This essay tries to determine how two municipal archival programs develop from their origins as collections of historical documents in museums, and whether they fit into the larger pattern of archival development found in Canadian federal and provincial public archives, which is identified as "total archives". To provide some context for the two case studies, the essay first examines the main features of the Canadian tradition of "total archives" and tries to locate Canadian archives in the context of the worldwide evolution of modern archival institutions. The essay then explores the development of municipal archival programs in Delta and Richmond, British Columbia to reveal how they were conceived, advanced and sustained. The study concludes that local archival programs do fit into the Canadian tradition of "total archives", however, a conceptual framework which includes both the cultural and administrative purposes of archival institutions appears to be lacking. The conclusion summarizes some of the aspects of a conceptual framework including: the nature of archives, the legal status of public records and the need for archival legislation, the administrative role of an archival program, the need for a commitment of adequate resources, and the need for local governments to recognize their duty to preserve and make accessible public records of continuing value. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

The implications of the acceleration data recorded during the September 19, 1985 Mexican earthquake for seismic design in Canada are investigated by determining if the deep deposits of the Fraser Delta could cause large amplification of earthquake motions. The conditions for amplification of low level incoming ground motions at deep sites are identified; in particular, the critical role of variation in shear modulus with shear strain. The current procedure for determining site specific ground motions is evaluated and major sources of uncertainty in the results identified. Criteria for selecting representative input motions for site response studies are recommended based on analyses of Mexico City sites. A comparative study of sites in the Fraser Delta area of British Columbia showed that offshore subduction earthquakes should be considered when developing design spectra for deep sites in the Delta. / Applied Science, Faculty of / Civil Engineering, Department of / Graduate

The purpose of this study is to provide a measurement of selected parental attitudes and an evaluation of the effectiveness of Parent Groups as instruments for promoting attitude changes in a positive direction.

This study examines adult education in Civil War Richmond from January 1861 to April 1865. Drawing on a range of sources (including newspapers, magazines, letters and diaries, reports, school catalogs, and published and unpublished personal narratives), it explores the types and availability of adult education activities and the impact that these activities had on influencing the mind, emotions, and attitudes of the residents. The analysis reveals that for four years, Richmond, the Capital of the Confederacy, endured severe hardships and tragedies of war: overcrowdedness, disease, wounded and sick soldiers, food shortages, high inflationary rates, crime, sanitation deficiencies, and weakened socio-educational institutions. Despite these deplorable conditions, the examination reveals that educative systems of organizations, groups, and individuals offered the opportunity and means for personal development and growth. The study presents and tracks the educational activities of organizations like churches, amusement centers, colleges, evening schools, military, and voluntary groups to determine the type and theme of their activities for educational purposes, such as personal development, leisure, and recreation. The study examines and tracks such activities as higher education, industrial training, religious education, college-preparatory education, military training, informal education, and educational leisure and recreation, such as reading and listening to and singing music. The study concludes that wartime conditions had minimal affect on the type and availability of adult education. Based on the number and types of educational activities and participants engaged in such activities, the study concludes that adult education had influenced and contributed to the lives of the majority of Richmonders, including the thousands of soldiers convalescing in the city's hospitals. Whatever the educative system, the study finds that the people of Richmond, under tremendous stress and despondency improved themselves individually and collectively. Thus, Civil War Richmond's adult education experience is about educative systems that gave people knowledge, comfort, and hope under extreme deprivation and deplorable conditions. / Ph. D.

