The Great Lakes side-wheel steamboat Anthony Wayne was built in 1837 at Perrysburg, OH and participated in lakes shipping during a time when such vessels were experiencing their heyday. Designed as a passenger and cargo carrier, the steamer spent 13 years transporting goods and people throughout the Upper Lakes until succumbing to a boiler explosion while headed to Buffalo on 28 April 1850. The remains of Anthony Wayne were discovered in 2006 and two years later a collaborative project was begun for the purposes of documenting and assessing the present day condition of the wreck. Anthony Wayne is the oldest steamboat wreck on the Great Lakes to be studied by archaeologists and represents an important piece of maritime heritage that can aid researchers in understanding architectural and machinery specifics that are unknown to us today. This thesis presents the results of an archaeological and archival investigation of Anthony Wayne. Information pertaining to the discovery and significance of the vessel are presented, followed by descriptions of Perrysburg and its shipping industry, the steamer's owners, and how the vessel was built. The operational history of Anthony Wayne is then outlined chronologically, including ports of call, cargoes, masters, and incidents the steamer experienced. Details of the explosion and the aftermath of the sinking are then discussed, followed by a brief summary of other Great Lakes steamboat catastrophes from 1850 and why boilers explode. Focus then shifts to the two-year archaeological investigation, including project objectives, methodology, and findings. The construction specifics of the steamboat's hull, drive system, and associated artifacts are then presented, followed by post-project analysis and conclusions. A catalog of Great Lakes steam vessels, vessel enrollment documentation, the coroner's inquest following the disaster, and the initial dive report from the discoverers are furnished as appendices.

This thesis is a study of social mobility in Thomas Hardy's novels based on The Return of the Native, Tess of the d'Urbervilles, and Jude the Obscure. Using the influence of family background, education and social injustice, it discusses the identity crisis that arises from an individual's rapid social mobility. The study also shows how the obstacles and the inner conflicts that the novelist himself encounters in his own process of moving upward socially, are transformed into parts or fragments of his novels, imbuing them with highly autobiographical elements. The introduction discusses the roles that the Industrial Revolution and other occurrences in history played in creating social mobility at the time and the roles that family background, education, personal temperament, and social injustice played in inhibiting it. Particular attention is paid to how the individuals, particularly those from the lower classes, are stopped from moving upward completely and what conflicts in self-identity are created in their struggles. Chapter one discusses The Return of the Native, focusing on the dilemma arising from the discrepancy between the expectations of oneself and others in social mobility. Chapter two discusses Tess of the d'Urbervilles, focusing on the idea that family background and education can lead to social displacement and alienation in a mobile society. Chapter three discusses Jude the Obscure, focusing on how disillusion with one's own life and goals caused by one's own family background and negative temperament as well as social injustice can sabotage one'

This project explores the anxieties and contradictions that appeared in discussions of education during the Progressive Era by examining education theory, as found in the journals Education and The Playground, and comparing this theory to children's books of the era. I argue that turn of the century educators and authors promoted practical education so that they could use the school, the home, and the playground to accomplish two goals simultaneously: protecting children from economic concerns in the present and preparing children for the future by helping them develop the skills they would need to be productive citizens. However, in attempting to accomplish both of these goals, these individuals turned the home, school, and playground into contradictory spaces. This project first explores how these educators and authors resolved the tensions and contradictions present in these spaces--and the problems of class and gender underlying their resolutions--before examining why they were invested in creating a protected space for childhood in the first place and finally showing how the protected space they attempted to create became destabilized. Ultimately, I claim that these educators and authors made the protected space of childhood contingent upon the child's ability to submit to and absorb practical lessons learned on the playground and in the classroom and the home. Consequently, it appears that these individuals believed that children must earn their right to a protected childhood, but by insisting that children earn their protection, these individuals allowed economic concerns to creep into the supposedly separate childhood space. Each chapter of this dissertation will explore a particular facet of Progressive Era education--specifically, humanities courses, vocational education, and the play and playground movement--to reveal the anxieties that surrounded the intersections among the establishment of practical education, the desire to protect children from the workforce, and the need to prepare children for their futures as productive citizens. / text

Early intervention in psychosis emerged in the 1980s and has gradually become a new paradigm in mental health service worldwide. Yet, very few studies on the history of early intervention in mental illness exist even to date. This dissertation explored the situation in 19th century England when Britain was the only superpower in the world and at the same time was plagued by the rising number of insanity cases that she could only cope with by building more and bigger asylums. The idea of early treatment of insanity was found in various publications written by different physicians in the first half of 19th century. A few of them also proposed primary preventive measures as they believed that a good and disciplined life style could help to avoid the illness. They also saw that insanity could be hereditary. Meanwhile, the debate over the nature of insanity whether it is purely biological or goes beyond the physical body was happening in England as in continental Europe. The physicians supporting the idea of early intervention were also those who subscribed to the theory that insanity has a biological origin. The staging concept in the development of mental illness was well conceived by some physicians. There were also attempts to identify the symptoms in incipient insanity which is close to the modern concept of prodromal stage. Some medical professions also put forward detailed theories on the pathology of the illness based on their knowledge on brain physiology and its interaction with other organs of the body. During this period, professionalization of psychiatrists was advancing. In this process, there was clash between two schools of thoughts. One considered that the profession should move along a scientific path while the other considered that more effort should be devoted to pragmatic issues such as those concerning asylum management. This conflict had in some way hindered the advancement of early treatment. Another major obstacle to the provision of early treatment was the distrust of the society towards psychiatrists. After a number of notorious cases involving people being wrongly confined in the asylums had been widely publicized, the law was tightened to limit the authority of psychiatrists in certifying insanity and in treating uncertified cases. This had resulted in a serious blockade on the road to early treatment. Stigmatization of mental illness in the society was also a major factor in deterring people from seeking early assistance. From the experience in 19th century England, it was found that medicalization of mental illness, professionalization of psychiatrists, establishment of mutual trust between psychiatrists and the society, as well as de-stigmatization of mental illness would be conducive to the development of an early intervention paradigm. / published_or_final_version / Psychological Medicine / Master / Master of Psychological Medicine

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