There is no abstract available for this dissertation.

The 800 and 900 blocks of West Franklin Street, Richmond , Virginia were developed during the period of 1855 to 1925. As a result, manifested on these two blocks are important examples of late-Victorian and early twentieth-century American architecture. The predominance of the Second Empire and Richardsonian Romanesque styles indicate that this neighborhood experienced the most intensive building campaign during the 1880s and 1890s. This development corresponds to the period of economic recovery experienced in Richmond after the Reconstruction. Though Richmond suffered economically due to its geographical and political position during and immediately following the Civil War (1861-65), the post-Reconstruction economic recovery made possible financial success for a small number of enterprising Richmonders. Tobacco, trade, and manufacturing were the leading occupations of the financially successful. The original residents of West Franklin Street and their homes are evidence of this prosperity. Roughly one quarter made their fortunes in tobacco, one quarter in manufacturing, one quarter were merchants of one type of another, and the balance were independent business men, lawyers, stockbrokers, and real estate developers. These successful Richmonders chose to erect monuments to their success in the homes they commissioned from local and nationally known architects, builders, and craftspeople. This thesis charts the pattern of social, aesthetic, and architectural development by identifying the patrons, architects, contractors, and craftspeople who built the 800 and 900 blocks of West Franklin Street. The 800 and 900 blocks of West Franklin Street, comprised in a National Register Historic District, are now largely owned by the Virginia Commonwealth University (VCU). In 1925, the school began acquiring the old residences and remodelling them into dormitories and classrooms, eventually acquiring 34 out of 42 of the extant original buildings. Consequently, VCU now owns a major intact collection of architectural and historical merit. Though VCU has commissioned master plans and architectural guidelines to guide the development of the growing university, there are no specific guidelines for the maintenance and treatment of the historic buildings. The adoption of and adherence to a university-wide preservation plan is proposed in order to protect this unique and important district.

No description available.

This paper presents a case study and analysis of changes in the organizational structure of the Open Learning Agency (OLA) of British Columbia in 1992. Under the aegis of the Ministry of Advanced Education, Technology and Training, the Agency carries a five-fold mandate - in collaboration with universities, institutions, boards of school trustees and other agencies concerned with education, OLA is to: provide an educational credit bank for students; coordinate the development of open learning education; use open learning methods to provide educational programs and services; carry out research related to open learning education; and operate one or more broadcasting undertakings devoted primarily to the field of educational broadcasting. The central question of the paper is: How will OLA restructure to achieve its mandate and strategic direction? In particular, the paper examines the Agency's structure prior to reorganization, the internal and external forces acting upon it as seen through the eyes of its executive members and the key issues facing the organization, including the reasons which precipitated a review of the organizational structure in 1991. The structure prior to reorganization is analyzed and classified as an example of Mintzberg's (1989) innovative configuration. The paper also predicts an innovative configuration for the Agency's reorganized structure based upon Mintzberg's contingency and life cycle hypotheses. The reorganized structure (which came into effect May 1, 1992) is subsequently analyzed and agrees with the prediction. The method of investigation included interviews with executive members conducted approximately three months prior and three months after the reorganization, archival research and personal observation by the writer, an employee of the Agency. Mintzberg's (1983, 1989) conceptual framework of structural configurations provided a basis for analysis of the case study data. The paper concludes that the innovative configuration is an appropriate form for the organization in view of its mandate and strategic direction but notes that it is also a difficult configuration to sustain, subject to pressures for increasing bureaucratization and susceptible to internal and external politicization. The paper recommends that the Agency do its best to maintain the configuration by educating staff about its nature and resist pressures which might shape it into a more conventional, professional form. The paper further finds Mintzberg's framework descriptive and helpful in providing limited, broad understanding of the Agency, its issues and choices for change; however, factors which can have significant impact such as political pressure, personal idiosyncrasies of leaders and centralization of office sites make any detailed prescriptions for organizational change somewhat elusive.

