The Enigma of Appearances is an examination into the medium of three-dimensional photography, with particular focus on the technique of stereoscopy. Invented in the mid-Victorian era, stereoscopy was an attempt to simulate natural three-dimensional perception via a combination of optics, neurology, and a pair of dissimilar images. Whilst successful in producing a powerful illusion of spatial depth and tangibility, the illusion produced by stereoscopy is anything but ??natural??, when compared to three-dimensional perception observed with the naked eye. Rather, stereoscopic photography creates a strange and unnatural interpretation of three-dimensional reality, devoid of atmosphere, movement and sound, where figures appear frozen in mid-motion, like waxwork models, or embalmed creatures in a museum. However, it is precisely stereoscopic photography??s unique and enigmatic interpretation of three-dimensional reality, which gives it its strength, separating it from being a mere ??realistic?? recording of the natural world. This thesis examines the unique cultural position that stereoscopy has occupied since its invention in 1838, from its early role as a tool for the study of binocular vision, to its phenomenal popularity as a form of mass entertainment in the second half of the 19th century, to its emergence in contemporary fine art practice in the late 20th and 21stt centuries. Additionally, The Enigma of Appearances gives a detailed analysis of the theory of spatial depth perception; it discusses the dichotomy between naturalia versus artificialia in relation to stereoscopic vision; and finally, traces the development of experimental studio practice and research into stereoscopic photography, undertaken for this MFA between 2005 and 2007. The resulting work, Camera Mortuaria (Italian for ??Mortuary Room??), is a powerful and innovative series of anaglyptic portraits, based upon an experimental stereoscopic technique that enables the production of extreme close-up three-dimensional photography. Applying this technique to the reproduction of the human face in three-dimensional form, Camera Mortuaria presents a series of ??photo sculptures??, which hover between reality and illusion, pushing the boundaries of stills photography to the limit, and beyond.

A qualitative, descriptive, contextual study design was used to describe the role of antenatal services in supporting teenage pregnant girls in Leribe district of Lesotho. The study population consisted of all teenage pregnant girls between 13-19 years of age. Non-probability convenient sampling technique was used to identify potential participants. Data was collected by means of tape-recorded in-depth individual, semistructured interviews and analysed using Tesch’s descriptive method of qualitative data analysis (Creswell 2009:186). The findings of this study revealed that teenage pregnant girls require comprehensive antenatal services that are sensitive to the needs related to their age. Strategies in which antenatal services can be strengthened to support teenage pregnant girls better were described / Health Studies / M.A. (Public Health)

Thesis (MA (Dept. of Ancient Studies) -- University of Stellenbosch, 2005. / Throughout the centuries artists have visualised the imaginative works of Publius Vergilius Maro in a variety of art forms. Paintings, frescoes, sculptures and even tapestries have made the wordscenes of his great epic, the Aeneid, concrete. The thesis investigates only the illustration of the epic in manuscripts and printed texts or translations. The illustrations of scenes in Book VI – the journey of Aeneas in the underworld – are studied using the reception-historical approach. This is to determine whether the illustrations of the Trojan hero’s journey in the underworld reflect the reception of the Aeneid in the different eras or periods. The illustrator is a “reader” of the Aeneid text or translation and consequently his/her illustration of a particular scene reflects his/her own visual interpretation thereof. Illustrations of Book VI in manuscripts like the Vergilius Vaticanus of late Antiquity and the mid- 15th century Riccardiana Vergilius of Apollonio di Giovanni are examined. A study of illustrations in printed texts or translations range from the 1502 Grüninger edition of Vergil edited by Sebastian Brant to the Book VI illustration of Thom Kapheim in a textbook published in 2001. The aim is to establish how illustrators associated with Book VI, interpreted it, how their environment and the spirit of the age influenced their visualisation and how their illustrations reflect the reception of the epic throughout the centuries. Such a study hopes to provide a contribution to Vergilian reception and Nachleben. In the process a better understanding can be obtained for the importance and changing role of Aeneid VI and the whole epic in different eras. It is found that the illustrators of the Aeneid – influenced by the different spirit of their times and environments – brought forth unique visual interpretations of scenes in Book VI that suggest a particular reception of the epic at that specific point of time. The illustrative spectrum of Book VI throughout the centuries can be summarised as follows: revival, allegorisation, pedagogic, realistic decoration and eventually increasingly unrealistic decoration. From late Antiquity to the beginning of the 21st century, the illustrative visualisation of the journey of Aeneas in the underworld indicates that there has always been a definitive response to Vergil and his epic.

