One of the main phases of recreation is the leadership which sponsors, administers, or carries out programmes. This study purports to set forth some of the features of leadership in recreation generally, and in Bellingham in particular. The criteria chosen apply to leaders individually or in groups. Four classifications of leaders are used: builder, representative, exponent and compeller. A further means of measurement is to assess motivation, goals, degree of participation, personal attributes, training, and the capacity of the leader to develop his group. The conditions that create leaders are described as: additions to existing responsibilities, social and economic status, and available time. Leaders also appear because of needs and pressures from outside. An intelligent minority needs representation. The study shows that leaders can be grouped according to "communities." Leaders are classified with regard to their ratio to population, showing a gradation from the best residential districts to the poorest. "Disenfranchised" groups, that is, those with little or no representation, are also revealed. Union representation in community councils is not as broad as might be expected, and some implications are stated. The results of perpetuating and interlocking leadership are discussed as ways of gaining either strength or weakness. Individual leaders are assessed on the basis of Busch's classification. Patterns of leadership - interlocking, democratic, wide lay participation - are discussed. From the patterns certain conclusions appear: the need to broaden the base of participation, and to increase possibilities for generating leaders. Both private and tax-supported agencies are shown to have a unique contribution to make to leadership. A distinction is made between the work of the professional social group worker and the volunteer. The study suggests some ways of generating leadership. There are abundant resources for training of volunteers in Bellingham, if they were utilized. Social work can help in harnessing leadership to do its best job. Budgetting recreational programmes through the Chest offers one method whereby sponsoring, administrative, and programme leaders can help each other. The study further suggests that agency leaders can work together for effective achievements in recreation: there is a strong relationship between good recreation and sound leadership. / Arts, Faculty of / Social Work, School of / Graduate

Thesis (M Arch)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Ralph Johnson. Includes bibliographical references.

This thesis examines the educational experience from 1958 to 1983 in two Washington State high schools: Bellingham High School and Garfield High School, Seattle. It focuses on what happened to the structure, curriculum content and environment within these schools, and also discusses the process of centralisation in Washington State educational administration. The period of study was bounded by two reports: James Bryant Conant's The American High School Today (January 1959), and A Nation at Risk (issued in 1983) by the U.S. Secretary of Education, Terrell Bell, and the National Commission on Excellence in Education, reports which were issued in response to the Cold War and to growing international economic competition. Conant and his generation of educators sought a system of secondary education that, by opening educational opportunities to all young Americans, would close the critical Soviet- US gap in missile and space technology, and would give the Cold War victory to the United States. However, national policies, state administration and socio-cultural change in American life all contributed to a shift in classroom emphasis away from traditional academics and measures of students' achievement during the quarter-century after Conant - a condition made clear by the National Commission in 1983. Whatever the other values of these educational reforms, they had a negative effect on student attitudes towards academic achievement, resulting in a disengagement from all aspects of school life. Despite cultural differences, the parallel institutional experiences of Bellingham and Garfield, and the similarities that emerged between the schools' administrative structures, educational goals, teaching strategies and learning styles, imply that class was also an important factor shaping the educational experience in the United States during the 1960s and 1970s.