In the early hours of 1 January 1863, USS Westfield grounded hard in the sand off the northeast side of Pelican Spit in Galveston Bay, Texas. The gunboat was building up steam to cut off two Confederate cottonclads before they reached the other Union ships in the bay. Hours later, an explosion ripped through the hull, sinking the vessel in the shallow water. Scuttled by the captain, William B. Renshaw, Westfield lay in the sands of Galveston Bay until the remains were excavated in 2009 and 2010 by PBS&J, now Atkins Global, under the supervision of the Texas Historical Commission and the U.S. Navy. The artifacts were brought to the Conservation Research Laboratory on Texas A&M University’s Riverside Campus where they were sorted, documented, and conserved. This thesis begins with a detailed account of Westfield’s history, starting with the vessel’s use as a New York ferryboat, the conversion to a gunboat and commission in the West Gulf Blockading Squadron, and, finally, the explosion and sinking during the Second Battle of Galveston and subsequent Confederate salvage attempts. Following this is a summary of the conservation methods used for Westfield artifacts, including an experiment on the treatment of waterlogged cast iron from the ship. A catalog of the artifacts, providing research on the various types of materials in the collection and a short summary of the artifact types, is also presented.

The general purpose of this study completed in 1999 was to create an accurate, documented description of the experiences of nine students, three faculty members and two administrators in higher education in Chile during the military government 1973 - 1990.A qualitative approach was selected as the most appropriate methodology to' complete the study. A variety of methods and data collection strategies were used. The major data collection strategies were interviews and reviewing of primary and secondary written sources. The interviews were used to collect evidence concerning interviewees' experiences, as well as their attitudes, and perceptions regarding the events that occurred in higher education during the rule of the military government 1973 - 1990.The researcher decided to use a judgment sample of interviewees from the population based on their knowledge about the topic and their willingness to share their knowledge and experiences. Geographical representation, position within the institutions, kind of institution represented, and gender were major the considerations at the moment of selecting the sample too.Thanks to the U.S.A. Freedom of Information Act, which established an effective statutory right to access by any person or organization to federal government information, the researcher found official information that allowed for triangulation of evidence.The findings showed that the changes the military government implemented through their modernization of the educational system did not follow the historical trend of educational development in Chile. Furthermore, under the military government, policymaking in higher education was circumscribed to autocratic arenas, which usually coincided with government policy. Education was utilized to serve the purpose of the government. The educational system 1973 - 1990 failed to serve those with special needs. Free-market policies profoundly transformed education from a right available to all, to a commodity available in varying quantity and quality according to purchasing power of individuals.The impact of military government on higher education during the military rule was notorious and huge. Even though they were destructive in some aspects the military government did good things for the educational system. The issue in discussion is the price that was paid. / Department of Educational Leadership

Thesis (Ed.D.)--Boston University

No description available.

Thesis (D. Min.)--Trinity International University, 2008. / Abstract. Description based on print version record. Includes bibliographical references (leaves 229-236).

Thesis (D. Min.)--Trinity International University, 2008. / Abstract. Includes bibliographical references (leaves 229-236).

Thesis (D. Min.)--Trinity International University, 2008. / Abstract. Includes bibliographical references (leaves 229-236).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 119-126).