Master of Science / Department of Apparel, Textiles, and Interior Design / Sherry J. Haar / Inspired by people and objects of the late 1950s/early 1960s, textile patterns were created to use as a tool in the education of children through play. Four themes were developed, with three main prints in each theme. These twelve prints had a coordinating print and solid colors designed, and were utilized in the development of paper doll clothing. Representing the look of Jacqueline Kennedy, the paper dolls feature a pearl necklace, sunglasses, and a brunette hairstyle. Fabric was also printed on using a home-based ink jet printer, and used to construct a garment for an 18-inch, three dimensional doll. The final outcomes were exhibited in a display window, with an interactive element for adults and children at the opening reception.

Entendemos que o sentido da Geografia no currículo do ensino básico é a sua potencialidade para a formação de cidadãos críticos, autônomos e conscientes para atuarem em sociedade. A Geografia escolar pode contribuir para essa formação ao trabalhar, no ensino, as temáticas físico-naturais do espaço geográfico, todavia esta contribuição está vinculada à forma como o ensino é encaminhado. Esta forma se relaciona, além de outros fatores, à formação teórico-metodológica do docente que, bem fundamentada, lhe possibilita desenvolver o processo de ensino e aprendizagem a partir da articulação entre objetivos, conteúdos e métodos. Para refletir sobre esta questão, buscamos analisar a relação existente entre a concepção de professores de Geografia acerca dos conceitos de natureza e ambiente e o ensino realizado por eles sobre as temáticas físico-naturais do espaço geográfico nas Redes Municipal e Estadual de Educação de Goiânia-Goiás nos amparando nos conhecimentos didáticos do conteúdo. Assim, nesta tese tivemos a intenção de verificar se os docentes que atuam nestas redes, ao ensinarem os conteúdos relevo, rochas e solos na Geografia escolar, ratificam a separação entre os aspectos físicos e sociais instituída na dicotomia entre a Geografia Física e a Geografia Humana. Se assim o fazem, eles reforçam uma concepção clássica e tradicional de Geografia. Analisamos as relações que os professores estabelecem entre a sua formação inicial e a atuação docente mediante a realização de entrevistas semiestruturadas. Discutimos, então, os conhecimentos docentes considerando a relação entre a Geografia acadêmica e a Geografia escolar e analisamos os materiais pedagógico-didáticos utilizados como subsídios para o ensino dessa temática no Ensino Fundamental, como os PCNs, as Diretrizes Curriculares Municipal e Estadual e os livros didáticos do 6º ano aprovados pelo PNLD/2008. Com base nas atividades realizadas em um ciclo de oficinas, no qual foram empregadas diferentes metodologias, e nos resultados das entrevistas focais, discutimos os conhecimentos didáticos do conteúdo mobilizados pelos professores quando abordam os temas relevo, rochas e solos no ensino de Geografia. Diante dos resultados alcançados com a realização das oficinas e no sentido de revalorizar o ensino acerca das temáticas físico-naturais do espaço, apresentamos os conceitos de natureza e ambiente como eixos estruturadores na Geografia escolar. Discutimos, então, o ensino das temáticas físico-naturais do espaço na Geografia escolar como instrumento para favorecer a formação cidadã. / We understand that the reason Geography is part of the curriculum of elementary school lies in its potentiality for molding citizens who will be critical, independent and socially aware to live in society. Geography in school can help with this molding process when it deals with the physical-natural themes of geographical space at school. However, this contribution has to do with the way this teaching is carried out. Besides other factors, this way of teaching is related to the theoretical-methodological background of the teacher, which when well- founded, will allow the teacher to develop the process of teaching and learning through the combination of objectives, content and methods. In order to reflect on this question we analyzed the existing relation between the conception that Geography teachers have about the definition of nature and environment and their way of teaching the physical-natural themes of the geographical space in the Municipal and State Schools in Goiânia-Goiás, focusing on the didactical knowledge of the content. Thus, in this thesis, our intention was to check if the teachers who work in these schools, when teaching the contents about terrain, rocks and soil in geography, pinpoint the separation between the physical and social aspects that exist in the dichotomy between Physical Geography and Human Geography. If they do that, they reinforce a classical and traditional conception of Geography. We analyzed the relations that the teachers establish between his/her academic background and his/her actual teaching through semi- structured interviews. This way, we discussed the teacher´s knowledge, taking into consideration the relation between academic Geography and Geography taught in school and we analyzed the pedagogical-didactical material used as a helping instrument for the teaching of these themes in Elementary Schools, such as the PCNs (National Pattern Parameters) and the Municipal and State curricular requirements and the didactic books of the 6th grade approved by PNLD/2008. Based on the activities that were carried out in a series of workshops, in which different methodologies were used, and through the results of the focal interviews, we discussed the didactic knowledge of the content explained by the teachers when they talk about terrain, rocks and soil when teaching Geography. Based on the results achieved with the workshops and with the intention of revaluing the teaching of the physical natural themes of space, we presented the concepts of nature and environment as a support for Geography in school. Therefore, we discussed the teaching of the physical-natural themes of space in Geography in school as a tool to promote civic awareness.

