Dans cette thèse nous nous concentrons sur une caractéristique locale du visage humain que sont les lèvres en termes de pertinence et influence sur la reconnaissance de la personne. Une étude détaillée est réalisée à l'égard de différentes étapes, telles que la détection, l'évaluation, la normalisation et les applications liées de la bouche. Au départ, on présente un algorithme de détection des lèvres en fusionnant deux méthodes indépendantes. La première méthode est basée sur la détection de contours et la deuxième orientée sur la segmentation. On exploite leurs points forts en combinant les deux méthodes par fusion. Ensuite, on extrait les caractéristiques qui modélisent l'aspect comportemental du mouvement des lèvres lorsque la personne parle afin de les exploiter pour la reconnaissance des personnes. Les caractéristiques du comportement incluent des caractéristiques statiques, et des caractéristiques dynamiques en fonction du flux optique. Ces caractéristiques sont utilisées pour construire le modèle du client par une Mixture de Gaussiennes et enfin la classification est réalisée en utilisant une règle de décision bayésienne. Enfin, on propose une méthode de normalisation temporelle pour le traitement des variations du mouvement des lèvres pendant le discours. Étant donné plusieurs vidéos où une personne répète la même phrase plusieurs fois, nous étudions le mouvement des lèvres dans l'une de ces vidéos et on sélectionne certaines images clés comme images de synchronisation. Après, on synchronise le reste des vidéos par rapport au images clés de la première vidéo. Enfin toutes les vidéos sont normalisées temporellement par interpolation à l'aide de "morphing".

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

Die Dissertation beschreibt Arbeiten zur Herstellung neuer Cetrorelixkomplexe, zur Kinetik der dynamischen Liberation, zur Struktur von Aggregaten und Komplexen von Cetrorelix und zur Berechnung von Komplexeigenschaften mit Molecular Modeling. / Presented are results about new complexes of cetrorelix, the kinetics of dynamical liberations, the structure of Cetrorelix aggregates and complexes and the computation of properties of complexes by molecular modeling.

No description available.

Die Dissertation beschreibt Arbeiten zur Herstellung neuer Cetrorelixkomplexe, zur Kinetik der dynamischen Liberation, zur Struktur von Aggregaten und Komplexen von Cetrorelix und zur Berechnung von Komplexeigenschaften mit Molecular Modeling. / Presented are results about new complexes of cetrorelix, the kinetics of dynamical liberations, the structure of Cetrorelix aggregates and complexes and the computation of properties of complexes by molecular modeling.

Wnt signalling represents an important mechanism participating in control of cellular and developmental processes, including establishment of cell polarity, cell fate specification, stem cell self-renewal, tissue patterning and organogenesis, homeostasis maintenance and regeneration. Misregulation of the Wnt signalling during embryogenesis leads to developmental defects while aberrant activation later in development is associated with degenerative diseases and a number of cancers. The presented PhD thesis is based on four original publications that deal with the post-translational modifications of Wnt ligands and molecular mechanisms contributing to the regulation of a transcriptional profile of the so-called canonical Wnt pathway. Wnt signalling pathway is used repetitively both in time and different cellular contexts throughout development of multicellular organisms. Inevitably, in each single situation -catenin/TCF complexes, the downstream effectors, induce only subsets of all potential target genes. How this differential tissue- and stage-specific control over various subsets of target genes is achieved with such a limited number of nuclear effectors is not fully understood. Along with the expression of specific LEF/TCF family members or their variants containing different functional domains...

In this work, the structural, electronic, and optical properties of CdS nanoparticles with sizes up to 4nm have been calculated using density-functional theory (DFT). Inaccuracies in the description of the unoccupied states of the applied density-functional based tight-binding method (DFTB) are overcome by a new SCF-DFTB method. Density-functional-based calculations employing linear-response theory have been performed on cadmium sulfide nanoparticles considering different stoichiometries, underlying crystal structures (zincblende, wurtzite, rocksalt), particle shapes (spherical, cuboctahedral, tetrahedral), and saturations (unsaturated, partly saturated, completely saturated). For saturated particles, the calculated onset excitations are strong excitonic. The quantum-confinement effect in the lowest excitation is visible as the excitation energy decreases towards the bulk band gap with increasing particle size. Dangling bonds at unsaturated surface atoms introduce trapped surface states which lie below the lowest excitations of the completely saturated particles. The molecular orbitals (MOs), that are participating in the excitonic excitations, show the shape of the angular momenta of a hydrogen atom (s, p). Zincblende- and wurtzite-derived particles show very similar spectra, whereas the spectra of rocksalt-derived particles are rather featureless. Particle shapes that confine the orbital wavefunctions strongly (tetrahedron) give rise to less pronounced spectra with lower oscillator strengths. Finally, a very good agreement of the calculated data to experimentally available spectra and excitation energies is found.

In this work, the structural, electronic, and optical properties of CdS nanoparticles with sizes up to 4nm have been calculated using density-functional theory (DFT). Inaccuracies in the description of the unoccupied states of the applied density-functional based tight-binding method (DFTB) are overcome by a new SCF-DFTB method. Density-functional-based calculations employing linear-response theory have been performed on cadmium sulfide nanoparticles considering different stoichiometries, underlying crystal structures (zincblende, wurtzite, rocksalt), particle shapes (spherical, cuboctahedral, tetrahedral), and saturations (unsaturated, partly saturated, completely saturated). For saturated particles, the calculated onset excitations are strong excitonic. The quantum-confinement effect in the lowest excitation is visible as the excitation energy decreases towards the bulk band gap with increasing particle size. Dangling bonds at unsaturated surface atoms introduce trapped surface states which lie below the lowest excitations of the completely saturated particles. The molecular orbitals (MOs), that are participating in the excitonic excitations, show the shape of the angular momenta of a hydrogen atom (s, p). Zincblende- and wurtzite-derived particles show very similar spectra, whereas the spectra of rocksalt-derived particles are rather featureless. Particle shapes that confine the orbital wavefunctions strongly (tetrahedron) give rise to less pronounced spectra with lower oscillator strengths. Finally, a very good agreement of the calculated data to experimentally available spectra and excitation energies is found.