Typescript / Errata slip inserted / Bibliography: leaves 360-385 / viii, 385 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, 1988

Trygonorrhina fasciata (Rhinobatidae) specimens naturally infected by three monogenean species were captured and maintained in marine aquaria to promote a continuous parasite load. Monogenean eggs recovered from aquaria provided larvae for descriptions and life history experiments. I describe the adult, larva and post-larval development of a new species of hexabothriid, Branchotenthes octohamatus, from the gills. This is the first monogenean larva described with only eight hooklets. This character may be useful to help resolve problematic relationships within the Hexabothriidae and offers insight into more general hypotheses about relationships within the Monogenea. I also redescribe the adult of Calicotyle australis (Monocotylidae) from the cloaca and describe the larva. The number and arrangement of larval ciliated epidermal cells and sensilla was revealed using silver nitrate. I redescribe Pseudoleptobothrium aptychotremae (Microbothriidae) adults from the skin of T. fasciata, representing a new host and locality record. Larval anatomy and post-larval development are also documented. The presence of six needle-like spicules in the larval haptor is confirmed, supporting an earlier theory that spicules are ancestral vestiges. My studies revealed three different egg hatching, host finding strategies and larval ‘types’. Branchotenthes octohamatus has a ‘sit-and-wait’ strategy, entirely dependent on mechanical disturbance to stimulate eggs to hatch. Larvae are unciliated, cannot swim, lack pigmented eyespots and show no photo-response but may survive for more than two days after hatching at 22ºC. In contrast, eggs of C. australis hatch spontaneously with a strong diurnal rhythm in the first few hours of daylight when exposed to a LD12:12 illumination regime. Larvae are ciliated and can swim, have pigmented eyespots, are photo-positive and can remain active and survive for up to 24 h after hatching at 22ºC. Eggs of P. aptychotremae may have a ‘bet-hedging’ strategy. Some eggs hatch spontaneously and rhythmically in an LD12:12 regime during the last few hours of daylight but their low hatching success rate suggests that other eggs may require a different cue provided by the host. Larvae are ciliated, can swim, lack pigmented eyespots, show no photo-response and remain active for only a few hours at 22ºC. Experiments using the fluorescent dye, 5(6)-carboxyfluorescein diacetate N-succinimidyl ester (CFSE) revealed B. octohamatus on gills of T. fasciata within 30 min of exposure to the host. This provides strong evidence that larvae invade the gills directly via the host’s inhalant respiratory current and do not migrate after initial attachment elsewhere. Five rhinobatid species (Aptychotrema vincentiana, T. fasciata, Trygonorrhina sp. A, A. rostrata and Rhinobatos typus), with overlapping distributions spanning west, south and east Australian coastal waters were surveyed for monogeneans at four locations between Fremantle, Western Australia and Stradbroke Island, Queensland. Genetic homogeneity, using the mitochrondrial gene Cytochrome b (cytb) and the nuclear marker, Elongation factor-1 alpha (EF1a), was observed for all Branchotenthes and Calicotyle specimens irrespective of collection locality or rhinobatid species. Genetic homogeneity was observed for Pseudoleptobothrium specimens collected in western and southern Australia. However, local genetic heterogeneity was apparent among Pseudoleptobothrium specimens collected from two sympatric host species in New South Wales. Analyses revealed a highly divergent clade, indicating a morphologically cryptic, ancestral species. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1323070 / Thesis (Ph.D.) -- University of Adelaide, School of Earth and Environmental Sciences, 2008

