Orientador: Marilda do Couto Cavalcanti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T23:28:26Z (GMT). No. of bitstreams: 1 Nogueira_AryaneSantos_M.pdf: 543364 bytes, checksum: f7d6058de2f44288729f1ff305acbd25 (MD5) Previous issue date: 2010 / Resumo: O presente estudo tem como foco de pesquisa um contexto de grupos de apoio a crianças surdas que apresentam dificuldades em relação à leitura e à escrita. Minha inserção nestes grupos de apoio se deu como a profissional que atuava em um programa de aprimoramento profissional cursado no centro de reabilitação no qual os grupos de apoio estavam inseridos e também como pesquisadora, cujo aporte teórico partiu de uma visão transdisciplinar (CAVALCANTI, 2006) da Linguística Aplicada. Fazem parte desta pesquisa, ao todo, 14 crianças surdas (7 meninas e 7 meninos), sendo que 9 freqüentavam o grupo no período da manhã e 5 no período da tarde. Assim como as crianças surdas, fazem parte desta pesquisa as mães/responsáveis por estas crianças, a professora surda que atuava nos grupos de apoio e esta pesquisadora. A seguinte pergunta de pesquisa foi elaborada na tentativa de compreender as representações a respeito do trabalho com a leitura e a escrita: que representações sobre as práticas de leitura e escrita, dos pontos de vista das crianças surdas, das famílias e da professora surda, permeiam a interação em sala de apoio para estudantes surdos? Esta pergunta foi direcionadora na tentativa de compreender o que acontecia no contexto observado, sendo que a opção por um estudo qualitativo de cunho etnográfico (ERICKSON 1986, 1989) para a geração dos registros (por meio de observação participante e elaboração de diários de campo e entrevistas) e análise dos dados se deu principalmente pela preocupação com a construção de significados sociais das ações observadas em campo, não só a partir de minha visão como pesquisadora, como também pela visão dos participantes da pesquisa. A fundamentação teórica também se baseou em conceitos como o de representação proveniente dos Estudos Culturais (HALL, 1997; SILVA, 2000, 2001, entre outros) e de letramento advindo de teorias comprometidas com uma perspectiva social (STREET, 1984; BARTON, 1994; KLEIMAN, 2001; TERZI, 2001). Os resultados da análise sugerem que os participantes da pesquisa apresentam representações que remetem a uma grande narrativa da escrita que credita à essa prática as benesses (CAVALCANTI e SILVA, 2007) de uma melhoria de vida. Na tentativa de inserção destes sujeitos nesta grande narrativa, foi possível observar um jogo de faz de conta (GIORDANI, 2004) que mostra a realidade destes sujeitos diante da escrita / Abstract: The present study focuses on research done with context support groups for deaf children who present reading and writing difficulties. My participation in this support group was as a professional acting in a professional improvement program held at the rehabilitation center in which the support groups were inserted, and also as a researcher whose technical subsidy came from a transdisciplinary view of Applied Linguistics (CAVALCANTI, 2006). 14 deaf children (7 girls and 7 boys) are part of this research, and 9 of them participated in the group in the morning and five in the afternoon. Additionally to the deaf children, their parents/tutors, the deaf teacher acting in the support groups as well as the researcher were also part of this work. The following research question was elaborated in an attempt to comprehend the representations concerning work with reading and writing: what representations about reading and writing practices, from the point of view of the deaf children, the families and the deaf teacher permeate the interaction in a support class for deaf students? This question was directed as an attempt to comprehend what happened in the observed context since the option for an ethnographic qualitative study (ERICKSON 1986, 1989) for generation of records (by means of participative observation and elaboration of field journals and interviews) and data analysis was mainly due to the worrying about the building of social meanings in the actions observed in the field, not only from my view as a researcher, but from the view of the research participants as well. The theoretical basis of this research was also based in concepts as representation from Cultural Studies (HALL, 1997; SILVA, 2000, 2001, among others) and literacy from theories committed to a social perspective (STREET, 1984; BARTON, 1994; KLEIMAN, 2001; TERZI, 2001). The results of the analysis suggest that the research participants presented representations which lead to a great narrative of writing that lends credit to this practice as the profits (CAVALCANTI and SILVA, 2007) of life improvement. In an attempt of inserting these subjects into this great narrative, it was possible to observe a game of make believe (GIORDANI, 2004) which shows the reality of these subjects when facing writing / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

