<p>The purpose of this study is to provide a simple user interface with which everyone can</p><p>design his/her own game, and play it on Game Boy Advance console. This project helps</p><p>people develop games without having programming knowledge. Everything is done by means of a user interface and without any programming knowledge. It is magic, isn’t it?</p><p>Game Boy Advance is a game console developed by Nintendo. In order to market their</p><p>products, they must also develop games running on their products. Every time they develop a game for the Game Boy Advance console, they have to implement a low level C++ application over and over again. This makes things more complicated. However, if this software is used, everything becomes easier.</p><p>This project can be seen as an interpreter that interprets the designed game, which is</p><p>very high level, and converts it to a Game Boy Advance game. If this project is finished</p><p>successfully, game design for Game Boy Advance will experience a revolution in its history.</p><p>In brief, it is required to develop a visual, GUI‐based system that allows people to develop games for the Game Boy Advance console. This GUI system is required to</p><p>implement and use the API (Game Engine) developed by Lypson.</p>

Graduation date: 1994

La présente thèse situe un groupe de francophones en position minoritaire et suit son ascension et son affirmation sociale et culturelle dans une arène dominée par une identité anglo-saxonne. Nous avançons que les scouts qui faisaient partie de la 41e Notre-Dame, sous le contrôle de la Boy Scouts Association of Canada depuis sa fondation en 1918, ont d'abord été pris en main par le clergé ottavien. C'est après la fondation de la Fédération des scouts de la province de Québec par le Cardinal Villeneuve que les troupes ottaviennes sont devenues, tout comme toutes les troupes scoutes du Canada français, sujettes au noyautage de l'Ordre de Jacques Cartier (OJC). Le lien intime qui s'est développé entre les membres de l'OJC et les scouts d'Ottawa est un exemple concret de « groulxisme appliqué », thème utilisé par l'historien Michel Bock.

La présente thèse situe un groupe de francophones en position minoritaire et suit son ascension et son affirmation sociale et culturelle dans une arène dominée par une identité anglo-saxonne. Nous avançons que les scouts qui faisaient partie de la 41e Notre-Dame, sous le contrôle de la Boy Scouts Association of Canada depuis sa fondation en 1918, ont d'abord été pris en main par le clergé ottavien. C'est après la fondation de la Fédération des scouts de la province de Québec par le Cardinal Villeneuve que les troupes ottaviennes sont devenues, tout comme toutes les troupes scoutes du Canada français, sujettes au noyautage de l'Ordre de Jacques Cartier (OJC). Le lien intime qui s'est développé entre les membres de l'OJC et les scouts d'Ottawa est un exemple concret de « groulxisme appliqué », thème utilisé par l'historien Michel Bock.

The purpose of this study is to provide a simple user interface with which everyone can design his/her own game, and play it on Game Boy Advance console. This project helps people develop games without having programming knowledge. Everything is done by means of a user interface and without any programming knowledge. It is magic, isn’t it? Game Boy Advance is a game console developed by Nintendo. In order to market their products, they must also develop games running on their products. Every time they develop a game for the Game Boy Advance console, they have to implement a low level C++ application over and over again. This makes things more complicated. However, if this software is used, everything becomes easier. This project can be seen as an interpreter that interprets the designed game, which is very high level, and converts it to a Game Boy Advance game. If this project is finished successfully, game design for Game Boy Advance will experience a revolution in its history. In brief, it is required to develop a visual, GUI‐based system that allows people to develop games for the Game Boy Advance console. This GUI system is required to implement and use the API (Game Engine) developed by Lypson.

The goal of this essay is to pursue a reading of ethnicity and sexuality in Shyam Selvadurai’s novel Funny Boy to show the importance of the interrelations between the two and how equally crucial both of these are in order to understand the protagonist Arjie’s journey and search for identity. To investigate the interrelation between ethnicity and sexuality, the analysis makes use of a method of simultaneous consideration that is similar to Mae Gwendolyn Henderson’s focus on “simultaneity of discourse” used by black women writers. The turning points in the protagonist’s life and search for an identity are crucial and influenced by issues of separation, and the theme of exile is prominent in the novel. Selvadurai uses the theme in several aspects on a number of levels, concerning both ethnicity and sexuality. However, the narrative also allows the protagonist to find an alternative route in exploring his identity as a “funny one”. These turning points are illustrated by a moving beyond the traditional gender roles and the idea of masculinity in areas of gendered and racialised spaces. Selvadurai shows a people that are ethnically and/or sexually divided while at the same time being linked through words and languages that can give and/or take away possibilities. Hence, a second aim of this essay is to show that the protagonist overcomes the limitations that society has set by choosing the path that is right for him, a path that allows him to be “funny”.