Submitted by Priscilla Araujo Rodrigues Paiva (prilapaiva@gmail.com) on 2018-11-21T00:26:34Z No. of bitstreams: 1 Priscilla_Araujo_R_Paiva_mestrado.pdf: 33831913 bytes, checksum: da5b55ccd421e04df809e83d7074b2b0 (MD5) / Approved for entry into archive by Laura Mariane de Andrade null (laura.andrade@ia.unesp.br) on 2018-11-23T18:52:07Z (GMT) No. of bitstreams: 1 paiva_par_me_ia.pdf: 33831913 bytes, checksum: da5b55ccd421e04df809e83d7074b2b0 (MD5) / Made available in DSpace on 2018-11-23T18:52:08Z (GMT). No. of bitstreams: 1 paiva_par_me_ia.pdf: 33831913 bytes, checksum: da5b55ccd421e04df809e83d7074b2b0 (MD5) Previous issue date: 2018-06-28 / Percebendo uma dinâmica na cerâmica indígena que é fruto de agências e seus efeitos de captura sobre os receptores desta arte, a pesquisa faz uma aproximação às relações socioambientais e cosmologias, andina e amazônica, para compreender as ontologias indígenas e as relações de alteridade com seres míticos como a serpente, que desencadeiam transformações sociais nas aldeias. A atuação do xamanismo na produção de conceitos e de pessoa está inscrita nas produções cerâmicas através de referências à serpente como nos kene Shipibo-Conibo e na iconografia cerâmica andina pré-colombiana, indicando que os saberes cerâmicos indígenas funcionam em rede cosmológica na América do Sul. / Noticing a dynamic in the indigenous ceramics that is the result of agencies and their capture effects on the receptors of this art, the research makes an approximation to the socio-environmental relations and cosmologies, Andean and Amazonian, to understand the indigenous ontologies and the relations of alterity with mythical beings like the serpent that trigger social transformations in the communities. The agency of the xamanism in the production of concepts and of person is inscribed in the ceramic productions through references to the serpent as the kene, drawings Shipibo-Conibo, and prehispanic Andean ceramic iconography, indicating that indigenous ceramic knowledge functions in a cosmological network in South America. / Percibiendo una dinámica en la cerámica indígena que es fruto de agencias y sus efectos de captura sobre los receptores de esta arte, la investigación hace una aproximación a las relaciones socioambientales y cosmologías, andina y amazónica, para comprender las ontologías indígenas y las relaciones de alteridad con seres míticos como la serpiente, que desencadenan transformaciones sociales en las aldeas. La atuación del xamanismo en la producción de conceptos y de persona está inscrita en las producciones cerámicas a través de referencias a la serpiente, como los kene, el dibujo Shipibo-Conibo, y en la iconografía cerámica andina precolombina, indicando que los saberes cerámicos indígenas funcionan en red cosmológica en América del Sur.

Submitted by Fabíola Silva de Oliveira Vilas Boas (fabiolasovb@gmail.com) on 2017-12-02T13:32:14Z No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-12-19T17:16:10Z (GMT) No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Made available in DSpace on 2017-12-19T17:16:10Z (GMT). No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Este estudo apresenta os resultados de uma pesquisa que analisa as histórias de leitura que integram as experiências leitoras vividas por graduandos do curso de Licenciatura em Letras Vernáculas da Universidade Estadual de Feira de Santana (UEFS), Bahia. Trata-se de uma investigação-formação que segue a esteira de estudos que articulam aspectos do terreno acadêmico e/ou profissional com outros ligados à dimensão pessoal da vida de professores. O objetivo foi analisar as narrativas acerca das histórias de leitura de futuros professores de língua portuguesa, a fim de compreender como o processo de formação do professor leitor se constitui em suas trajetórias de leitura pessoais e acadêmicas. O texto estrutura-se em dois grandes eixos teóricos que se entrecruzam, sendo eles formação de professor e leitura. No interior do primeiro, movem-se categorias que discutem formação de professor (NÓVOA, 1992; 1995; TARDIF, 2012; ZEICHNER, 2003) e histórias de vida (NÓVOA; FINGER, 2014; JOSSO, 2010; DOMINICÉ, 2010), com o intuito de defender, nesta tese de doutorado, a ideia de que o sujeito que aprende o faz, também, por meio da narração e reflexão de percursos vividos. Aspectos da formação do professor de língua portuguesa (GERALDI, 1996; 1997; 2001; MATÊNCIO, 1994) também são verticalizados nesse eixo, tomando-se por base a concepção dialógica, social e histórica da linguagem (BAKHTIN, 1986; 1997). No interior do segundo eixo, tematiza-se a leitura como prática sociocultural (FREIRE, 2011; PROUST, 1982; 2003; CHARTIER, 1999; 2001; PETIT, 2009, 2013) e como processo de instauração de sentidos (ORLANDI, 1998; 2012), para se discutir as histórias de leitura e os processos de (auto)formação do professor leitor. Os fundamentos metodológicos deste estudo, de caráter qualitativo, ancoram-se nos princípios da etnopesquisa-formação (MACEDO, 2006; 2009) e na abordagem (auto)biográfica (JOSSO, 2010; DOMINICÉ, 2010), uma vez que a pesquisa se debruçou sobre percursos de leitura que abarcam a formação pessoal e acadêmica de professores em formação inicial. O escopo teórico-metodológico da Análise de Discurso de vertente francesa (PÊCHEUX, 1990; PECHEUX; FUCHS, 1997) também foi utilizado para analisar as narrativas como produções discursivas e também interpretar os dados gerados pelo corpus de análise, constituído por meio dos procedimentos observação participante, grupo de discussão, entrevista narrativa e escrita de carta pedagógica. Ao enunciar suas histórias de leitura, os sujeitos o fizeram a partir de três formações discursivas dominantes, que delinearam o quadro de referências de histórias de leitura provenientes de vários períodos e esferas de sua vida: infância, adolescência, vida adulta, família, escola, universidade. A partir da análise foi possível conhecer a heterogeneidade das trajetórias de leitura dos graduandos e concluir que se faz necessário legitimar as práticas de leitura que os futuros professores realizam ao longo da vida, com o reconhecimento da singularidade de seus percursos, e ampliar as práticas existentes no processo de formação inicial, visando à constituição do professor leitor. / Abstract: This study presents the results of a research that analyses the reading narratives comprised in the reading experiences lived by undergraduate students of the Letters Course at the State University of Feira de Santana (UEFS), Bahia. As a research-formation study, it is linked to the studies that articulate aspects of the academic /professional field with other aspects connected to the personal life of the Professors. The objective was to analyze the narratives about the reading histories of future Portuguese language teachers to understand how the formation process of the teacher as a reader is constituted and shapes itself in personal and academic reading trajectories. The text was built on two major theoretical axes that are interwoven: teacher formation and reading. In the first one, it is possible to find moving categories that discuss teacher formation (NÓVOA, 1992; 1995; TARDIF, 2012; ZEICHNER, 2003) and life histories (NÓVOA; FINGER, 2014; JOSSO, 2010; DOMINICÉ, 2010) with the purpose of defending, in this thesis, the idea that the subject that learns does so, also through narration and reflection on lived trajectories. Specific aspects of the formation of the Portuguese language teacher (GERALDI, 1996; 1997; 2001; MATÊNCIO, 1994) are also taken into consideration in this axis, based on the dialogical, social and historical conception of language (BAKHTIN, 1986; 1997). Inside the second axis, the main theme is reading as a social and cultural practice (FREIRE, 2011; PROUST, 1982; 2003; CHARTIER, 1999; 2001; PETIT, 2009, 2013) and as a process of meaning establishment (ORLANDI, 1998; 2012), to discuss the reading histories and the processes of self-formation of the teacher as a reader. The methodological basis for this study, of qualitative nature, is anchored on the principles of the ethno-research formation (MACEDO, 2006; 2009) and on the (auto)biographical approach (JOSSO, 2010; DOMINICÉ, 2010), since the research has focused on reading trajectories that comprise the academic and personal formation of teachers in initial formation. The theoretical and methodological scope of the French school of Discourse Analysis (PÊCHEUX, 1990; PECHEUX; FUCHS, 1997) was used to analyze the narratives as discursive productions and to interpret the data generated by the analysis corpus, which was constituted by the following procedures: participant observation; discussion group, narrative interview and pedagogical letter writing. By enunciating their reading stories, the subjects did so from three dominant discursive formations, which outlined the framework of reading stories from various periods and spheres of their life: childhood, adolescence, adulthood, family, school, university. From the analysis, it was possible to get to know the heterogeneity of the reading trajectories of the undergraduate students and conclude that it is necessary to legitimate the reading practices that the future teachers perform through life, with the acknowledgement of the singularity of their trajectories and expand the existing practices in the initial formation process, aiming at the constitution of the teacher as a reader.

