title: The Modern Dragon: Contemporary Representations from Tolkein to Present

authors: Sheridan, Brendan Daniel

subjects: Dragon

abstract: ‘Every century has its dragons.’  I intend to examine depiction of dragons from 1937  onwards to try to determine how we perceive the dragon in the modern world. To this end I will examine dragons in a variety of contemporary media, from film and television, as well as literature. They will include, but not be limited to: Game of Thrones , Eragon , The Hobbit , Dragonflight , Guards! Guards! , and How to Train Your Dragon.

Framed by adaptation studies, this thesis analyses the way in which contemporary texts re-interpret and re-imagine the dragon. In so doing, it draws on related theories, in particular human-animal studies, the uncanny, the other, and gender studies, in order to understand the enduring fascination with this mythical creature and the way in which modern authors and directors draw on and depart from both Eastern and Western mythological tradition and folklore.

The first section examines the shape of the dragon and how they are depicted, not only in literary text, but also in television, film, and art work. This involves identifying the literary and mythological forebears of these current depictions, as well as what the presentation reveals about contemporary culture. Having identified recent adaptations of the dragon’s physical form, I move to a discussion of the nature of the dragon, in particular its intelligence and morality. Throughout this section, I draw on human-animal studies to analyse the dragon’s familiarity and otherness.  

Turning to the interrelation between dragons and magic, I look at how dragons are presented as magical beings who at times exhibit magical abilities and at times are themselves the source of magic. As in my discussion of the dragon’s nature, it is the strangeness of the dragon which is apparent here: it is a creature of fantasy, beyond the realm of the rational, belonging to what J.R.R. Tolkein refers to as ‘Of Faërie’.  In the fourth chapter, the focus on dragon-slayers and dragon-riders highlights the human impulse to tame and control or destroy this mystical creature. At the same time, I reveal the human belief in their capacity to domesticate the dragon’s essential wildness to be delusive. I conclude with an analysis of the gender ambiguity of the dragon and its particular association with women, foregrounding their mutual marginalisation by society.

text: The Modern Dragon: Contemporary Representations from Tolkein to Present ‘Every century has its dragons.’  I intend to examine depiction of dragons from 1937  onwards to try to determine how we perceive the dragon in the modern world. To this end I will examine dragons in a variety of contemporary media, from film and television, as well as literature. They will include, but not be limited to: Game of Thrones , Eragon , The Hobbit , Dragonflight , Guards! Guards! , and How to Train Your Dragon.

Framed by adaptation studies, this thesis analyses the way in which contemporary texts re-interpret and re-imagine the dragon. In so doing, it draws on related theories, in particular human-animal studies, the uncanny, the other, and gender studies, in order to understand the enduring fascination with this mythical creature and the way in which modern authors and directors draw on and depart from both Eastern and Western mythological tradition and folklore.

The first section examines the shape of the dragon and how they are depicted, not only in literary text, but also in television, film, and art work. This involves identifying the literary and mythological forebears of these current depictions, as well as what the presentation reveals about contemporary culture. Having identified recent adaptations of the dragon’s physical form, I move to a discussion of the nature of the dragon, in particular its intelligence and morality. Throughout this section, I draw on human-animal studies to analyse the dragon’s familiarity and otherness.  

Turning to the interrelation between dragons and magic, I look at how dragons are presented as magical beings who at times exhibit magical abilities and at times are themselves the source of magic. As in my discussion of the dragon’s nature, it is the strangeness of the dragon which is apparent here: it is a creature of fantasy, beyond the realm of the rational, belonging to what J.R.R. Tolkein refers to as ‘Of Faërie’.  In the fourth chapter, the focus on dragon-slayers and dragon-riders highlights the human impulse to tame and control or destroy this mystical creature. At the same time, I reveal the human belief in their capacity to domesticate the dragon’s essential wildness to be delusive. I conclude with an analysis of the gender ambiguity of the dragon and its particular association with women, foregrounding their mutual marginalisation by society.

year: 2015

title: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

authors: Winis, Colleen

subjects: attitudes

abstract: The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

text: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

year: 2013

title: Defence not defiance: The shaping of New Zealand’s volunteer force

authors: Clayton, Garry James

subjects: New Zealand Army history

abstract: In the latter half of the nineteenth century and the first decade of the twentieth New Zealand's land defences were primarily the responsibility of its Volunteer Force. This Force over a period of fifty-two years evolved from ill-considered vigilante bands to a well organised and disciplined Army. This thesis examines the evolution of this Volunteer Army in chronological sequence concentrating on the factors which shaped and developed it.
The preface provides a brief outline of this study on New Zealand's Volunteer Force. The thesis then presents the history of the Force in eight chapters. These chapters are in four basic divisions. The first section, of three chapters. examines the origins of the Force, its role in the New Zealand Wars and its subsequent development in the period of tenuous peace during the 1870's . The second section, comprising of two chapters only, examines the transformation of the Volunteers from a military body which primarily looked inward. into a Force which concentrated on protecting the nation's main ports. The third section , also comprising two chapters , then views the development of this coastal protection Force into a Colonial Army, able and willing to provide for the nation's own security as well as expeditionary units to· serve with the British Imperial Forces ·. The last Section, of one Chapter only, concentrates on the demise of Volunteering and the moves to compulsory military training. The conclusion then draws together the analytical threads of the thesis. 
As the thesis is extensive in its coverage of time, it is only possible to outline the very nature of Volunteering. It will be for Regimental Historians to show the uniqueness of each of the 658 different units that comprised the New Zealand Volunteer Force over its fifty-two years of existence. What this broad survey does do, however, is provide a unique window for the examination of the development of an embryonic Colonial Army in the context of a developing nation.

text: Defence not defiance: The shaping of New Zealand’s volunteer force In the latter half of the nineteenth century and the first decade of the twentieth New Zealand's land defences were primarily the responsibility of its Volunteer Force. This Force over a period of fifty-two years evolved from ill-considered vigilante bands to a well organised and disciplined Army. This thesis examines the evolution of this Volunteer Army in chronological sequence concentrating on the factors which shaped and developed it.
The preface provides a brief outline of this study on New Zealand's Volunteer Force. The thesis then presents the history of the Force in eight chapters. These chapters are in four basic divisions. The first section, of three chapters. examines the origins of the Force, its role in the New Zealand Wars and its subsequent development in the period of tenuous peace during the 1870's . The second section, comprising of two chapters only, examines the transformation of the Volunteers from a military body which primarily looked inward. into a Force which concentrated on protecting the nation's main ports. The third section , also comprising two chapters , then views the development of this coastal protection Force into a Colonial Army, able and willing to provide for the nation's own security as well as expeditionary units to· serve with the British Imperial Forces ·. The last Section, of one Chapter only, concentrates on the demise of Volunteering and the moves to compulsory military training. The conclusion then draws together the analytical threads of the thesis. 
As the thesis is extensive in its coverage of time, it is only possible to outline the very nature of Volunteering. It will be for Regimental Historians to show the uniqueness of each of the 658 different units that comprised the New Zealand Volunteer Force over its fifty-two years of existence. What this broad survey does do, however, is provide a unique window for the examination of the development of an embryonic Colonial Army in the context of a developing nation.

year: 1990