title: A conceptual framework for the analysis of first-person shooter audio and its potential use for game engines

authors: Grimshaw, Mark

abstract: We introduce and describe a new conceptual framework for the design and analysis of audio for immersive first-person shooter games, and discuss its potential implications for the development of the audio component of game engines. The framework was created in order to illustrate and acknowledge the direct role of in-game audio in shaping player-player interactions and in creating a sense of immersion in the game world. Furthermore, it is argued that the relationship between player and sound is best conceptualized theoretically as an acoustic ecology. Current game engines are capable of game world spatiality through acoustic shading, but the ideas presented here provide a framework to explore other immersive possibilities for game audio through real-time synthesis.

text: A conceptual framework for the analysis of first-person shooter audio and its potential use for game engines We introduce and describe a new conceptual framework for the design and analysis of audio for immersive first-person shooter games, and discuss its potential implications for the development of the audio component of game engines. The framework was created in order to illustrate and acknowledge the direct role of in-game audio in shaping player-player interactions and in creating a sense of immersion in the game world. Furthermore, it is argued that the relationship between player and sound is best conceptualized theoretically as an acoustic ecology. Current game engines are capable of game world spatiality through acoustic shading, but the ideas presented here provide a framework to explore other immersive possibilities for game audio through real-time synthesis.

year: 2008

title: Using Foucault’s notions of discourse to explore and research child sexuality

authors: Flanagan, Paul G.

abstract: “The object, in short, is to define the regime of power-knowledge-pleasure that sustains the discourse on human sexuality in our part of the world” (Foucault, 1978/1990, p. 11). Ideas of sexuality and ideas of childhood are located within historical, cultural and social contexts. Using Foucault’s notions of discourse, my doctoral study examines not only a history of childhood and sexuality, but also how language currently constructs the child and has effects on constructions of sexuality and childhood. Using six brief vignettes to engage parents, teachers and counsellors, as participants in talk about sexuality in childhood, I identified language that (re)constructs childhood and sexuality/gender. I describe citational chains that reiterate and repeat constructions of childhood and sexuality/gender as: 1. Children should only know about sex as heteronormatively gendered; 2. Children should not know about sex as reproduction; and 3. Children should not know about sex as pleasure. In studying language used by adults (parents, teachers and counsellors) in their talk about childhood and sexuality, Foucauldian discourse analysis provides a methodological approach to analyse effects of power/knowledge. Together with Butlerian performative theory and queer theory, an example of relations of power is given to show how adult language constructs and reconstructs childhood as innocent and ignorant of sexuality knowledge of reproduction and pleasure while also reiterating childhood sexuality as heteronormatively gendered.

text: Using Foucault’s notions of discourse to explore and research child sexuality “The object, in short, is to define the regime of power-knowledge-pleasure that sustains the discourse on human sexuality in our part of the world” (Foucault, 1978/1990, p. 11). Ideas of sexuality and ideas of childhood are located within historical, cultural and social contexts. Using Foucault’s notions of discourse, my doctoral study examines not only a history of childhood and sexuality, but also how language currently constructs the child and has effects on constructions of sexuality and childhood. Using six brief vignettes to engage parents, teachers and counsellors, as participants in talk about sexuality in childhood, I identified language that (re)constructs childhood and sexuality/gender. I describe citational chains that reiterate and repeat constructions of childhood and sexuality/gender as: 1. Children should only know about sex as heteronormatively gendered; 2. Children should not know about sex as reproduction; and 3. Children should not know about sex as pleasure. In studying language used by adults (parents, teachers and counsellors) in their talk about childhood and sexuality, Foucauldian discourse analysis provides a methodological approach to analyse effects of power/knowledge. Together with Butlerian performative theory and queer theory, an example of relations of power is given to show how adult language constructs and reconstructs childhood as innocent and ignorant of sexuality knowledge of reproduction and pleasure while also reiterating childhood sexuality as heteronormatively gendered.

year: 2019

title: Te tuhirau kōrero

authors: Corbett, Mahaki

subjects: Reo Māori

abstract: Ko tō tātou reo, he reo tapu, he reo kōrero, he reo pohewa, he reo reiuru, he reo rauriki.  E rā, he piringa tē taea te whakangaro atu, nā te mea ko te reo Māori te manawatanga mai i a koe e tūhono ai koe ki ngā mea o mua, ki ngā mea o muri, ki ngā mea o nāianei (J. Peri, kōrero ā-waha, Hune 3, 2013). Heoi anō, i ngā rā nei, kua whānau hou mai te reo Māori pā tuhi-ā-waea ki te ao mārama me te aha kua whakarerekē a ia i te āhuatanga o tō tātou reo. Ko te kaupapa o tēnei tuhinga, he whakatakoto kupu mai i te ngākau aroha me te wete hoki i te taumata whakaaro e whakahākiri nei ki tēnei mangainga o te ao hangarau. Waihoki, kua nahanaha i ahau ngā wāhanga, ā, e whitu ēnei kua tuhia ki te kupu waiwaiā, kia whakapāho-ā-rorohiko atu rānei i te whia maruāpō mō te ātaahuatanga o te pā tuhi-ā-waea. Nō reira rā, koiā te taonga whakapiripiri e koroa nei e te ringa, purutia kia tata, whakamaua kia tina!

text: Te tuhirau kōrero Ko tō tātou reo, he reo tapu, he reo kōrero, he reo pohewa, he reo reiuru, he reo rauriki.  E rā, he piringa tē taea te whakangaro atu, nā te mea ko te reo Māori te manawatanga mai i a koe e tūhono ai koe ki ngā mea o mua, ki ngā mea o muri, ki ngā mea o nāianei (J. Peri, kōrero ā-waha, Hune 3, 2013). Heoi anō, i ngā rā nei, kua whānau hou mai te reo Māori pā tuhi-ā-waea ki te ao mārama me te aha kua whakarerekē a ia i te āhuatanga o tō tātou reo. Ko te kaupapa o tēnei tuhinga, he whakatakoto kupu mai i te ngākau aroha me te wete hoki i te taumata whakaaro e whakahākiri nei ki tēnei mangainga o te ao hangarau. Waihoki, kua nahanaha i ahau ngā wāhanga, ā, e whitu ēnei kua tuhia ki te kupu waiwaiā, kia whakapāho-ā-rorohiko atu rānei i te whia maruāpō mō te ātaahuatanga o te pā tuhi-ā-waea. Nō reira rā, koiā te taonga whakapiripiri e koroa nei e te ringa, purutia kia tata, whakamaua kia tina!

year: 2017