Essa dissertação tem como objetivo analisar as autobiografias de Maria Campbell, Halfbreed, e Sally Morgan, My Place, levando em consideração aspectos de cunho histórico, político, étnico e social do Canadá e da Austrália. Além disso, a dissertação aborda a busca das escritoras por suas identidades indígena canadense e aborígine australiana, respectivamente. Para investigação do tema escolhido realizo um estudo sobre autobiografia destacando seu contexto histórico, sua relação com o sujeito autobiográfico com base em questões de gênero e etnia. Para análise das questões de gênero uso a teoria e crítica feminista, enquanto que as questões étnicas busco fundamentar na teoria e crítica pós-colonial. Para o estudo da obra de Maria Campbell entrelaço questões de cunho autobiográfico, fatores históricos canadenses e a questão da mulher indígena no Canadá. A análise de Halfbreed também busca tratar do sujeito feminino de origem métis em busca de sua identidade, igualdade e dignidade. Quanto à My Place, o processo de análise também envolveu um estudo de autobiografia a partir de uma perspectiva aborígine feminina australiana, o que trouxe à tona questões identitárias do sujeito feminino pós-colonial e questões históricas referentes à Austrália. A análise de My Place enfatiza a busca de Sally Morgan por sua identidade e pelo passado de sua família, marcado por lembranças, estórias, dor, perda e esperança. / This dissertation aims at analyzing the autobiographies by Maria Campbell, Halfbreed, and Sally Morgan, My Place taking into consideration historical, political, ethnic and social aspects of Canada and Australia. Besides, this dissertation refers to the writers search for their Indigenous Canadian and Aboriginal Australian identities, respectively. To investigate the chosen theme, I approach the autobiographical genre emphasizing its historical context, its relationship to the autobiographical subject based on gender and ethnic issues. Concerning the analysis of gender issues it was necessary to refer to Feminist theories and criticism, whereas discussions regarding ethnic issues were based on Post-Colonial theory and criticism. In the analysis of Maria Campbells work I discuss issues related to autobiography, Canadian history and to Indigenous Canadian women. Halfbreeds analysis also considers the condition of the female Métis Canadian subject in search of identity, equality and dignity. As far as My Place is concerned, the analysis was a process which involved a study of the autobiographical genre from a female Aboriginal Australian perspective. The analysis raises questions related to the identity of the postcolonial subject and Australias historical context. My Places analysis also emphasizes Morgans search for identity and for her familys past, which is marked by memories, stories, pain, loss and hope.

