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AsymmeTree is a flexible and easy-to-use Python package for the simulation of gene family histories. It simulates species trees and considers the joint action of gene duplication, loss, conversion, and horizontal transfer to evolve gene families along the species tree. To generate realistic scenarios, evolution rate heterogeneity from various sources is modeled. Finally, nucleotide or amino acid sequences (optionally with indels, among-site rate heterogeneity, and invariant sites) can be simulated along the gene phylogenies. For all steps, users can choose from a spectrum of alternative methods and parameters. These choices include most options that are commonly used in comparable tools but also some that are usually not found, such as the innovation model for species evolution. While output files for each individual step can be generated, AsymmeTree is primarily intended to be integrated in complex Python pipelines designed to assess the performance of data analysis methods. It allows the user to interact with, analyze, and possibly manipulate the simulated scenarios. AsymmeTree is freely available on GitHub.

[pt] A tese Ego-histórias: repertórios teóricos alternativos, dedicada à investigação de novos discursos autobiográficos situados nos limiares entre historiografia, biografia e ficção, tem por objetivo a construção de ferramentas teóricas a partir da análise crítica de quadros conceituais vigentes. Na ótica de novas questões, são tematizadas e reavaliadas, de um lado, posições tradicionais ancoradas na unidade do sujeito, na autenticidade de sua fala e na ilusão referencial, legitimadas pela oposição dicotômica de pares conceituais, como real/ficcional, autenticidade/encenação, sujeito/objeto. Por outro lado, são oferecidos modelos analíticos e estratégias descritivas que permitem entender a escrita autobiográfica atual como gênero híbrido, de configuração plural, que desafia pactos autobiográficos fundados sobre a identidade entre as instâncias autoral, narrativa e ficcional. Os próprios processos autorreflexivos subjacentes à escrita de si são problematizados à luz de novas convicções epistemológicas construtivistas (S. SCHMIDT; H. MATURANA) e de molduras sistêmicas entendidas como catalisadores de complexidade. No horizonte dessas concepções, são discutidas, entre outras, formas de autoanálise (P. BOURDIEU) e projetos autobiográficos (E. SAID) convergindo ambos na produção de ego-histórias responsáveis pela transformação de teorias em narrativa e permitindo aos teóricos a fusão entre observador e objeto observado, baseada no conceito de observação de segunda ordem. Desse modo, são ensaiados novos vínculos entre suas ideias particulares e a inserção delas no contexto contemporâneo que escapam a relações tradicionais de causalidade e acentuam a responsabilidade dos próprios produtores. Em perspectiva paralela, é analisada a relação entre corpo e escrita e entre emoção e experiência, vigorosamente presentes e ressonantes como propostas conceituais que não perdem sua força interpelativa pela transformação em meras abstrações filosóficas, mas exibem seu poder pela opção construtora de uma vida no mundo. Em seu conjunto, a tese representa uma contribuição inovadora para a construção de repertórios teóricos alternativos que permitem elaborar um saber adequado às novas configurações de escritos autobiográficos. / [en] The thesis Ego-histories: theoretical alternatives repertoires, dedicated to research into new autobiographical discourses situated in the thresholds between historiography, biography and fiction, aims to build theoretical tools from the review of existing conceptual frameworks. In the analysis of new issues, are highlighted and reevaluated, on the one hand, traditional positions anchored in the unity of the subject, the authenticity of its discourse and referential illusion, legitimized by the dichotomous opposition of conceptual pairs such as real/fictional, authenticity/staging, subject/object. On the other hand, are offered analytical models and descriptive strategies that allow to understand the current autobiographical writing as a hybrid genre, with plural configurations that challenge the autobiographical pact based on the identity between instances of authorship, narrative and the fictional. The very processes underlying the self-reflexive writing itself, are analyzed in the light of new constructivist epistemological convictions (S. SCHMIDT; H. MATURANA) and systemic frames understood as a catalyst of complexity. In the perspective of these concepts are discussed, among others, forms of self-analysis (P. BOURDIEU) and autobiographical projects (E. SAID) converging both in the production of ego-histories responsible for transforming theories in narratives and thus allowing the theoretical melting between observer and observed object, based on the concept of second-order observation. Thus, are tested new links between their particular ideas and insertion them in the contemporary context that escape of traditional relations of causality and emphasize the responsibility of their producers. In a parallel perspective, is analyzed the relation between body and writing and between emotion and experience, vigorously present and resonant as conceptual proposals that do not lose its strength of interpellation by transforming them into mere philosophical abstractions, but they exhibit their power by the option of building a life in the world. Overall, the thesis represents an innovative contribution to the construction of alternative theoretical repertoires that allow to draw up a knowledge appropriate to produce a new settings of autobiographical writings.