This study was a descriptive-analytical survey of middle school principals' and full-time middle school teachers' responses to the Survey of Instructional Leadership Behavior (SILB). The study was undertaken to determine whether significant differences existed between the respondents in terms of their perceptions of the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of middle school principals in the metropolitan area of Richmond, Virginia. Attention was given also to examining the relationship between selected demographic characteristics such as the sex, age, ethnic group, experience, educational background, and annual salary on the respondents and their perceptions of the middle school principals' instructional leadership behavior. The subjects for this study were identified from three governmental localities to make up a representative group of middle school principals, as well as full-time middle school teachers in the Richmond (Virginia) Standard Metropolitan Statistical Area (SMSA). Of the 532 who participated in the study, 391 (73%) were determined usable responses. Of this number, 11 of the responses were middle school principals and 380 were full-time middle school teachers. Five main hypotheses were developed and tested in order to guide the study: (1) There is no significant difference between the"actual" instructional leadership behavior of the principal as perceived by middle school principals when compared to the perceptions of full-time middle school teachers in the metropolitan area of Richmond, Virginia; (2) There is no significant difference between the"expected" instructional leadership behavior of the principal as perceived by middle school principals when compared to the perceptions of full-time middle school teachers in the metropolitan area of Richmond, Virginia; (3) There is no significant difference between the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of the principal as perceived by middle school principals in the metropolitan area of Richmond, Virginia; (4) There is no significant difference between the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of the principal as perceived by full-time middle school teachers in the metropolitan area of Richmond, Virginia; and (5) There is no significant relationship between each of the demographic characteristics of the respondents and their perceptions of the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of the middle school principals in the metropolitan area of Richmond, Virginia. Each hypothesis presented in this study was tested at the .05 level of significance to determine which should be accepted and which should be rejected. Hypotheses 1 and 2 were tested using independent t-test values. Hypotheses 3 and 4 were tested using dependent t-test values. Hypothesis 5 was tested by conducting a multiway analysis of variance using all demographic data as independent variables. Of the five hypotheses presented, one was accepted (Hypothesis 1), three were rejected (Hypotheses 2, 3, and 4), and one was rejected in part (Hypothesis 5). The following conclusions are based on the findings of the study: (1) Middle school principals and teachers were in general agreement relative to their perceptions of the 0 actual" instructional leadership behavior of middle school principals in the metropolitan area of Richmond, Virginia. Although there was agreement, middle school principals' perceptions of their actual behavior are higher than the teachers' perceptions; (2) Middle school principals' perceptions of their"expected" instructional leadership behavior were significantly higher than the teachers' perceptions of how the principals were expected to behave; (3) Middle school principals' perceptions of their"expected" instructional leadership behavior were significantly higher than the middle school principals' perceptions of their"actual" instructional leadership behavior; (4) Middle school teachers' perceptions of their principals'"expected" instructional leadership behavior were significantly higher than their perceptions of the principals'"actual" instructional leadership behavior; (5) Sex, age, ethnic group, experience, number of years assigned to the school, degrees, and annual salary had no influence on the middle school principals' perceptions of their"actual" instructional leadership behavior nor their"expected" instructional leadership behavior; (6) Although sex, age, number of years assigned to the school, experience, and annual salary had no influence on middle school teachers' perceptions of the principals'"actual" instructional leadership behavior, the ethnic background tends to have some influence. Furthermore, the specific interaction between the number of years teachers were assigned to the school and the degrees held tended to influence their perceptions of the principals' actual behavior; and (7) Although sex, age, ethnic group, number of years assigned to the school, degrees and annual salary had no influence on middle school teachers' perceptions of the principals'"expected" instructional leadership behavior, the experience of the teacher tends to have significant influence. Furthermore, the specific interaction between the ethnic background of the teachers and the degrees held had a significant influence on their perceptions of the principals' expected behavior. / Ed. D.

M.S.

M.S.

The Freight Warehouse Architecture Studio is adjacent to Virginia Commonwealth University in Richmond. Although designed as an adaptive reuse, it is a direct result of two things: a reading of Eisenman's Koizumi Project and working in the office for a few weeks immediately proceeding commencement on the studio. The reading was the onset of the theory necessary for the study, and the experience in the office offered the opportunity to establish the direction for the project. The question of culture, understanding, and reading yields the question of the reconciliation of personal history and community history, how an architect intervenes in a location fraught with tradition. As a result, there is "a condition of a space evolving from within, not an insertion, from without.... So what is interesting about this space is we set up the mechanism of interplay, but we did not know what was going to happen. In other words, I am not saying it is a beautiful design.... In a sense it is mediated because the hand of design is taken away..." / Master of Architecture

Through the use of regional planning, then, it may be stated that man could be protected against the depopulation or the land and the overcrowding of cities, which has been shown in history to have been the cause or decay or civilization. Through this new freedom and hope for the future, man will be able to produce and develop creatively. / Master of Science

The problem explored in this study was the effectiveness of a community leadership development program in training identified emerging community leaders to develop networks of communication and understanding between the governmental, economic, and educational elements of the city and to use these contacts in community organizations that address the problems of the city. Attention was given to what networks were in place before, during, and after a short leadership program. Contact type was addressed. Secondly, the study analyzed the use of network structure by participants in community organizations. The association of race and gender was considered. Finally, the use of network analysis as a method of evaluating the outcomes of a community leadership program was researched. Findings on interpersonal contacts were similar in four classes. Prior to the program contacts were minimal. By June 1984 contacts among participants in all four classes increased from a range of 70% to 392%. Another finding was that contacts among participants prior to the program were with those of the same race. Contacts changed during and after the class. By June 1984 black participants In three of the four classes surveyed had more contacts with whites than with blacks. White participants continued to have most contacts with whites. Race seems to be a more important factor In the selection and maintenance of contact than does gender. These findings were generally borne out by LMR II Interviews who said that the networking process with persons of a different race, gender, and residence was the single most important outcome of the program. Findings on contact type suggest that gender is more important than race In contact type. Black females' contacts with fellow participants were usually work contacts; male contacts were community contacts. Neither race nor gender was significant in community organizational memberships of participants. However, participant memberships shifted busIness/professional memberships to civic/ government memberships, a desired program outcome, in three out of four classes. Black females joined more political/government organizations both before and after the program as well as business/ professional organizations. White females, on the other hand, joined more civic/community organizations and black males joined more educational/religious organizations. Program outcomes suggest that the leadership development model of Leadership Metro Richmond seems to be an appropriate model to bring about the desired outcomes of the program. / Ed. D. / incomplete_metadata