Se na tentativa de evocar o passado escolar, abrirmos com disposição as páginas das redes sociais virtuais, poderemos também nos surpreender com as memórias dos usuários encontradas nas comunidades do Orkut; nas tramas das histórias escolares, os scraps digitais exibem os relatos dos ex-alunos, numa verdadeira exibição do eu. Este estudo traz para a discussão os posts encontrados nas comunidades do Orkut do Colégio Militar do Rio de Janeiro, do Colégio de São Bento do Rio de Janeiro e do Colégio Marista São José do Rio de Janeiro, procurando dar visibilidade a essas escritas autobiográficas virtuais sobre a vida escolar como fontes para a história da Educação. Como esses usuários narram as suas histórias escolares? Quais os relatos mais frequentes? Estas questões me instigam a pensar que o registro das experiências escolares possibilita ao sujeito desnudar-se. No tempo das tecnologias digitais, o usuário move-se sobre teclados, telas, deixando registros de uma vida, que são examinados pelos moderadores. Mas quem são estes sujeitos nas comunidades escolares? Será que eles cumprem os mesmos papéis desempenhados pelos editores? As escritas memorialistas comandam, imperativamente, novas relações com a escrita; essas narrativas não se esgotam numa tipologia textual persuasiva; observam-se laços de ideias e afetos, aproximando os ex-alunos dessas redes sociais virtuais. Quais são os temas mais recorrentes encontrados neste espaço virtual? Estas postagens constituem elos do tecido das lembranças dos sujeitos que não se intimidam em contar as suas histórias nesses novos suportes de escrita. Talvez, a saudade e a solidão busquem acolhimento e companhia nos cliques dos usuários, remetendo-os aos acontecimentos passados; os ex-alunos compartilham experiências, sentimentos e saberes, borrando fronteiras entre o público e o privado; nesse sentido, percebe-se que essas escritas autobiográficas nas comunidades escolares do Orkut também constroem esses sujeitos no suporte digital. Assim, este trabalho procura ampliar a discussão sobre os lugares de memórias da escolarização, buscando contribuir para os estudos da história da Educação. / If in the attempt of evoking the school memories, we open with excitement the pages of the virtual social nets, we will also be able to surprise us with the users' memoirs found in the communities of Orkut; in plots of the school histories, the digital scraps exhibit the former-students' reports, in a true themselves exhibition. This research brings for the discussion the scraps found in Orkut communities of the Colégio Militar do Rio de Janeiro, of the School of São Bento do Rio de Janeiro and of the School Marista São José do Rio de Janeiro, trying to give visibility the those virtual autobiographical narratives about the school life as sources for the history of the Education. How do those users narrate their school histories? Which the most frequent testimonies? All those issues puzzle me about the experiences registered in the virtual communities and how those subjects to undress. In the digital technologies, the user moves on keyboards, screens, leaving registrations of a life, turning, therefore, their visible school histories. The writing, as representation of ideas or words, in the most several supports, it is integral part of a social reality; the subjects also create systems to aid them in the interaction with the other, making possible to think that those written commands, new relationships with the writing; those narratives don't become exhausted in a persuasive textual typology; bows of ideas and affections are observed, approximating the former-students of those virtual social nets. In that sense, those postages constitute links of the memories that are not frightened in counting their histories in those new writing supports. Maybe the longing and the solitude looking for reception and company in the users' clicks, sending them to the last events; therefore, it is possible to think that the former-students share experiences, feelings and you know, blotting borders between the public and the private; in that sense, it is noticed that those autobiographical writings in the communities of Orkut, it shows those subjects in the digital support. Like this, this search to enlarge the work on the places of memoirs of the education, looking for to contribute for the studies in history of the Education.

This study unites the burgeoning academic field of exhibition histories and the critiques of race-based exhibition practices that crystallised in Britain in the 1980s and 1990s. It concerns recent practices of presenting and contextualising black creativity in British publicly funded art museums and galleries that are part of a broader attempt to increase the diversity of histories and perspectives represented in public art collections and exhibitions. The research focuses on three concurrent 2010 exhibitions that aimed to offer a non-hegemonic reading of black creativity through the use of non-art-historical conceptual and alternative curatorial models: Afro Modern (Tate Liverpool), Action (The Bluecoat), and a retrospective of works by Chris Ofili (Tate Britain). Comparative exhibitions of the past were typically premised on concepts of difference that ultimately resulted in the notional separation of black artists from mainstream discourses on contemporary art and histories of British art. Through a close and critical textual analysis of these three recent exhibitions, which is informed by J.L. Austin’s theory of speech acts (1955), the study considers whether, and to what extent the delimiting curatorial practices of the past have been successfully abandoned by public art museums and galleries, and furthermore, whether it has been possible for British art institutions to reject the entrenched, exclusive conceptions of British culture that negated black contributions to the canon and narratives of British art in the first place. The exhibition case studies are complemented and contextualised by an in-depth history of the Bluecoat’s engagement with black creativity between 1976 and 2012, which provides a particular insight into the ways that debates about representation, difference and separatism have impacted the policies and practices of one culturally significant art gallery that is frequently overlooked in histories of black British art. With reference to the notion of legitimate coercion as defined by Zygmunt Bauman (2000), the study determines that long-standing hegemonic structures continue to inform the modes through which public art museums and galleries in Britain curate and control black creativity.