Chinese children are viewed not only as the raison d'etre of their parents, but also as contributors to their future well-being. The demands and expectations that shape the nurturing and education of young Chinese children have developed on the basis of these beliefs. In Richmond B.C., a community that has experienced a recent and rapid influx of Chinese immigrants, there has emerged an issue regarding the nature of preschool education. On the one hand, immigrant Chinese parents prefer a highly structured educational environment wherein English-as-a-Second language [ESL] instruction is emphasized. This kind of pedagogical approach, it is believed, will foster their children's integration into mainstream society. Early childhood educators and caregivers, on the other hand, favour an exclusively play-based learning strategy, one devoid of formal training in grammar and phonetics. These practitioners reject the reductionist approach advocated by parents in favour of what they view as a more wholistic pedagogy. This issue is further exacerbated by cultural barriers: first, owing to Confucian prescriptions against challenging authority, there exists a general reluctance on the part of Chinese immigrants to confront school officials; second, communication between the two sides is rendered difficult, if not impossible, by the language barrier. The purpose of this study is to foster better understanding on the part of child care policy makers regarding the educational needs and problems facing Chinese immigrant families residing in Richmond, B.C. Literature relevant to early childhood development within a multicultural framework was reviewed in this study. In particular, the development of ESL education for ethno-cultural preschoolers, the philosophy of early childhood pedagogy, the result of quality child care and issues pertinent to research terminology and techniques were closely examined. The literature reviewed was drawn predominantly from Canadian and American sources. Their texts were served to illustrate differences in philosophical and practical perspectives regarding child care. Chinese sources were also examined in order to explain cultural and ideological differences in the field of child care. A profile of the interviewees was developed based on quantitative data collected during interviews with 75 Chinese immigrant parents. The issues and problems identified in this study emerged from qualitative interviews with Chinese parents and key informants, the latter consisting of, child care practitioners, community workers, and educators. This study found that problems experienced by Chinese parents regarding child care are similar to those of Canadian parents. For instance, the lack of affordable and available quality child care are common concerns. However, as discussed above, one significant difference identified is the Chinese parents' emphasis on a pedagogical approach to early childhood education as opposed to the playbased strategy advocated by preschool child care givers. One other finding is that although most Chinese immigrant children can converse in English, few can read or write basic English. While conversational ability is an integral part of learning a language, reading and writing are more important with regard to the effective and efficient adoption of a second language. This study concludes that preschool ESL training is a vital part of the solution for early and successful integration of Chinese children into Canadian society. How can planning address this problem? This study recommends that the Provincial Ministry of Women's Equality which is responsible for child care together with the Federal Ministries of Immigration, Human Resources and Health share information and develop programs that will provide immigrants with young children information related to the Canadian child care system. At the provincial level, the key is to develop a community-based child care delivery system. Child care policies and programs should be sufficiently flexible and sensitive to deal with immigrant child care requirements. The promotion of culturally sensitized, community-based child care facilities and programs should be developed by the Inter-Ministry Child Care Policy Coordination Committee working closely with relevant ministries and communities. At the Municipal level, it is crucial to establish and maintain up-to-date and accurate data bases to avoid ad hoc child care delivery systems and polices. Coordination and cooperation of the Richmond Planning, Community Services and Health Departments and local School District #38 would benefit not only immigrant children but all children in the community.

There is no abstract available for this thesis.

No description available.

Chinese children are viewed not only as the raison d'etre of their parents, but also as contributors to their future well-being. The demands and expectations that shape the nurturing and education of young Chinese children have developed on the basis of these beliefs. In Richmond B.C., a community that has experienced a recent and rapid influx of Chinese immigrants, there has emerged an issue regarding the nature of preschool education. On the one hand, immigrant Chinese parents prefer a highly structured educational environment wherein English-as-a-Second language [ESL] instruction is emphasized. This kind of pedagogical approach, it is believed, will foster their children's integration into mainstream society. Early childhood educators and caregivers, on the other hand, favour an exclusively play-based learning strategy, one devoid of formal training in grammar and phonetics. These practitioners reject the reductionist approach advocated by parents in favour of what they view as a more wholistic pedagogy. This issue is further exacerbated by cultural barriers: first, owing to Confucian prescriptions against challenging authority, there exists a general reluctance on the part of Chinese immigrants to confront school officials; second, communication between the two sides is rendered difficult, if not impossible, by the language barrier. The purpose of this study is to foster better understanding on the part of child care policy makers regarding the educational needs and problems facing Chinese immigrant families residing in Richmond, B.C. Literature relevant to early childhood development within a multicultural framework was reviewed in this study. In particular, the development of ESL education for ethno-cultural preschoolers, the philosophy of early childhood pedagogy, the result of quality child care and issues pertinent to research terminology and techniques were closely examined. The literature reviewed was drawn predominantly from Canadian and American sources. Their texts were served to illustrate differences in philosophical and practical perspectives regarding child care. Chinese sources were also examined in order to explain cultural and ideological differences in the field of child care. A profile of the interviewees was developed based on quantitative data collected during interviews with 75 Chinese immigrant parents. The issues and problems identified in this study emerged from qualitative interviews with Chinese parents and key informants, the latter consisting of, child care practitioners, community workers, and educators. This study found that problems experienced by Chinese parents regarding child care are similar to those of Canadian parents. For instance, the lack of affordable and available quality child care are common concerns. However, as discussed above, one significant difference identified is the Chinese parents' emphasis on a pedagogical approach to early childhood education as opposed to the playbased strategy advocated by preschool child care givers. One other finding is that although most Chinese immigrant children can converse in English, few can read or write basic English. While conversational ability is an integral part of learning a language, reading and writing are more important with regard to the effective and efficient adoption of a second language. This study concludes that preschool ESL training is a vital part of the solution for early and successful integration of Chinese children into Canadian society. How can planning address this problem? This study recommends that the Provincial Ministry of Women's Equality which is responsible for child care together with the Federal Ministries of Immigration, Human Resources and Health share information and develop programs that will provide immigrants with young children information related to the Canadian child care system. At the provincial level, the key is to develop a community-based child care delivery system. Child care policies and programs should be sufficiently flexible and sensitive to deal with immigrant child care requirements. The promotion of culturally sensitized, community-based child care facilities and programs should be developed by the Inter-Ministry Child Care Policy Coordination Committee working closely with relevant ministries and communities. At the Municipal level, it is crucial to establish and maintain up-to-date and accurate data bases to avoid ad hoc child care delivery systems and polices. Coordination and cooperation of the Richmond Planning, Community Services and Health Departments and local School District #38 would benefit not only immigrant children but all children in the community. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