Orientador: Sílvio de Sant'Ana Junior / Banca: Diana Luz Pessoa de Barros / Banca: Linda Bulik / Resumo: Este trabalho busca prospectar meios para a utilização da semiótica de A. J. Greimas na pro-dução de texto (especialmente no que tange à criatividade) e colaborar para a "vulgarização" científica dessa teoria. Seu autor entende que uma teoria que serve intensamente para a in-terpretação de textos também pode ser utilizada para a sua produção. Por outro lado, admite que a semiótica é relativamente complexa e que isso dificulta sua propagação, mas entende que ela, pela sua importância, precisa ser objeto de maiores esforços de disseminação. Sendo assim, busca produzir aqui uma obra que facilite a apreensão dos fundamentos da semiótica da Escola de Paris e, ao mesmo tempo, pesquisa meios para estender a aplicação dessa teoria à produção de discursos. Para isso, dilui a complexidade da semiótica greimasiana ao longo do próprio enunciado, exemplifica fartamente, utiliza-se de paráfrases e metáforas, explica os conceitos, contextualiza-os, retoma-os sob diferentes perspectivas e os mostra aplicados nos discursos. O resultado esperado é um texto claro e atraente, de média informatividade, que resulte num trabalho útil para quem se interesse em se iniciar na semiótica de Greimas e também em utilizá-la para melhorar a produção textual; que tenha vocação de ser facilmente entendido por quem jamais viu semiótica e, finalmente, que inspire novas iniciativas do gênero. / Abstract: This work searches means for the use of A. J. Greimas semiotic in text production (espe-cially with respect to the creativity) and collaboration to the scientific "vulgarization" of this theory. Its author understands that a theory that is intensily good for texts interpretation, it can also be used for its production. On the other hand, he admits that semiotic is relatively complex and that it hinders its propagation, but he also understands, by its importance, that it needs to be object of larger efforts of dissemination. Then, the author tries to produce a work that facilitates the apprehension of the foundations of Paris School semiotic and, at the same time, he researches means to extend the application of that theory to the production of speeches. For that, he dilutes the complexity of greimasian semiotic along the own state-ment, using a great number of examples, paraphrases and metaphors, explaining and apply-ing the concepts, which are taken under different perspectives and he shows them applied in the speeches. The expected result is a clear and attractive text, of medium informativity, that results in an useful work to those ones who are interested in beginning of Greimas semiotic and also in using to improve the textual production; he hopes that it could be easily under-stood by those who never saw semiotic and, finally, that it inspires new initiatives of the gender. / Mestre

As an MFA candidate at the Florida Atlantic University, I began in figurative painting and ended with abstract ink and pencil drawings in my thesis work. In between was a progression of artistic experimentation in theme, technique and medium to explore issues of female identity and childhood sexual abuse. From a girl trapped in a dark fairytale to a pregnant woman followed by a pedophile to a new mother frustrated that her own ambitions have been usurped, the final transformation of female identity into fierce protector came after confronting memories of child abuse. Using India ink and pencil drawings, my thesis work recreates scenes of a struggle between the same attacker and a powerful mother. She spins her own hair into a delicate, but powerful, barrier that keeps her daughter safe. / Includes bibliography. / Thesis (M.F.A.)--Florida Atlantic University, 2014.. / FAU Electronic Theses and Dissertations Collection