Made available in DSpace on 2014-12-17T14:36:13Z (GMT). No. of bitstreams: 1 HostinaMFN.pdf: 1261910 bytes, checksum: 23f648e7f8194be2e1a11b767c527f28 (MD5) Previous issue date: 2008-12-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / We make many journeys during our lifetime. In each of them we accumulate experiences that result in an amount of knowledge that constitutes our history. The dissertation presents one of these journeys: that one I took along with students of Pedagogia da Terra project from Universidade do Estado do Rio Grande do Norte UERN to think about the knowledge within their memories in their way from countryside to city seeking for education. I used as main references to this task the ideas of Edgar Morin about Method as Strategy, implication of the subject in knowledge, pertinent knowledge, and knowledge reconnection. And from Paulo Freire I used the concepts of cultural identity assumption and dialog. I built as resource of method the metaphor of the suitcase, called by me the trunk of memory treasures . The use of this cognitive operator makes possible for those students bring their memories to the surface and share them collectively, by the process I name as auto-social- biographical narratives. The explicitness of the memories they choose to reveal by means of these narratives permitted me to understand the metamorphosis of these knowledge since their childhood to nowadays. In order to present an archeology of knowledge within these life histories I chose a narrative writing style concerned with simplicity and lightness, where I use the description of facts and discussions occurred during this journey. My main arguments in systematizing this experience are: scientific production can and should be grounded on knowledge diversity and on a more sensible approach to phenomena; education and pedagogy need to take as starting point and fuel for their practices the singularities of the subjects, their life history, educational background and knowledge resulting from both. Teacher s formation programs which students have mixed, rural and urban, background should value cognitive experiences built in the interaction with that knowledge closer of a sensible logic, deeper grounded in land and nature. Doing so, education can contribute to join diverse knowledge against monocutural forms of thinking and educational practices / Durante nossa vida fazemos muitas viagens. Em cada uma delas vivenciamos experi?ncias que, acumuladas, resultam na bagagem de conhecimentos que comp?e a nossa hist?ria. A disserta??o apresenta uma dessas viagens: a que realizei ao encontro dos alunos do Projeto Pedagogia da Terra da Universidade do Estado do Rio Grande do Norte UERN para refletir sobre os saberes inscritos nas suas mem?rias durante o percurso que os conduziu para a cidade em busca de escolariza??o. Tomei como refer?ncias principais as id?ias de Edgar Morin sobre m?todo como estrat?gia, implica??o do sujeito no conhecimento, conhecimento pertinente e religa??o de saberes e, de Paulo Freire, os conceitos de assun??o da identidade cultural e de di?logo. Constru? como recurso de m?todo a met?fora da mala chamada por mim de ba? de tesouros memor?sticos. O uso deste operador cognitivo permitiu aos alunos do Projeto, trazerem ? tona suas mem?rias e compartilh?-las coletivamente atrav?s do que chamo narrativas auto-s?cio-biogr?ficas. A explicita??o das mem?rias que escolheram revelar atrav?s destas narrativas me permitiu compreender a metamorfose de seus conhecimentos desde crian?a at? os dias atuais. Para apresentar uma arqueologia dos saberes inscritos nestas hist?rias de vida, escolhi um estilo narrativo comprometido com a simplicidade e com a leveza. Baseei-me principalmente na descri??o e narra??o dos acontecimentos e nas reflex?es e saberes constru?dos durante a viagem. Meus principais argumentos ao sistematizar esta experi?ncia s?o: a produ??o cient?fica pode e deve se pautar na diversidade de saberes e num olhar mais sens?vel