title: Representations and Manifestations of Madness in Victorian Fiction

authors: Bennett, Susanna

subjects: Victorian

abstract: This thesis explores the complex ways in which mental illness was portrayed in Victorian fiction. It situates the literature within historical contexts, but primarily focuses on fictional representations of madness. At times the fiction studied replicates the dominant attitudes towards mental illness in the period. On other occasions the literature forms a dialogue with the historical record, challenging Victorian attitudes and assumptions. 
These texts form the core of my discussion: Jane Eyre, Far From the Madding Crowd, The Strange Case of Dr Jekyll and Mr Hyde and He Knew He Was Right. Some of these are best described as sensation and Gothic fiction, the authors dawn to the sensational and dramatic narrative opportunities provided by madness. Other authors depict madness in a more understated way in keeping with their social realist mode. Thus a range of perspectives on and attitudes towards madness are discussed.
The analysis focuses on three distinct, but at times interconnected, themes. In the first chapter issues of gender and madness in Victorian literature are addressed, the analysis highlighting the particular association between women and madness but also considering depictions of male madness. Next, the thesis turns to questions of race and class, exploring the relationship between racial and socio-economic identity and madness. Here, the multiple fictional examples of professional, middle and upper-class men who are afflicted with madness forms a counter narrative to the historical coupling of madness with racial and class otherness. Finally, the thesis turns to the behaviour of fictional characters described as being mad. Madness frequently manifests in violent and destructive ways in Victorian fiction and thus the connection between madness and criminality is a necessary avenue of analysis.

text: Representations and Manifestations of Madness in Victorian Fiction This thesis explores the complex ways in which mental illness was portrayed in Victorian fiction. It situates the literature within historical contexts, but primarily focuses on fictional representations of madness. At times the fiction studied replicates the dominant attitudes towards mental illness in the period. On other occasions the literature forms a dialogue with the historical record, challenging Victorian attitudes and assumptions. 
These texts form the core of my discussion: Jane Eyre, Far From the Madding Crowd, The Strange Case of Dr Jekyll and Mr Hyde and He Knew He Was Right. Some of these are best described as sensation and Gothic fiction, the authors dawn to the sensational and dramatic narrative opportunities provided by madness. Other authors depict madness in a more understated way in keeping with their social realist mode. Thus a range of perspectives on and attitudes towards madness are discussed.
The analysis focuses on three distinct, but at times interconnected, themes. In the first chapter issues of gender and madness in Victorian literature are addressed, the analysis highlighting the particular association between women and madness but also considering depictions of male madness. Next, the thesis turns to questions of race and class, exploring the relationship between racial and socio-economic identity and madness. Here, the multiple fictional examples of professional, middle and upper-class men who are afflicted with madness forms a counter narrative to the historical coupling of madness with racial and class otherness. Finally, the thesis turns to the behaviour of fictional characters described as being mad. Madness frequently manifests in violent and destructive ways in Victorian fiction and thus the connection between madness and criminality is a necessary avenue of analysis.

year: 2015

title: Effect of video based road commentary training on the hazard perception skills of teenage novice drivers

authors: Williamson, Amy Rose

subjects: Young novice drivers

abstract: Recent evidence in the road safety research literature indicates that skills in hazard perception, visual search and attention may be developing executive functions in young novice drivers before the age of 25 years, contributing to their unintentional risk taking behaviour and subsequent high crash rates. The present research aimed to investigate these skills, whether they are predictive of each other, and whether hazard perception can be improved through road commentary training. Twenty-two young novice drivers and eight experienced drivers were recruited as participants in this study. The experienced drivers performed significantly better than the novice drivers on the hazard detection task that was specifically designed for the study. Their visual search skills were also examined and compared using the Visual Search and Attention Test, with the experienced drivers performing significantly better than the novice drivers. Interestingly, a significant positive correlation was found between the scores of the participants on the hazard detection task and the Visual Search and Attention Test which may indicate that the hazard detection skills can be predicted. The novice driver group who received 12 trials of video based road commentary training significantly improved in their hazard detection skills, suggesting that video based road commentary could be an effective road safety intervention for young novice drivers and if developed into a more comprehensive programme, holds promise for future implementation into the New Zealand Graduated Driver Licensing System. The results also hold promise for future investigation into the use of the Visual Search and Attention Test as a predictor of hazard perception skills in novice drivers.

text: Effect of video based road commentary training on the hazard perception skills of teenage novice drivers Recent evidence in the road safety research literature indicates that skills in hazard perception, visual search and attention may be developing executive functions in young novice drivers before the age of 25 years, contributing to their unintentional risk taking behaviour and subsequent high crash rates. The present research aimed to investigate these skills, whether they are predictive of each other, and whether hazard perception can be improved through road commentary training. Twenty-two young novice drivers and eight experienced drivers were recruited as participants in this study. The experienced drivers performed significantly better than the novice drivers on the hazard detection task that was specifically designed for the study. Their visual search skills were also examined and compared using the Visual Search and Attention Test, with the experienced drivers performing significantly better than the novice drivers. Interestingly, a significant positive correlation was found between the scores of the participants on the hazard detection task and the Visual Search and Attention Test which may indicate that the hazard detection skills can be predicted. The novice driver group who received 12 trials of video based road commentary training significantly improved in their hazard detection skills, suggesting that video based road commentary could be an effective road safety intervention for young novice drivers and if developed into a more comprehensive programme, holds promise for future implementation into the New Zealand Graduated Driver Licensing System. The results also hold promise for future investigation into the use of the Visual Search and Attention Test as a predictor of hazard perception skills in novice drivers.

year: 2008

title: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'

authors: Karu, Joceleen Helen

subjects: Early childhood education

abstract: This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

text: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu' This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

year: 2015