[pt] O objetivo deste trabalho é refletir como a telenovela brasileira aborda as transformações sociopolíticas contemporâneas dentro de um período de 20 anos, com quatro transições governamentais. A partir do recorte selecionado, se discutiu aspectos relevantes dessas gestões e seus impactos nas temáticas da telenovela. Após breve introdução a respeito da televisão na atualidade e as implicações tecnológicas de suas múltiplas ressignificações, a pesquisa é dividida em três partes. Na primeira, é discutido o percurso no qual a TV Globo se tornou hegemônica e propôs uma leitura de Brasil, principalmente, através da telenovela, que se encarregou de oferecer narrativas coesas para essa nação. Na segunda parte, percorremos vinte anos recentes para compreender como a teledramaturgia tratou de temáticas relacionadas às transformações sociais e aos movimentos políticos, identificando três ciclos temáticos da telenovela. E, na terceira parte, identificou-se três temas que não acompanharam as mudanças políticas e sociais no período analisa-do e que denominamos como tabus. São eles: o papel da mulher, do negro e da diversidade sexual. Tal categorização foi realizada a partir de uma análise dos temas tratados nas telenovelas da grade televisiva da TV Globo e comparado com os assuntos abordados nas séries, tanto da televisão aberta, como por assinatura ou streaming. / [en] The aim of this work is to reflect how the Brazilian telenovela (soap opera) approaches the contemporary sociopolitical transformations within a period of 20 years, with four governmental transitions. Relevant aspects of these managements and their impacts on the themes of the telenovela were discussed from the period selected for the analysis. After a brief introduction about television in nowadays and the technological implications of its multiple resignifications, the research is divided into three parts. In the first one, the course in which TV Globo became hegemonic was discussed and it s proposed a reading of Brazil, mainly through the telenovela, which was in charge of offering cohesive narratives for this nation. In the second part, we have covered twenty recent years to understand how the telenovela has dealt with themes related to social transformations and political movements, identifying three thematic cycles of the telenovela. And, in the third part, we identified three themes that did not follow the political and social changes in the analyzed period and which we call taboos like the role of women, the black and sexual diversity. This categorization based on an analysis of the topics covered in TV Globo s telenovelas and compared to the issues covered in the series, both from open television, and by subscription or streaming.

In 1834, Belinsky melodramatically proclaimed, “We have no literature”. He was far from alone; similar sentiments are echoed in numerous critical essays and articles of the 1820s and 30s. These dire assessments of the state of Russian literature reflect the urgent concern the question of national identity had become to intellectuals of the period in the first few decades of the nineteenth century. In the wake of its victory in the Napoleonic War, Russia had won considerable military and political power in Europe. Culturally, however, there was a palpable sense of insecurity vis-a-vis Western Europe. Critics and writers bemoaned the derivative nature of Russian literature, calling for the creation of a national literature that would reflect the unique essence of the Russian national character. The means by which a sense of Russianness or “narodnost’” could be created in literature would become a central concern and topic of debate for writers and critics of the first four decades of the nineteenth century. Folklore was thought to be one way of producing the desired narodnost’. Based on German Romantic theories of nationalism, particularly those of Herder, it was argued that the “folk poetry” of the simple people retained a pure form of the national spirit untainted by foreign influence. It was to this folk poetry that many writers turned in their attempts to create a national literature. There were attempts to create works that imitated folk ballads, songs, and fairy tales as well as incorporating folkloric elements in larger literary works. This period also saw the early efforts to collect authentic examples of folklore from among the people - Pushkin ranks among these early collectors as well as Kireevsky. The practice of introducing elements of folklore into high literature was more complicated, however, than the theory would have one believe. Rather than being the unadulterated voice of the Russian nation taken directly from the people, the “folklore” that appeared in literary texts during this period was more often than not an amalgamation of many influences from both high and low literature and both foreign and native sources. Indeed, it would probably be more productive to think of the folkloric elements of literary texts in this period as being more representations of folklore than as “authentic” folklore. In this dissertation I will examine how writers, through the figure of their various narrators, interact with the folk material of their narratives. My analysis will focus on Alexander Pushkin, Nikolai Gogol and Vladimir Dal. My emphasis will be on analyzing how narrators situate themselves in relation to the folk elements of the text and how their attitudes dramatize the various issues and problems that arise from the gentry writer’s encounter with the cultural other represented by the folk. In my exploration of folklore in Pushkin’s works, I trace the development of his relationship with folklore from one of the earliest of his works, Ruslan and Liudmila, through the middle years of his career, represented by Eugene Onegin, where he makes his most explicit statement about Russian national identity. I conclude with a consideration of his fairytales, which were written towards the end of his artistic career. Through these works, I trace the shift of Pushkin’s narrator’s stance from a position of relative distance from the folkloric elements of his narrative toward a greater sense of identification with his folkloric material. The chapter on Gogol is devoted to the first volume of his Evenings on a Farm Near Dikan’ka. My focus will be on how the figure of the author is splintered and diluted as editor Rudy Panko presents the reader with stories he heard from storytellers in his village, who in turn, heard their stories from still other storytellers, leading to series of nested storytellers. I will also examine how these various storytellers display an array of attitudes toward their folk narratives and how these relationships are enacted in the text. My final chapter is devoted to Vladimir Dahl and his First Five collection of folk tales. I will consider the significance of Dahl’s ideas about the centrality of the language of the common Russian people for the construction of a national identity and how these ideas found expression in his folk tales. As with the other chapters, my focus will be on the figure of the narrator and how his attitudes toward the folkloric elements of his tales form an image of Russian national identity. I hope to show through these explorations how the writer’s engagement with folklore contributed to the image of the Russia and the construction of Russian national identity in nineteenth century literature.

