The principles of war have for a long time been contested and criticized for being too imprecise and vague, even questioned as to their validity and applicability in modern warfare. Despite military thinkers and officers having questioned them, the principles of war constitute a central part of the western military doctrines and regulations. The purpose of this study is to examine the meaning of the principle of concentration of force and surprise in modern naval warfare. Due to the ambiguity of the principles of war, both principles have been analysed through the theoretical views of Clausewitz, Fuller, Montgomery and Collins. Using a case study method, the two principles of war have been tested hypothetically on the battle of Baltim during the Yom Kippur War in 1973. The result of the study shows that all hypotheses were confirmed in the analysis and the principles of concentration of force and surprise were applicable in modern naval warfare. There is however, a need for further empirical studies regarding the principles of war in order to strengthen this study’s result and to test the validity of other principles in modern warfare.

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Two of Wilkie Collins’ sensation novels, The Woman in White (189-60) and Heart and Science (1882-83), represent women and non-human animals as occupying comparable cultural positions of vulnerability in Victorian society. This alignment between women and animals became particularly apparent in the emerging debates over the scientific practice of vivisection in the mid-to-late nineteenth century. The first chapter of this thesis examines the antivivisection movement which protested strongly against the practice of vivisection on animals and came to beled primarily by women. This chapter’s focus is on the reasons behind women’s passionate identification with non-human animals subject to cruel and painful experiment and how this reflected both groups’ vulnerable and subordinate position in society. The second chapter analyzes Collins’ own contribution to the antivivisection campaign in his polemic Heart and Science. This novel demonstrates the cruelty of the vivisector in Collins’ villain, Dr. Benjulia, but also, the strength and value of instinct and emotion as forms of knowledge which are typically feminized and devalued. Collins ultimately recommends a type of medical care that is attentive to both the body and the mind rather than separating them into binary structures. Lastly, the third chapter examines The Woman in White, which was published before the vivisection controversy yet still demonstrates women’s alignment with animals particularly in their relationships with the two different male villains Count Fosco and Sir Percival. This novel represents women resisting these men’s attempts to treat them like inferior animals and instead asserting their own authority as capable beings. By doing so, Collins reveals not only the constructed ideals of superiority and inferiority in society but also the extreme vulnerability of those labeled ‘inferior’ beings. / Thesis / Master of Arts (MA)

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Syftet med uppsatsen är att undersöka hur social exkludering skildras i Divergent och Hungerspelen och diskutera resultaten ur ett litteraturdidaktiskt perspektiv. Syftet är att utifrån fyra kategorier, som alla är faktorer som indikerar social exkludering, undersöka dels på vilket sätt faktorerna förekommer, dels hur protagonisten förhåller sig till dem. Faktorerna som används är: 1. Snedvriden resursfördelning som socialt exkluderande faktor 2. Brist på demokratiska sammanhang som socialt exkluderande faktor 3. Reducering av den fria viljan som socialt exkluderande faktor 4. Rumslig segregation som socialt exkluderande faktor Faktorerna, till exempel resursfördelning, kommer att i sin tur analyseras utifrån några valdamotiv, till exempel kläderna, för att lyfta vilka funktioner olika motiv i romanerna har för att främmandegöra läsarens egen samtid. Detta kopplas till gymnasieskolans värdegrund. Syftet är alltså inte att ge konkreta förslag på lektionsupplägg utan i stället ge en förståelse för hur romanerna, som exempel på genren ungdomsdystopi, kan synliggöra olika perspektiv på socialexkludering i läsarens eget samhälle samt ge en fördjupad förståelse för frågor som rör socialexkludering i litteraturundervisningen.

