This diploma thesis discusses laser cutting and the consecutive surface treatment of cut parts. The theory of laser cutting is described in the first part of this thesis, including laser history and the laser emergence principle. Cut parameters and the influence of the laser cutting on the material are described later on. The next part describes the laser cutting technological possibilities and other laser technology utilization options are outlined. In the last theory part, metal surface treatment used in the experiment is covered. Coating thickness is evaluated in the practical part of this thesis, as well as roughness, microhardness, chemical microanalysis and metalography. The evaluation of the results achieved, and optimal surface treatment execution suggestions are addressed in the last part of this thesis.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T15:06:30Z No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T15:06:40Z (GMT) No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T15:06:48Z (GMT) No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) / Made available in DSpace on 2017-01-13T15:06:57Z (GMT). No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) Previous issue date: 2016-02-22 / Não recebi financiamento / This dissertation presents the route of a reasearch performed in two elementary municipal schools in a town near Sorocaba (SP). Here we use the african traditional culture Dagara and the ubuntu philosophy to recreate ancestor experiences of care and enable the enlargement of the notion of humanity developed in the ocidental contemporary education. We understand that taking care is to establish relationships and, as from the civilizing values of african societies, we aim to take care communaly, with nature and spirituality. By the cartography method, we could experience the community caring which aims to interrupt medicalization and pathologization of life, as educators somehow affected compose each child's community. Once in community, we can see the invisible dimmension of care, we admit another way to live time and aim to desconstruct any excludent devices. The care for nature happened in the school's gardening project, where the teenagers could, through their enchantment, experience communion with nature. Knowing experience with nature, drawing attention to details and imagine themselves in a pleasant situation with nature led to enchantment. Care for spirituality was due to the experience of transcendence for appreciation of ancestors. We have reconnected the teenagers to their histories, costumes and knowledge, so the workin the field was valorized and respected in the school's gardening project, as an ancestry element. At a meeting with school inspectors the transcencence experience has contributed to compose their practices' ancestry. While experiencing care in an afro-focused perspective, I have been moving on my blackening process. I have diven in the african culture, in the black culture, to make ancestry my existance's meaning. I have participated in lectures, shows and several cultural workshops so blackness could inhabit my my mode of existence and understanding the world; it has been our way to reverse the whitening phenomenon because of which black people still feel the consequences. In this dissertation we describe how care happens in the traditional african cultures perspective and leaving spoors so it can be que ele possa tried in other contexts, allthough we need to tell that these have been inspiring experiences, but they have not changed those schools, neither education in that town, country, or ocident. Exist in these experiences the bias of provisoriety, the circumstancethat only political fight can confirm and establish. A fight for a humanized education, non-hegemonic and that considers the human dimensions excluded until then, but that african traditional cultures have much to teach. / Esta dissertação apresenta o percurso de uma pesquisa realizada em duas escolas de ensino fundamental da rede municipal de uma cidade próxima a Sorocaba (SP). Nesta pesquisa tomamos as culturas tradicionais africanas vividas pelo povo Dagara e na filosofia ubuntu para recriar experiências ancestrais de cuidado e possibilitar a ampliação da noção de humanidade desenvolvida na educação ocidental contemporânea. Entendemos que cuidar é estabelecer relações e, a partir dos valores civilizatórios das sociedades africanas, buscamos cuidar em comunidade, com a natureza e pela espiritualidade. Pelo método da cartografia, pudemos experimentar o cuidado em comunidade, que procurou interromper processos de medicalização e patologização da vida, na medida em que educadores afetados de alguma forma passaram a compor a comunidade de cada criança. Uma vez em comunidade, reconhecemos a dimensão invisível no cuidado, admitimos outra forma de viver o tempo e procuramos desconstruir artifícios de exclusão. O cuidado com a natureza aconteceu no projeto de horta escolar, onde os adolescentes puderam, pelo encantamento, experimentar a comunhão com a natureza. Conhecer a experiência com a natureza, chamar a atenção para os detalhes e imaginar-se numa situação prazerosa com a