Si au cours des dernières décennies les connaissances relatives aux délinquantes sexuelles se sont accrues, celles relatives aux co-délinquantes sont encore rares, alors que ces femmes représentent une part importante du total des délinquantes sexuelles. Le but de la présente étude était de mettre en lumière les trajectoires de vie des femmes qui agressent en compagnie de leur conjoint et de dresser un modèle descriptif du processus de leur passage à l’acte. Sur la base de 17 entretiens non directifs avec des femmes incarcérées en France pour des faits de co-délinquance sexuelle, notre recherche suggère que les co-délinquantes présentent majoritairement un historique de vie abusif et des difficultés émotionnelles, relationnelles, économiques et éducatives importantes. Ces facteurs de vulnérabilité ont été acquis au cours de leur enfance et par leurs expériences sentimentales négatives et abusives. Un modèle descriptif de leur passage à l’acte en trois phases a été établi. Il est apparu que la délinquance sexuelle des co-délinquantes se modifiait au fil des agressions, tant dans leur implication dans les abus qu’au niveau de leur coercition. Les données ont aussi révélé un nombre non négligeable de femmes qui agressent ensuite par elles-mêmes. Ces constatations nous ont amenés à une classification en trois catégories des femmes qui agressent sexuellement : les femmes asservies, les femmes impliquées et les femmes diversifiées. / Although knowledge about female sexual offenders has become more extensive in recent years, our knowledge of co-offenders, who account for an important part of all female sexual offenders, is still sparse. The aim of the present study was to better understand the life course history of female sexual co-offenders and to develop a descriptive model of their offending process. Systematic qualitative analyses of 17 interviews with female sexual co-offenders incarcerated for sexual offenses in France were conducted. Results show that the majority of female sexual co-offenders had problematic life-course histories that include emotional, relational, financial and educational difficulties. Many of these difficulties emerged during childhood and grew more important as a result of abusive and negative experiences that set the stage for the co-offending relationships. The analysis of the co-offending process showed that the coercive basis for female sexual co-offending changes over time. Results also revealed the presence of three sub-groups of female co-offenders with different roles and motivations, indicating the need for differential assessment and intervention strategies with female co- offenders.

This thesis describes and evaluates the successes and failures of the use of strategic bombers through the abilities of one heavy bombardment group, the 389th. It examines the different missions that determined the effectiveness of the Group. When employed in a strategic bombing role, the 389th contributed significantly to the destruction of the German war industries and transportation system. When used as a tactical bomber, a mission for which it had neither proper training nor equipment, the 389th was generally a failure.

As a part of the Texas National Guard, the Second Battalion of the 131st Field Artillery went on active duty as World War Two errupted and eventually became trapped in Java by Japanese forces. It became known as the Lost Battalion after its surrender because it lost all communication with the Allies for over three years. The Japanese forced these Americans to work in Burma on a railroad construction project connecting Burma to Thailand. After the railroad's completion in 1944, the Lost Battalion remained in various prisoner-of-war camps until liberation came in August, 1945. Research sources consulted include the prisoner-of-war project of the North Texas State University Oral History Collection, published memoirs of former captives, pertinent United States government documents, and contemporary newspapers. Secondary materials investigated embrace books and periodicals.

Cooperative, altruistic and fairness-exhibiting behavior is an important topic in evolutionary and behavioral biology and the mechanisms leading to its evolution, ultimate as well as proximate precursors, are subject of much research in biological as well as social sciences, theoretical as well as experimental work. In light of the life history theory, I focused on the connection of one's health state and cooperative behavior in humans and tested the hypothesis that more healthy individuals would manifest more cooperative tendencies (as they would have more opportunities of future interactions and long-term benefits), and conversely. The data, obtained from a sample of university students engaged in experimental games (Dictator Game, Ultimatum Game, Expanded Ultimatum Game, Trust Game, and Reversed Dictator Game) and a health and personality-focused questionnaire, did not corroborate this hypothesis. My other hypotheses - that better memory and lower temporal discounting would be related to more cooperative behavior (stemming from the conditions for reciprocal cooperation) - were supported by the data, albeit only partially in the case of memory. I also used the data from the five experimental games to briefly describe the proportions of different types of behavior (self-regarding, altruistic,...

THESIS ABSTRACT This MA thesis examines the portrayal of King Richard III (1452-1485) in texts preceding William Shakespeare's canonical play on this subject. By analyzing a wide range of sources written between the 1480s and the 1590s, it traces how the reputation of Richard III as an epitome of a tyrant, a usurper and a royal murderer was created and consolidated. At the same time, special attention is paid to innovations and deviations from this interpretation that contributed to the diversification of the King's image. The first chapter covers some of the most significant historiographic works of the Tudor era: The Second Continuation of The Crowland Chronicle, chronicles by Polydore Vergil, Edward Hall, and Raphael Holinshed, Thomas More's historical narrative, as well as a less-known manuscript by Dominic Mancini who described the early months of the reign of Richard III. The second chapter examines the transformation of the historical topic into poetry. The image of Richard III is analyzed in as diverse sources as, on the one hand, a popular ballad and, on the other hand, a prominent poetically-didactic work A Mirror for Magistrates. The representation of Richard III on the English stage is discussed in the third chapter in connection with Thomas Legge's university drama Richardus Tertius and the...