The ubiquity of "things" in Victorian fiction tempts the reader to let them remain hidden in the domestic background, but in overlooking these objects both cultural context and historical meaning are lost. Elaine Freedgood's foundational work, The Ideas in Things, calls for a reading of objects in Victorian novels that follows them beyond the pages of the text; following this, I consider two specific objects of empire—diamonds and tea—in light of Jane Bennett's theory of vibrant matter, which posits that things engage with people in ways that "impede or block the will and designs" of humans and calls for a "cultivated, patient, sensory attentiveness to ... things and their affects" (xiv). Alongside Bennett, I employ Sianne Ngai's notion of ugly feelings to explore the affects that attach to diamonds and tea. Ngai argues that ugly feelings like envy, irritation, and boredom stall rather than instigate action and that their stagnating effects make them "far better suited to interpreting ongoing states of affairs" than bigger, louder affects such as fear and anger (27), allowing "texts to become ‘readable in new ways' and generate fresh examinations of historically tenacious problems" (8). My investigation of Wilkie Collins's The Moonstone (1868) and Elizabeth Gaskell's Cranford (1853) reads their objects as vibrant matter while attending to minor dysphoric affects running underneath the grander emotions of the narratives. Placing them in conversation with the periodical press and household manuals that sought to justify imperial control, I argue that the ugly feelings in these novels expose a fraying English moral fabric and undermine the framing of empire as a civilizing mission. By tracing currents of irritation and anxiety that circulate around the diamond in The Moonstone and by reading resignation and regret in the dregs of tea in Cranford, I uncover subtle critiques of empire.

Nineteenth-century British fiction is often dismissed as necrophillic or obsessed with death. While the label of necrophilia is an apt description of the fetishistic representations of dead women prevalent at the end of the century, it is too narrow to fit literature produced earlier in the century. This is not to say that abnormal attitudes toward death are only a feature of the late nineteenth century. In fact, pathological attitudes toward death abound in the literature, but the relationship between the deceased and the survivor is not always sexual in nature. Rather, there is a clear shift in attitudes, from the chaste death fantasy, or attraction to the idea of death, prevalent in Gothic works, to the destructive, stagnant mourning visible in mid-century texts, and culminating in the perverse sexualization of dead women at the turn of the century. This literary shift is most likely attributable to the concurrent changes in attitudes toward sex and death. As sex became more acceptable, more public, via the channels of scientific discourse, death became a less acceptable idea. This “denial of death” is a direct reaction to the religious uncertainties brought about by industrialization. As scientists and industrialists uncovered increasing evidence against a literal interpretation of the Bible, more people began to doubt the nature of God and the existence of an afterlife. If there was no God, then there was no heaven, which raised questions about what happened to the soul after death. With the certainty of an afterlife gone, death became mysterious, something to fear, and the passing of loved ones was doubly-mourned as their fate was now uncertain.

The integration of disabled children into regular schools is a current educational and social issue causing widespread interest, concern and debate throughout Australia. The most controversial and innovative adoption of integration policy has occurred in Victoria since the release of the Collins Report in 1984. The present study was conducted in 26 State primary schools in the Bendigo area of the Loddon Campaspe Mallee region of Victoria where disabled children had been integrated in regular classrooms with the assistance of a paid teacher aide during 1988. The purpose of the study was to survey the concerns of those teachers into whose classes children with disabilities had been integrated. The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research methodology. C-BAM was developed at the Research and Development Center for Teacher Education, University of Texas at Austin, and for the purpose of this study, the methodology consisted of a questionnaire of 35 standardized items (the Stages of Concern Questionnaire), and a School Survey. The study set out to identify the concerns of teachers (ii) toward integration, and to establish reasons why teachers are at particular stages of concern. Factors included teachers' age, gender, number of years of teaching experience, qualifications and in-service training. Other issues related to the disabled children themselves, the school, and factors such as availability of resources, funding levels, and access to support systems. This study developed from the policy document Integration in Victorian Education (the Collins Report, 1984). Since then, the Ministry of Education has published two additional booklets (in January and February, 1987), which partly address some of the issues included in this thesis. These include resourcing, in-servicing and the legal implications of the innovation. The analysis of the data points to major shortcomings which will jeopardize the implementation process and the likely success of the innovation. A number of recommendations have been suggested, with particular reference to the pre-service and in-service training of teachers, and issues relating to funding and resources. The findings have implications for all classroom teachers, as potentially all are required to accept disabled children into their classes. The results and recommendations also have relevance for the Ministry of Education, whose responsibility it is to ensure that the integration of disabled children into regular classes is fully supported at a government level, and for training institutions, whose task it is to provide appropriate pre-service and in-service programs for present and future classroom teachers.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 204-216). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [295]-314). Also available on the Internet.