diante dos fen?menos; a educa??o e a pedagogia necessitam tomar como ponto de partida e alimento de sua pr?tica as singularidades dos sujeitos, sua forma??o, suas hist?rias de vida e os saberes delas resultantes; a forma??o de professores que t?m uma urbaniza??o mesclada com o rural deve valorizar experi?ncias cognitivas constru?das na intera??o com saberes mais pr?ximos da l?gica do sens?vel, mais enraizados na rela??o com a terra e com a natureza. Fazendo assim, a educa??o poder? contribuir para a religa??o de saberes diversos contra a monoculturaliza??o do pensamento e das pr?ticas educativas

The thesis deals with so-called evolutionary equations, a class of abstract linear operator equations, which cover a huge class of partial differential equation with and without memory. We provide a unified Hilbert space framework for the well-posedness of such equations. Moreover, we inspect the exponential stability of those problems and construct spaces of admissible inital values and pre-histories, on which a strongly continuous semigroup could be associated with the given problem. The theoretical results are illustrated by several examples.

Essa dissertação tem como objetivo analisar as autobiografias de Maria Campbell, Halfbreed, e Sally Morgan, My Place, levando em consideração aspectos de cunho histórico, político, étnico e social do Canadá e da Austrália. Além disso, a dissertação aborda a busca das escritoras por suas identidades indígena canadense e aborígine australiana, respectivamente. Para investigação do tema escolhido realizo um estudo sobre autobiografia destacando seu contexto histórico, sua relação com o sujeito autobiográfico com base em questões de gênero e etnia. Para análise das questões de gênero uso a teoria e crítica feminista, enquanto que as questões étnicas busco fundamentar na teoria e crítica pós-colonial. Para o estudo da obra de Maria Campbell entrelaço questões de cunho autobiográfico, fatores históricos canadenses e a questão da mulher indígena no Canadá. A análise de Halfbreed também busca tratar do sujeito feminino de origem métis em busca de sua identidade, igualdade e dignidade. Quanto à My Place, o processo de análise também envolveu um estudo de autobiografia a partir de uma perspectiva aborígine feminina australiana, o que trouxe à tona questões identitárias do sujeito feminino pós-colonial e questões históricas referentes à Austrália. A análise de My Place enfatiza a busca de Sally Morgan por sua identidade e pelo passado de sua família, marcado por lembranças, estórias, dor, perda e esperança. / This dissertation aims at analyzing the autobiographies by Maria Campbell, Halfbreed, and Sally Morgan, My Place taking into consideration historical, political, ethnic and social aspects of Canada and Australia. Besides, this dissertation refers to the writers search for their Indigenous Canadian and Aboriginal Australian identities, respectively. To investigate the chosen theme, I approach the autobiographical genre emphasizing its historical context, its relationship to the autobiographical subject based on gender and ethnic issues. Concerning the analysis of gender issues it was necessary to refer to Feminist theories and criticism, whereas discussions regarding ethnic issues were based on Post-Colonial theory and criticism. In the analysis of Maria Campbells work I discuss issues related to autobiography, Canadian history and to Indigenous Canadian women. Halfbreeds analysis also considers the condition of the female Métis Canadian subject in search of identity, equality and dignity. As far as My Place is concerned, the analysis was a process which involved a study of the autobiographical genre from a female Aboriginal Australian perspective. The analysis raises questions related to the identity of the postcolonial subject and Australias historical context. My Places analysis also emphasizes Morgans search for identity and for her familys past, which is marked by memories, stories, pain, loss and hope.