Det vilar ett stort ansvar på förskolan som verksamhet vad gäller att motverka traditionella könsmönster. Att flickor och pojkar ska ha samma möjligheter samt att förskolan inte ska begränsa utifrån stereotypa könsroller beskrivs i läroplanen för förskolan, Lpfö 98/2010. Studien är intressant att ta del av då den belyser intentioner och handlingar i tambursituationen som är en del i förskolans verksamhet. Syftet med studien var att undersöka förskollärares intentioner och agerande i bemötandet av pojkar och flickor i tambursituationen ur ett genusperspektiv. Till vår hjälp hade vi frågeställningarna Vilka intentioner har förskollärare avseende samspel med flickor respektive pojkar i tambursituationen? Vilka praktiska handlingar när det gäller hjälp kan urskiljas i samspelet med pojkar respektive flickor? Studien är kvalitativ. Vi har använt videoobservationer i tamburen för att få en förståelse för hur samspel och bemötande mellan förskollärare och pojke respektive flicka ser ut i praktiken. Intervjuer har sedan genomförts enskilt med förskollärare för att bland annat få fram deras intentioner och förväntningar kring tambursituation och samspelet med flickor respektive pojkar. Resultatet av studien visar att det inte finns några synbara skillnader avseende samspel och bemötande mot flickor respektive pojkar. Snarare visar resultatet på att aspekterna – Att utveckla självständighet, Individuell förmåga, Individuellt bemötande, Verbal och icke verbal kommunikation samt Fostran har betydelse för hur samspel och bemötande tar sig uttryck i tamburen. I resultatdiskussionen reflekterar vi kring hur dessa aspekter påverkar tambursituationen och vilka förutsättningar och möjligheter det ger barnen. / Preschool, as an institution, has a big responsibility to counteract traditional gender role behavior. According to preschools curriculum, Lpfö 98/2010, girls and boys are suppose to always have the same opportunities and preschool is not allowed to have a stereotyped view of gender role when treating children. This study is interesting because it illustrates intentions and actions when children and preschool teachers interact in the hallway. The purpose of this study was to research about preschool teacher’s intentions and actions when in treatment with boys and girls in the hallway, through a gender perspective. The following questions were tied to this study: Which intentions do preschool teachers have regarding interplay with children? What kind of actions can be distinguished in the interplay between preschool teachers and boys or girls? This is a qualitative study. We made video observations to get an understanding of how preschool teachers interact and treat boys and girls in the hallway. Then we interviewed preschool teachers, one at a time, to find out their intentions and expectations regarding the situation in the hallway and the interaction with boys and girls, among other things. The result of this study shows than differences regarding interactions and treatment with boys and girls is not apparent. The result rather shows that aspects like – To develop independence, individual ability, individual care, verbal and nonverbal communication and also bringing up the child as an individual is of importance when looking at how interaction and treatment is expressed in the hallway. How these aspects affect the situation in the hallway and what kind of conditions and possibilities the children gets is reflected by us in the discussion of the result.

Abstract In a 1997 review, James Berger not only clearly points out the proliferation of trauma study in the 1990s but also professes that the representation of trauma would be more easily detected, analysized, and understood with immersion in literary texts. Therefore, in this thesis, I draw upon the ideas of historical trauma, psychological trauma, structural trauma and trauma responses in the five theoretical works¡XJudith Lewis Herman¡¦s Trauma and Recover (1992), Ronald Granofsky¡¦s The Trauma Novel: Contemporary Symbolic Depictions of Collective Disaster (1995), Tedeschi, Richard G. and Lawrence G. Calhoun¡¦s Trauma and Transformation: Growing in the Aftermath of Suffering (1995), Cathy Caruth¡¦s Unclaimed Experience: Trauma, Narrative, and History (1996) and Dominick LaCapra¡¦s Writing History, Writing Trauma (2001)¡Xto analysize the issue of trauma as revealed in John Okada¡¦s No-No Boy and Joy Kogawa¡¦s Obasan. The two texts differ in time and space but share the same historical trauma evoked by the aftereffect of the war and the violence of the governments¡¦ racially-oriented discrimination policy that results in the Nikkei¡¦s psychological trauma. Okada presents white American racial ascendancy in the 1950s, while Kogawa tackles Canadian governmental dominance in the 1980s. Both writers are concerned with the relationship between collective persecution and individual trauma during/after World War Two and both try to empower as well as give voice to those who have been traumatized by social and familial forces. Reading the two novels as an exploration of the Nikkei¡¦s postwar experience, this thesis first contends that underlying the Nikkei¡¦s trauma is the internment experience that leads to the occurrence of racial discrimination and identity crisis in the Nikkei community. Secondly, in the light of historical trauma and psychological trauma, this thesis analyzes the trauma responses which normally take shapes in the forms of conflict, avoidance, guilt, flashbacks, dreams, numbing or amnesia in the minds of traumatized people after long years of struggling. However, instead of regarding these responses to be obstacles, this thesis proposes that the trauma responses are great reinforcement for the survivors to cope with the trauma memory and to reconcile with the trauma history. Through discussion of trauma response, this thesis suggests that the Nikkei would work through the process of experiencing the symptoms of trauma and slowly reach the level of recovery and transformation. That is, a resolution of the Nikkei¡¦s rebirth would be possible when the Nikkei overcome the threat of trauma and develop a hope of reconciliation for their upcoming future.

<p>The goal of this essay is to pursue a reading of ethnicity and sexuality in Shyam Selvadurai’s novel Funny Boy to show the importance of the interrelations between the two and how equally crucial both of these are in order to understand the protagonist Arjie’s journey and search for identity. To investigate the interrelation between ethnicity and sexuality, the analysis makes use of a method of simultaneous consideration that is similar to Mae Gwendolyn Henderson’s focus on “simultaneity of discourse” used by black women writers.</p><p>The turning points in the protagonist’s life and search for an identity are crucial and influenced by issues of separation, and the theme of exile is prominent in the novel. Selvadurai uses the theme in several aspects on a number of levels, concerning both ethnicity and sexuality. However, the narrative also allows the protagonist to find an alternative route in exploring his identity as a “funny one”.</p><p>These turning points are illustrated by a moving beyond the traditional gender roles and the idea of masculinity in areas of gendered and racialised spaces. Selvadurai shows a people that are ethnically and/or sexually divided while at the same time being linked through words and languages that can give and/or take away possibilities.</p><p>Hence, a second aim of this essay is to show that the protagonist overcomes the limitations that society has set by choosing the path that is right for him, a path that allows him to be “funny”.</p>

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 347-361).