natureza propiciaram o encantamento. O cuidado pela espiritualidade se deu pela experiência de transcendência para valorização dos ancestrais. Fomos reconectando os adolescentes com suas histórias, costumes e saberes para que o trabalho no campo fosse valorizado e respeitado no projeto da horta escolar como elemento de ancestralidade. Na reunião com os inspetores, a experiência de transcendência contribuiu para constituir a ancestralidade de suas práticas. Enquanto experimentava o cuidado numa perspectiva afrocentrada, também caminhava em meu processo de enegrecimento. Mergulhei na cultura de matriz africana, na cultura negra, para fazer da ancestralidade, sentido para minha existência. Participei de palestras, espetáculos e oficinas culturais diversas para que a negritude fosse habitando meu modo de existir e de compreender o mundo, buscando reverter o fenômeno de branqueamento pelo qual todo negro e negra ainda sente as consequências. Nesta dissertação estamos narrando como o cuidado, na perspectiva das culturas tradicionais africanas, aconteceu e deixando pistas para que ele possa ser experimentado em outros contextos. Contudo, é preciso dizer que estas experiências foram inspiradoras, mas ainda não transformaram aquelas escolas, nem tampouco a educação daquela cidade ou ainda a educação brasileira ocidental. Existe nestas experiências o viés da provisoriedade, da circunstância que somente a luta política pode confirmar e estabelecer. Luta por uma educação humanizada, contra-hegemônica e que considera dimensões do ser humano excluídas até então, mas que as culturas tradicionais africanas têm muito a ensinar.

No description available.

Antipode de la lumière, le noir est pourtant indissociable du cinéma. Qu'est-ce que le noir du cinéma ? Figure de l'ombre ou de l'obscurité à l'image, il y est aussi présent en tant que tel, un noir sans représentation et avec sa réalité physique singulière. Ce noir-là est avant tout une condition technique, que l'on cache, mais qui joue un rôle décisif dans la production des illusions d'optique et la création de la fiction. Il est également omniprésent dans tout le processus de fabrication de l'image cinématographique. Le noir joue avec la lumière, conditionne la visibilité et l'invisibilité et, en ce sens, invente le cinéma. Le noir propose une autre manière de comprendre ce qu'est le cinéma ainsi que son fonctionnement. Cette étude traitera d'abord l'aspect matériel de l'image argentique : le noircissement photochimique et les idées qu'il suggère en tant que processus de la formation et de la dissolution de l'image. On évoquera ensuite, au travers du noir formel, outil rhétorique et mécanique, les effets produits par le noir, lorsqu'il intervient en tant que forme dans l'image, de l'image, et entre les images. Enfin, en tant que dispositif envahisseur de l'écran et de l'espace de projection, le noir révèlera son rôle dans le dispositif du spectacle visuel : la construction d'un accès à l'illusion et à la révélation. Chaque partie se déploiera dans un parcours à la fois historique, technique, et esthétique. On verra notamment dans des tentatives artistiques et expérimentales que la mise en avant du noir permet de révéler les caractéristiques du médium cinématographique, voire de ré-inventer le cinéma. Cette quête du noir se révèle comme une quête sur la nature du cinéma, nature que l'industrie du cinéma tente d'effacer. Le noir fait voir, et il fait voir autrement. / Even though black is the antipode of light it is nevertheless inseparable from the world of cinema. What is black in cinema? A figure of shadow or darkness in the image that is also present as such. Black without representation and with its singular physical reality. This blackness is above all a technical condition which is hidden but which plays a decisive role in the production of optical illusions and the creation of fiction. It is also omnipresent in the entire process of making the cinematographic image. Black plays with light and conditions visibility and invisibility. In this sense it invents cinema. Black also offers another way of understanding what cinema is and how it works. This study will first deal with the material aspect of photography: photochemical blackening and the ideas it suggests as a process of image formation and dissolution. I will then portray the different effects produced by black- the black shape a rhetorical and mechanical tool. When it intervenes as a form in the image, of the image, and between the image. Finally, I will discuss how black can be an invading device of the screen and the projection space and reveal its role as a visual spectacle apparatus: the construction of an access to illusion and revelation. Each part of this outline will be dealt with in a historical, technical and aesthetic way. We will see in particular in artistic and experimental attempts that the emphasis on black makes it possible to reveal the characteristics of the cinematographic medium or even to re-invent cinema. This quest for blackness is revealed as a quest for the nature of cinema. A nature that the film industry is trying to erase. Black makes you see but it makes you see differently.