This paper presents a case study and analysis of changes in the organizational structure of the Open Learning Agency (OLA) of British Columbia in 1992. Under the aegis of the Ministry of Advanced Education, Technology and Training, the Agency carries a five-fold mandate - in collaboration with universities, institutions, boards of school trustees and other agencies concerned with education, OLA is to: provide an educational credit bank for students; coordinate the development of open learning education; use open learning methods to provide educational programs and services; carry out research related to open learning education; and operate one or more broadcasting undertakings devoted primarily to the field of educational broadcasting. The central question of the paper is: How will OLA restructure to achieve its mandate and strategic direction? In particular, the paper examines the Agency's structure prior to reorganization, the internal and external forces acting upon it as seen through the eyes of its executive members and the key issues facing the organization, including the reasons which precipitated a review of the organizational structure in 1991. The structure prior to reorganization is analyzed and classified as an example of Mintzberg's (1989) innovative configuration. The paper also predicts an innovative configuration for the Agency's reorganized structure based upon Mintzberg's contingency and life cycle hypotheses. The reorganized structure (which came into effect May 1, 1992) is subsequently analyzed and agrees with the prediction. The method of investigation included interviews with executive members conducted approximately three months prior and three months after the reorganization, archival research and personal observation by the writer, an employee of the Agency. Mintzberg's (1983, 1989) conceptual framework of structural configurations provided a basis for analysis of the case study data. The paper concludes that the innovative configuration is an appropriate form for the organization in view of its mandate and strategic direction but notes that it is also a difficult configuration to sustain, subject to pressures for increasing bureaucratization and susceptible to internal and external politicization. The paper recommends that the Agency do its best to maintain the configuration by educating staff about its nature and resist pressures which might shape it into a more conventional, professional form. The paper further finds Mintzberg's framework descriptive and helpful in providing limited, broad understanding of the Agency, its issues and choices for change; however, factors which can have significant impact such as political pressure, personal idiosyncrasies of leaders and centralization of office sites make any detailed prescriptions for organizational change somewhat elusive. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

As a metropolitan area expands, fringe areas are influenced by the growing number of people and urban functions. Agricultural and vacant areas are converted into residential, industrial, commercial and institutional sites. In recent years a greater concern has arisen over the manner in which land is converted and the effects of such conversion upon an agricultural region. This study describes and analyses the land use pattern of one such region, Richmond, British Columbia, for the years 1930, 1949 and 1958. The land use data is represented cartographically and statistically. Changes which occurred during the intervening years and after 1958 are noted and reasons for them either explained or suggested, depending upon the availability of information. The major emphasis is on the effect of increasing urban expansion upon the character of the agricultural land use pattern, and upon Richmond's role as an agricultural and suburban area within the Greater Vancouver region. Since the 1958 analysis is based upon a detailed land use survey conducted by the author, more specific information is given on the character of land use than for any other period. Regional differences in field crops, amounts of agriculture per section and problems resulting from wastage of land in subdivisions are examples of the factors considered in the thesis. The effect of the past haphazard manner of urban development, especially residential, has created a jumbled land use pattern with large, unproductive or unused areas. Little consideration has been given to the consequences of this increased sporadic urbanization upon agriculture and the municipality. In the future an ever-growing population in the Greater Vancouver area will create further demands for more urban land in the fringe areas, such as Richmond. Sound planning will be needed to ensure a more orderly and less wasteful development of the region's valuable land resources. / Arts, Faculty of / Geography, Department of / Graduate