The objective of the thesis is to discuss the significant factors involved in the establishment of each school in the Greater Victoria area, and on the basis of that analysis to forecast future needs: and indicate appropriate sites. Historical, documents concerning the early settling and development of districts now comprising Greater Victoria were examined and pertinent information in provincial and municipal records was obtained. Earlier documents were incomplete; some gaps exist even in later records, which were eventually filled by personal interviews; with old residents. The study investigates the significant historical and geographical background for settlement; in Victoria. Each district of the Greater Victoria region has been discussed, recording the reason for its economic expansion and noting population statistics — total numbers, densities, age groupings, patterns of distribution. The problem of future7 schools in terms of optimum conditions of location, space; and enrollment is outlined. The first settlement by the Hudson’s Bay Company on Vancouver Island resulted from the company's fear that the international boundary might be placed north of their fort on the Columbia River. Three harbours— Esquimalt, Victoria and Sooke — and particularly the fertile plains around Victoria, influenced the choice of the present Greater Victoria. The economy of this area developed through three distinct, stages: the early fur trade before 1859; the gold rush with consequent colonization and more diverse; activity;: and finally the commerce; and: industry of this century. It was; the policy of the Hudson’s Bay Company that its forts must be self-supporting after the first year; therefore although Esquimalt harbour was superior, Victoria, with better farming possibilities, became the site of the first fort. Although Esquimalt became the port, farms developed near there which were more important than those in Victoria. These settlement of the fur trade regime were responsible for the first schools: the Fort, inside the fort at Victoria, and the Craigflower and the Esquimalt Villager Schools in Esquimalt. With the Gold Rush the Town became an important commercial centre, more heavily settled than Esquimalt. Fringe farming settlements consequently increased. Reflecting the settlement pattern large schools were established in the Town and smaller ones in the farming districts. By 1900, however, it was apparent that Vancouver was to be the industrial and commercial centre of the Canadian West and that the basic economy of the Greater Victoria region was to depend upon the civil service, the tourist, and the pensioner. Under this economy the total population grew slowly but steadily from 56,875 in 1921 to 116,300 in 1956. The main densities were located near the city centre. Gradually as pressure for land increased settlements spread in a concentric pattern; by 1960 urban densities were found some three miles from the city centre. Two other settlement patterns emerged, namely an increase in fringe settlement and a greater, density in the inner section. By 1956 the locations, of schools reflected these patterns,, the; majority being inside the urban district. With continued concentric growth urban densities will encompass the fringe settlements and new schools must be planned for these outer districts, particularly since a large percentage of school-age population lives there. Schools have not always been placed so as to cope with expanding population densities and increasing traffic hazards. Studies of settlement trends should therefore precede the acquisition of land for new schools. The correlated discussion of economic outlook, population, settlement, and school location, expressed in general terms, become more apparent in the graphs and maps of the thesis, and indicate; the need for such studies in the planning of new schools. / Arts, Faculty of / Geography, Department of / Graduate

"Rehabilitation" is the term commonly and often loosely used in public welfare to connote the restoration of the physical functioning of the client. Restoration on a physical and economic level has, to a marked degree in the past, taken precedence over the casework treatment process. Although such restoration is vitally important, its lasting value to the client and his family is doubtful if not accompanied by a thorough effort on the part of the worker to mobilize the client's personal resources. This study examines a public assistance caseload of a small size coastal city with a population of approximately 60,000, as it existed during one particular month of the year, with the view to analyzing the rehabilitation possibilities of the clients. The initial classification distinguishes (a) the temporarily dependent person, that is, one who is receiving public assistance for reasons other than chronic physical or mental illness and likely to become self-supporting, and (b) the permanently dependent person, one who is unlikely to become self-supporting because of age, physical or mental illness, or disability. Within these classifications, sub-groupings of partial and total dependency were evolved. Factors promoting or retarding rehabilitation have then been analyzed in two groups, summarized as "extrinsic" and; "intrinsic". "Extrinsic" factors are physical and economic including; the reason for the granting of assistance, the length of time the grant has been in pay, and the degrees of skill and the work histories of the wage-earners. The "intrinsic" include personal and emotional factors conditioning the acceptance of assistance and the potentialities for improvement or readjustment. Two basic methods are employed: (1) statistical classification of the total sample group (Chapter II) and (2) case description of typical individuals (Chapter III). As a byproduct of the study, a rating scale of emotional maturity has been compiled (Appendix A) as an aid to future case recording, assistance in diagnosing rehabilitation problems, and setting or evaluating casework treatment goals for social assistance clients. It is evident that the rehabilitation plan for persons on public welfare rolls should include an assessment of the emotional factors of the client's personality development. Because these are vital in the individual's total adjustment pattern, it is recommended that such assessments should be made by qualified social workers during the intake process when the client first applies for assistance. While only a cursory review is made of medical and vocational rehabilitation facilities available for handicapped persons, a provincial coordinator of rehabilitation (including public and private resources) seems indicated to provide integrated and long-range planning for rehabilitation. Finally, it must be recognized that a large proportion of persons in receipt of current public aid are suffering from medical disabilities which are irremediable. For these, the goal of total rehabilitation is not realistic; but a proper function of the social worker is to help such clients accept their handicaps and achieve a limited adjustment. / Arts, Faculty of / Social Work, School of / Graduate