A pesquisa sobre as percepções de residentes da região de Piracicaba em relação às questões ambientais e ao futuro da humanidade no planeta foi desenvolvida com base em um questionário semi-estruturado. As questões buscaram levantar dados autoavaliativos sobre perfil, comportamentos, estado de humor, qualidade de vida, condição econômica e hábitos de consumo, práticas para destinação de resíduos, iniciativas de exercício de cidadania em prol da sustentabilidade socioambiental, para enfim, indagar sobre percepções de futuro e avaliações sobre o contexto socioambiental dos participantes da pesquisa. A aplicação dos questionários foi feita de forma aleatória estratificada nos bairros das cinco regiões da cidade de Piracicaba: Norte, Sul, Leste, Oeste e Centro. Por meio dessas aplicações, foram obtidos 655 questionários, que foram sistematizados, tabulados e analisados estatisticamente, utilizando-se gráficos de frequência, o Teste de Kruskal Wallis, os Testes de Correlação de Spearman e Kendall, o Teste de Qui-Quadrado e o Teste Exato de Fisher. Foram também criadas nuvens de palavras, desenvolvidas no software online \"Wordle\" (FEINBERG, 2014). Os resultados obtidos com essa pesquisa e as análises desenvolvidas indicam que 227 pessoas, isto é, aproximadamente 35% dos respondentes, possui uma percepção pessimista sobre o futuro da humanidade no planeta. Porém, 493 pessoas, o equivalente a aproximadamente 75% do total de respondentes, considerou que, dentre as alternativas apresentadas no questionário (Desenvolvimento de tecnologias; Controle de natalidade; Educação e mudanças culturais; Cobrança de impostos com base nos impactos ambientais; Intervenção do Estado), a educação e mudanças culturais são fundamentais no processo de transformação social e de superação das problemáticas ambientais. Observou-se também que a crise hídrica vivenciada na época em que os questionários foram aplicados também influenciou na percepção social dos respondentes, uma vez que a palavra \"água\" foi citada 380 vezes. Por meio do trabalho, foi também possível analisar o comportamento ambiental dos pesquisados, notando-se que ainda há a necessidade de promoção de atividades educacionais e comunicacionais que possam estimular a adoção de hábitos e comportamentos mais comprometidos com ideias de sustentabilidade e que levem a mudanças mais efetivas nos padrões de relacionamento entre sociedade e meio ambiente. / The research about the perceptions of residents in Piracicaba on environmental issues and the future of humanity on the planet has been developed based on a semi-structured questionnaire. Its questions sought to raise self-evaluative data on the profile, mood, quality of life, economic condition and consumer habits, waste handling practices, citizenship exercise initiatives for environmental sustainability, to finally inquire about future perceptions and assessments about the socio-environmental context of the research participants. The questionnaires were applied in a stratified random way in neighborhoods in the five regions of Piracicaba: North, South, East, West and Central. Through these applications, we obtained 655 questionnaires, which were then systematized and statistically analyzed, using frequency graphs, the Kruskal Wallis test, the Spearman correlation test and Kendall test, the Chi-Square test and the Fisher\'s exact test. Word clouds were also created, developed on the online software \"Wordle\" (FEINBERG, 2014). The results obtained from this research and developed analyzes indicate that 227 people, that is, approximately 35% of respondents have a pessimistic perception of the future of humanity on the planet. However, 493 people, equivalent to approximately 75% of all respondents considered that, among the presented alternatives of the questionnaire (Technology development; Birth control; Education and cultural changes; Tax collection based on the environmental impacts; State intervention), education and cultural changes are fundamental in the process of social transformation and overcoming environmental problems. It was also observed that the water crisis experienced at the time the questionnaires were applied also influenced the social perception of respondents, since the word \"water\" was cited 380 times. Through the research, it was also possible to analyze the environmental performance of those surveyed, noting that there is still the need to promote communicational and educational activities that can stimulate the adoption of habits and behavior that are more compromised to sustainability ideas and that can lead to more effective changes in the relationship patterns between society and environment.