Thesis (M.A.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaf 3).

Thesis (Ph.D.) - Simon Fraser University, 2007. / Theses (Dept. of English) / Simon Fraser University. Senior supervisor: David Stouck -- Dept. of English. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--State University of New York at Buffalo, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 194-201).

Thesis (Ph. D.)--State University of New York at Buffalo, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 194-201).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.

This examination will analyze the possibility of using the game Battlefield 1 while teaching history. Throughout the analysis, Battlefield 1s campaign which is called War Stories will be analyzed together with the introduction of the game which is called Prologue. The analysis of the campaign will be to check how the campaign uses history and what potential historical consciousness can a player of the game obtain. After these two are analyzed, there will be ananalysis on the possibility of using the Prologue and the War Stories while teaching history. In order to analyze the Prologue and the War Stories use of history and historical consciousness, Peter Aronsson and Klas-Göran Karlsson’s theories on how history can be used and their ideas on historical consciousness will be present. A reason for analyzing the Prologue and War Storiesis to see if there is a possibility to use a game that is about World War 1 in the classroom. There are five different War Stories and each one will be analyzed to see how it uses history and if it raises a potential historical consciousness for the player who plays the game. The method for this examination is that the Prologue and the five War Stories will be analyzed through the framework of professor Martin A. Wainwright’s seven thematic units. The Prologue and the War Stories use history in different ways such as an existential way of using history and they raise potential historical awareness on how World War 1 potentially looked like. They also raise knowledge on historical places, figures and weapons such as Lawrence of Arabia and the iconic British tank Mark V. There is a possibility of using the Prologue and War Stories during history lessons, but the main thing for that regards to time and knowledge by the teacher. You have to have time to teach pupils on the game and its mechanics and also the knowledge for how the game is played. This research field regarding videogames and education is not a developed field, and therefore there is a lack of an analysis model for using videogames while teaching. Hopefully, this examination will contribute the research field, so it gets more developed regarding videogames and education.

The Algerian war of 1954 to 1962 is generally acknowledged to have been the apogee of France's uniquely traumatic retreat from overseas empire. Yet, despite the war's rapid establishment as the focus for a vast body of literature in the broadest sense, the experience of those years is only now beginning to be acknowledged by the French nation in anything like a balanced way. The present study seeks to contribute to the continuing elucidation of this historical failure of assimilation by considering the specific role played by prose fiction in contemporary and subsequent perceptions of the relevant events. Previous research into this aspect of the Franco-Algerian relationship has tended either to approach it as a minor element in a larger conceptual whole or to attach insufficient importance to its fundamentally political nature. This thesis is conceived as an analysis of the images of the Algerian war communicated in a representative sample of French literature produced both during and after the conflict itself. The method adopted is an ideological one, with particular attention being given in each of the seven constituent chapters to the selected texts' depiction of one of the principal parties to the conflict, together with their attendant political mythologies. This reading is primarily informed by the Barthesian model of semiosis, which is drawn upon to explain the linguistic foundations of the systematic literary obfuscation of this period of colonial history. By analysing points of ideological tension in the fictional imaging of the war, we are able to identify and to evaluate examples of both artistic mystification and demystifying art. It is argued in conclusion that the former category of narrative has never ceased to predominate, thus enabling French public opinion to continue to avoid its ultimate responsibility for the war and its conduct.

Thesis (Ph.D.)--Tufts University, 2003. / Adviser: Laurence Senelick. Submitted to the Dept. of Drama. Includes bibliographical references (leaves 222-251). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

The Horse Latitudes is a collection of stories that documents one infantry squad's time in Baghdad, Iraq. The missions are long stretches of boredom, broken up by flashes of violence. The single sniper shot fired. An IED loosely buried in the roadside, waiting. A schoolyard of kids throwing fist-sized rocks at gun-trucks. The enemy is vast and changing. The downtime is a combination of homesickness, RPGs, and mortar fire. These men suffer through the war, heat, and each other. These stories look into the fire-fights and their aftermath to get to soldiers' struggles within themselves: how to fight a faceless enemy, what it means to serve, how one soldiers, what makes a man, what makes a good man, what will it mean to die here, and what does it mean not to. This collection dismisses what we think we know about war -- violence, camaraderie, masculinity, enemy, victory -- in order to tell a harder, truer story.

Thesis (Ph. D.)--University of Sydney, 2007. / Title from title screen (viewed 27 February 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Bibliography: leaves 250-256. Also issued in print.