Seven soils with deep surface horizons high in organic matter occurring in south-eastern Vancouver Island in an unique environment were elucidated. The climate is similar to that of the northern Mediterranean. The vegetation consists of a grass and Garry oak (Querous gavvyana) parkland on the more xeric sites. This vegetation is believed to be part of a biosequence of grass, Garry oak and Douglas fir {Psuedotsuga menziesii). Four sites were located under vegetation consisting of grass and scattered Garry oak, two sites under Garry oak and one under Douglas fir. In the first paper, Dark Soils of the Victoria Area, Vancouver Island I Environment, Morphology and Genesis, the soils and the environment are described. All the soils were classified into the Canadian and American Systems of Soil Classification. The soils were all classified as Sombric Brunisols except for the one under Douglas fir which was classified as a Sombric Podzol according to the Canadian System of Soil Classification. In the second paper, Dark Soils of the Victoria Area, Vancouver Island, II Physical, Chemical, Mineralogical Properties and Genesis, the results of the physical, chemical and mineralogical analysis are discussed. The soils are coarse textured and are all characterized by high amounts of organic matter in the surface horizon. The organic matter has an influence on many of the soil properties. Most weathering in these soils occurs in the surface horizons. In the third paper. Natural Organo-Mineral Complexes in Some Sombric Soils of the Victoria Area, Vancouver Island, the natural complexes of surface horizons were separated and studied. The separates in this study included: coarse silt (50-20M), fine silt (20-2u), coarse clay (2-0.2y) and fine clay (<0.2y). Most of the soils organic matter was found to be associated with the fine silt and coarse clay fractions. The amount of organic matter per centimeter square in the coarse and fine clay was found to be nearly constant. The finer fractions were associated with the more humified organic matter. The importance of the binding or bridging cations were found to be in the order: Al, Ca, Fe, Mn, Cu, Zn = Mg in these soils. / Land and Food Systems, Faculty of / Graduate

Important policy decisions, it seems, are frequently taken without prior and careful assessment of the likelihood of successful implementation. The theoretical assumption implicit in this study is that both the ease and fidelity with which policy gets formulated into practice is dependent upon some carefully thought through assessment of basic questions such as: how receptive will those who are to be responsible for their implementation be? do such persons have the requisite skills? attitudes? is the surrounding infrastructure adequate? The study focused upon a number of overarching questions which fall into two major categories. First, which are the most important influences in curriculum decision areas? What individuals, groups of people or circumstances are seen by Humanities teachers themselves to have the greatest influence? Second, in the opinion of Humanities teachers what are the major problems they perceive to exist in their teaching speciality Humanities teachers clearly saw their colleagues who teach at the same form (or grade) levels as influencing them most. Teachers of other form levels were seen as next most important curriculum influencers. Other individuals within schools, such as educational technologists and careers officers and some curriculum support personnel from outside schools such as regional consultants and method lecturers, were not seen as generally having much influence on curriculum decisions. Groups such as subject associations and subject standing committees were seen by teachers as having relatively little influence on their curriculum decisions. The two problems which were identified by the greatest number of teachers as being serious are concerned with the lack of time. One is insufficient time for curriculum development, the other, not enough time for lesson preparation. Two other problems perceived as serious by many teachers concern insufficiencies in teacher education - both initial and in-service. Of the problems stated the two viewed as being least serious were 'the number of staff members with very little teaching experience' and staff 'turnover' from one year to the next. There is one overriding observation that comes through as one reflects upon this study. And, that concerns the viability of decentralized, school-based curriculum decision making in secondary technical schools of Victoria. School-based curriculum decision processes require collaborative approaches and attitudes on the part of those involved. However, many of the findings seem: to support the view that Humanities teachers really prefer to work on their own, to operate as solo practitioners. Consequently, initial teacher training and in-service education programmes need to acknowledge and develop the skills and attitudes required for collegial curriculum development processes. What teachers need most for curriculum development is time - time for collaborative curriculum development activities and for lesson preparation, and increased provisions for appropriate in-service activities. The data of this study raise certain questions about how effective key personnel such as principals and heads of department are in providing leadership in the curriculum development field or in establishing the appropriate milieu for school-based curriculum decision-making. A further question raised is what resources is the Education Department willing to make available to ensure successful school-based curriculum development? / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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