Inspired by 2009 pastiche Inglourious Basterds (US/DE), my research presents counterfactual historical film, firstly, as a marginalised type of film: the 2000s and 2010s have seen an abundance of overtly fictional films which do not intend to represent the past but nonetheless playfully refer to imageries of National Socialist and Holocaust history. These films have so far been neglected by historical film studies which, despite a consensus not to judge films according to their factual accuracy, tend to focus on genres close to historiography. My research considers as historical films the counterfactual parodies Churchill: The Hollywood Years (GB 2004) and Mein Führer: Die wirklich wahrste Wahrheit über Adolf Hitler (DE 2007), as well as Inglourious Basterds and, in a brief conclusion, Nazi zombie films. In this sense, counterfactual historical film is, secondly, a research approach which suggests reconfiguring academic definitions of the field of history and film and historical film. Assuming that historical film never visualises past reality but engages with a history that is always already medialised, I propose that the above films despite their counterfactual plots embark on a visual historical discourse, and what is more reflect upon cinema and history in their own enlightening ways. My analyses show how twenty-first century counterfactual historical films revise Nazi and Holocaust visual history, and how they describe National Socialist history as visually constructed and historical Nazism as an eclectic amalgamation drawing on fictional as well as factual media sources. In regard to the present, they explore tensions between popular and academic culture through the dissolving binaries of fiction film and historiographical fact, and propose to recognise the reciprocity of media representation and actual past as an object of research in its own right. My research demonstrates the value of cinema's playful engagement with history as a potential contribution to the theory and practise of historical film studies.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-01T12:11:36Z No. of bitstreams: 1 Aline de Alcântara Valentini.pdf: 1766308 bytes, checksum: 72f5bf01383686eb92d9371c37107725 (MD5) / Made available in DSpace on 2016-12-01T12:11:36Z (GMT). No. of bitstreams: 1 Aline de Alcântara Valentini.pdf: 1766308 bytes, checksum: 72f5bf01383686eb92d9371c37107725 (MD5) Previous issue date: 2016-09-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research accomplishes the study of the curricula of four courses of Graduation in History, all of located universities in the State of São Paulo, in search of to understand and to demonstrate the process for which contents of Indigenous History start to be relevant in these courses. The Law 11.645/08, ordained and sanctioned by the then president of the republic, Luís Inácio Lula da Silva - that turns obligatory the teaching of History and Indigenous Culture in every net of the basic teaching - it is direct fruit of the claims of the indigenous movement, NGOs (Non-governmental Organizations), indigenists and universities, that long for to see recognized the contributions of the indigenous people in the process of formation of the Brazilian nation. Referred her law when reinforcing the relevance that the school has when turning obligatory the teaching of the histories and indigenous cultures, it takes to the questioning and understanding of the importance of the University in the process of the teachers' formation and in the production historiographical for the teaching of the theme. In that context, the demand created by the law can appear for inclusion of contents, constitution of a specific academic discipline in the grating curricular, contests for the provision of vacancies for specialists in the area and increase of researches and institutional academic orientations. For the study we analyzed the pertinent legislation and the curriculum of the Degrees in History of USP, UNESP/FCL- Assis, Unicamp and PUC-SP, starting from the reading of the pedagogic projects, programs of disciplines and digest the most recent. The curriculum concepts and discipline used it reference in Ivor Goodson's considerations and André Chervel / A pesquisa realiza o estudo dos currículos de quatro cursos de Licenciatura em História, todas de universidades localizadas no Estado de São Paulo, em busca de compreender e demonstrar o processo pelo qual conteúdos de História Indígena passam a ser relevantes nestes cursos. A Lei 11.645/08, decretada e sancionada pelo então presidente da república, Luís Inácio Lula da Silva - que torna obrigatório o ensino de História e Cultura Indígena em toda rede do ensino básico - é fruto direto das reivindicações do movimento indígena, ONGs, indigenistas e universidades, que almejam ver reconhecidas as contribuições dos povos indígenas no processo de formação da nação brasileira. A referida lei ao reforçar a relevância que a escola tem ao tornar obrigatório o ensino das histórias e culturas indígenas, leva ao questionamento e entendimento da importância da Universidade no processo de formação dos professores e na produção historiográfica para o ensino da temática. Nesse contexto, a demanda criada pela lei pode apontar para inclusão de conteúdos, constituição de uma disciplina acadêmica específica na grade curricular, concursos para o provimento de vagas por especialistas na área e aumento de pesquisas e orientações acadêmicas institucionais. Para o estudo analisamos a legislação pertinente e o currículo das Licenciaturas em História da USP, UNESP/FCL-Assis, Unicamp e PUC-SP, a partir da leitura dos projetos pedagógicos, programas de disciplinas e ementários os mais recentes. Os conceitos de currículo e disciplina empregados referenciam-se nas considerações de Ivor Goodson e André Chervel