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Though the debate surrounding the extent to which pessimism dominated in the late nine-teenth century asylum is extensive, the same debate in the twentieth century remains un-der-explored. Relatively few academics have offered a cross-century analysis that goes beyond the beginning of the First World War to analyse the twentieth century and none of these studies have explored how changes were implemented in the institutions in the West Riding of Yorkshire. This thesis attempts to redress this imbalance by offering an original analysis of a selection of developments and innovations that were carried out in the West Riding of Yorkshire between the years 1888-1938. Consideration is given to four specific innovations and an analysis is made of how successful these new develop-ments were with relation to the eradication of the stigmas of pauperism and certification. Innovations relating to how to segregate mentally deficient children and adults and ser-vice patients will be assessed, along with the establishment of outpatient departments and the local implementation of the 1930 Mental Treatment Act. By offering an analysis of these developments this thesis contributes to our understanding of how successful these social and legal changes were in the administration of mental health care throughout these years. Primarily this thesis is concerned with an analysis of these different innovations and an observation of the impact that these attempts at change had on the patients. Wherever possible close attention is given to the voices of the patients and their families in order to assess their roles in accessing the services provided. This thesis argues that these innova-tions represent significant legal and social changes in the administration and admission of the mentally ill over the years covered. Despite this however, this thesis identifies that these changes were all beset with many inherent problems, usually linked to a lack of fi-nance and overcrowded institutions, which meant that they were all significantly limited in their capacity to change the system for all but a small minority of sufferers of mental illness and learning disability.

The focus of this thesis is an investigation of secondary school history in post-genocide Rwanda. The thesis addresses a knowledge gap by examining the 2008 O-level Rwandan history curriculum as a case of a post-genocide secondary school history curriculum. The issues surrounding the construction of the 2008 O-level history curriculum and the wider opportunities and challenges of teaching and learning history in Rwandan schools are addressed. The research is located in the field of literature that investigates school history in different post-genocide and post-conflict countries and the connections between history education, conflict, peace and reconciliation. Research involved two periods of fieldwork in Rwanda of 11 weeks and 16 weeks respectively. During this time curriculum documents were collected and field-notes taken. Also, interviews were conducted with Rwandan policy-makers (3), secondary history teacher-educators (5) and secondary history student-teachers (10). Informal discussions were held with four additional policy-makers. The empirical research was related to the research question: What opportunities and challenges does teaching history face in post-genocide Rwanda - perceptions of what, why and how history is taught to secondary school pupils? A thematic analysis of the data resulted in three key inter-related findings. Firstly, there are competing policy visions and curriculum processes at the heart of the 2008 O-level secondary school history curriculum. Secondly, the memory of the 1994 genocide is central to the 2008 O-level history curriculum construction (policy), mediation (teacher-educators) and implementation (student-teachers). Finally, and related to finding two above, limited learner-centeredness in student-teachers’ classroom practice demonstrates how the legacy of the Rwandan 1994 genocide impacts on the delivery of the 2008 O-level history curriculum. Based on these findings the thesis makes three original contributions to knowledge. The legacy of the genocide in terms of post-genocide fears of future violence and aspirations for unity and reconciliation needs to be at the centre of our understanding of school history curriculum reform in post-genocide Rwanda. Also, over 20 years after the 1994 genocide the on-going emotional legacy of the genocide in the classroom shapes the classroom practice of a new and university trained generation of history teachers. Yet, student-teacher classroom practice also challenges the uniform depiction of teacher-led history teaching by writers, suggesting a more complex history classroom reality. Finally, this is the first empirical study to use the theoretical framework of ‘unity in homogeneity’, ‘unity in diversity’ and ‘diversity’ approaches to frame and investigate the opportunities and challenges the teaching of history faces in post-genocide Rwanda.

Abstract not available.

This thesis considers propriety and politics in the thought of David Hume. It argues that Hume's political thought was intimately connected with his philosophical investigation of the 'science of man', first undertaken in A Treatise of Human Nature (17 39-40). It outlines how the 'science of man' progressed from Pyrrhonian scepticism to a 'mitigated' scepticism that affirmed 'common life' and moderation. A principle factor in this development was the articulation of sympathy and a philosophy of sentiment, consistent with, yet critical of, earlier philosophical traditions. This moderate scepticism was accompanied by the early articulation of Hume's enlightened scale of values---amusement, virtue, understanding, moderation. In highlighting these values this study argues that Hume be considered an establishment thinker, connecting philosophical values to a political context where stability was a mainstay of debate. Thus, the thesis complements both Duncan Forbes and J. G. A. Pocock, scholars who have argued along similar grounds that Hume's self-conceived revolution in philosophy ironically investigated the concept of revolution in political terms, but failed to give it any hearty endorsement. This study also casts light upon how Hume offered his philosophical investigations to a broader eighteenth-century audience and why an endorsement of political revolution was not to be found in this work. It suggests that the Essays, Moral, Political, and Literary represent Hume's attempt to cultivate a political culture of politeness and moderation, containing, as they do, a critique of superstition and enthusiasm, both religious and political. (Abstract shortened by UMI.)

Shipwreck in the first half of the nineteenth century had been an on-going national tragedy. It was not officially quantified until the 185O's when it was found that 1025 ships a year on average were lost, the consequent destruction of life averaged 830 persons a year, with an annual loss to the country representing some 1.5m. There had been a devastating loss to the maritime strength of Britain since the close of the Napoleonic Wars. The response to this on-going national disaster was slow but eventually emerged principally in three areas: humanitarian, technical and political. The humanitarian driven reform came from amongst other sources by way of incentives to inventors from the Royal Humane Society, the formation and establishment of a lifeboat service and a general up-swelling of opinion by exposure to pamphlets and newspapers against the evils of shipwreck. The technical response came as inventors and builders sought to find new forms of construction in ships, lifeboats, life-saving equipment and safety equipment amongst others. Politically, the increasing use of the select committee to bring facts before the public and parliament served as the basis of much reform in nineteenth century England, the 1836 Inquiry into the causes of shipwreck, the 1839 Inquiry into the losses of timber-laden ships and the 1843 Inquiry into the causes of shipwreck being the major exposers of malpractice. The object of this thesis and the major research question is to assess the principal strengths and directions of these responses as the climate of opinion changed and reforms albeit piecemeal came about. The work begins with an outline of the situation as it affected different parts of the coast and some of the localised responses to shipwreck. Using the 1836 Inquiry as the basis for establishing the causes of the problems, itself a new datum point in maritime history as it was the instigating basis for change, the nature of shipwreck and course of reform is traced through the following two decades up until the unifying 'great' Merchant Shipping Act of 1854.

No description available.

acase@tulane.edu

acase@tulane.edu

acase@tulane.edu