a democratic society, and the school system both models and maintains the essential attributes of that society. As a result, school districts, the basic structural unit in the organization and operation of public schools in Canada, create records which reflect the educational values and concerns of this society at the most fundamental level. Because the effective administration of education requires that records be kept, sometimes by law, it is essential to analyze the functions of school boards as a means of understanding the records they produce and their significance. The aim of this study is to identify and synthesize those facts, laws, historical developments, functions, and competencies common to the local administration of education in British Columbia with the express purpose of establishing a framework in and through which the archival control of their records may be examined. This analysis is undertaken in accordance with the archival methodology of functional analysis. The need to examine and understand the legal foundation upon which school districts and their controlling boards rests is critical because so many of their activities are largely determined by law. Accordingly, the thesis begins with an analysis of the legal framework of school district activity and shows that as political and legal entities school districts are considered to be provincial agents, albeit acting in a local capacity, with the status of quasi-municipal corporations. From this point of departure, an analysis of the relevant statute law, common law, and administrative law is then undertaken in order to determine the historical evolution of British Columbia school boards, their mandate and their functions. This examination reveals that each school board shares three primary or governing functions (legislative, judicial, and executive) and two management functions (education administration and business administration). The thesis concludes by offering an evaluation of the implications of this study for archival practice through an examination of several issues related to the archival management of school board records as well as the reasons for their permanent preservation by an archival agency.

In my Directed Studies I looked at how architecture can make the experience of time more immediate. This can be done by the use of light that marks the passage of time and the variability of the outside world; the unfolding of and movement through a building's spaces; the juxtaposition of permanent and changing elements; and in the choice of materials and how they wear over time. To explore these ideas, I choose as my project a Gallery of Urban Design for Vancouver. The Gallery would give students and professionals as well as the interested public the chance to learn about the complexity and richness of cities. The site is a vacant 100' x 120' lot on the SW corner of Robson and Homer, across Robson St. from the new Public Library. This area is consolidating as an arts and entertainment district, and a smaller-scale cultural venue would complement larger institutions like the Library, Ford Theatre, BC Place, etc. The site is at a strategic corner of this district, with strong connections to the rest of downtown. Right now, this district is an odd mix of empty lots and large object buildings that dominate most or all of a city block, most of which turn their backs on the sidewalk. The result is a barren and uninviting streetscape. What's missing is a finer grain to knit together these large monuments, the kind of grain seen in nearby Yaletown and on Robson St. The site of the Gallery, across from the Library, has the chance to extend Robson St.'s rhythm, and also to enclose and define Library Square. The Gallery itself is the heart of the project. There are four gallery spaces devoted to different themes: the City's Origins, the City Rises, the City in Crisis, and the City Renewed. In each there is a permanent exhibit on Vancouver around which changing exhibits about other cities are organised. The areas for permanent exhibits are marked by a change in the flooring, from polished concrete to wood. For visitors, the gallery spaces, each a variation on the same palette of materials and light, unfold piece by piece as they move through them, always with glimpses ahead of what's to come and views back to where they've been. The dimension of time is involved in understanding this sequence, and emphasised in the in-between spaces that thicken the transitions. The simple materials serve as a reference for the changing qualities of light that are used to mark a centre and to draw the visitor forward, to imply stability and movement, in a rhythm of light and dark that ends with the dramatic light and city views of the last gallery.

The British Columbia Apple industry, primarily located in the Southern Interior of the province, has undergone varying levels of tree removal and replanting as growers attempt to maximize profits. This study models their behaviour by using econometrics in a supply response model. The economic environment of the fruit industry is described. The variables affecting acreage responses to removals and replanting of new and traditional apple varieties are estimated using Ordinary Leased Squares in three separate equations. Data are pooled and aggregated at the regional level. Several versions of the original model are run to test for robustness of the variables and of the original model. The econometric models illustrated that the plantings of new varieties increases when expected profits from vintage trees decline. However, planting and removals of traditional varieties are positively related to excepted profits from vintage trees and this does not follow apriori expectations. More striking in the model is the regional differences and their responsiveness to removals and replanting. Regions with younger, better educated farmers replant to new varieties at a faster rate than other regions. Replant programs are shown to have a negative effect on the rate of replanting. These programs maintain basic criteria for their eligibility to funding and seemingly decreased the acres replanted. Increasing the monetary value of the replant grants results in the effect of increasing the acreage of traditional varieties being planted. Policy implications are examined in a post modelling analysis. The effects of top loading subsidy effects are shown to have decreased the acreage of trees replanted over time. These effects are shown to cause a dead weight loss to society of approximately $13 million over 20 years.