Esta tese consiste em um estudo das representações do islã, de árabes e muçulmanos veiculadas pela telenovela O Clone. Seu objetivo principal é verificar como a novela levou a cultura islâmica para a televisão na conjuntura do imediato pós 11 de setembro de 2001. Utilizando como fonte principal o discurso presente na telenovela, concluímos que O Clone funcionou como um instrumento didático para as audiências, oferecendo informações da cultura e religião islâmica em um momento em que essa tradição cultural era bastante estigmatizada. A novela, apesar de reiterar algumas caricaturas e de generalizações decorrentes acima de tudo de sua natureza folhetinesca-melodramática, ofereceu representações positivas oportunizando uma leitura mais humanizada do Outro muçulmano. Concluímos também que O Clone levou para a televisão elementos que estão presentes no contexto contemporâneo e que impregna as relações do Oriente islâmico com o mundo moderno e o Ocidente. Identificamos que a telenovela também ofereceu um retrato dos dilemas que atravessam a contemporaneidade islâmica. Por fim, percebemos também que o folhetim eletrônico de Glória Perez se utilizou do recurso intertextual ao levar representações, ideias e imagens já estabelecidas na tradição literária orientalista derivada das Mil e Uma Noites e suas adaptações e reelaborações. Através do primado da orientalidade, um acervo de imagens canônicas sobre o Oriente, possibilitou uma rápida identificação do público com um antigo imaginário, já estabelecido e bastante familiar para uma população que assiste TV. / This thesis is based in a study of representations of Islam, Arabs and muslins broadcast by the soap opera O Clone (The Clone). Its primary goal is to verify how the soap opera carried the Islamic culture to the post 9/11 television. Using as a primary source the discourse present in the soap opera, we concluded that O Clone has worked as a didactic instrument for the audiences, offering information from the Islamic culture and religion in a moment in which such cultural tradition was quite stigmatized. The soap opera, despite the reuse of some caricature and generalization derived, foremost, from its feuilletonistic-melodramatic nature, managed to offer positive representations enabling a more humanized reading of the muslim Other. We conclude, as well, that O Clone has brought to television elements that are present in the contemporary context and pervade the Eastern Islamic relations with the modern world and the West. We could also identify that Gloria Perezs electronic feuilleton made use of the intertextual asset by leading representations, ideas and images already settled in the orientalist literary tradition derived from the The Thousand and One Nights and its adaptations and revisions. Through the primacy of orientality, a pile of canonic images about the East, made possible a fast identification of the public with a ancient imaginary, previously settled and very familiar to a population that watches TV.

It has been claimed that action representations can be evoked by the image of a handled object (Tucker & Ellis, 1998). Contrary to this view, it may instead be the location of the object’s handle in visual space that generates a spatial code that in turn interacts with selection of response location. For example, an object with its handle extending into right visual space may bias attention to the right, resulting in a faster right- versus left-sided response (Cho & Proctor, 2010). In the current experiments I present evidence that under certain task conditions, images of objects evoke their corresponding action representations. When subjects engaged in laterality judgments to images of hands presented after or in conjunction with an image of a handled object, motor representations associated with that object were evoked. Although the location of the handle was irrelevant to the task, subjects were faster at responding when the depicted handle location and hand of response were aligned (i.e., right-handed key press to a right-handled frying pan) rather than misaligned. The effect of alignment remained constant across the response time distribution. When subjects made a crossed-hand response, the alignment effect was driven by a correspondence between the location of the object’s handle and the response hand, not the response location. These results contrast with what was found when observers responded to directional arrow cues in place of pictures of hands. With arrow cues, the observed alignment effect appeared to be driven by spatial correspondence between the location of the object’s body and the location of the response button. Moreover, in this case the alignment effect decreased across the response time distribution, in keeping with other cases of spatial compatibility effects (Proctor, Miles, & Baroni, 2011). I conclude that attention to an image of a hand can induce observers to activate motor affordances associated with pictured objects. / Graduate

Doctor of Philosophy / Department of Mathematics / Zongzhu Lin / For any given quiver [Gamma], there is a preprojective algebra and deformed preprojective algebras associated to it. If the ground field is of characteristic 0, then there are no finite dimensional representations of deformed preprojective algebras with special weight 1. However, if the ground field is of characteristic p, there are many dimension vectors with nonempty representation spaces of that deformed preprojective algebras. In this thesis, we study the representation category of deformed preprojective algebra with weight 1 over field of characteristic p > 0. The motivation is to count the number of rational points of the numbers X[subscript [lambda]] =[mu]⁻¹([lambda]) of moment maps at the special weights [lambda] [element of] K[superscript x] over finite fields, and to study the relations of the Zeta functions of these algebraic varieties X[subscript [lambda]] which are defined over integers to Betti numbers of the manifolds X[subscript [lambda]](C). The first step toward counting is to study the categories of representations of the deformed preprojective algebras [Pi][superscript [lambda]]. The main results of this thesis contain two types of quivers. First result shows that over finite field, the category of finite dimensional representations of deformed preprojective algebras [Pi]¹ associated to type A quiver with weight 1 is closely related to the category of finite dimensional representations of the preprojective algebra associated to two different type A quivers. Moreover, we also give the relations between their Zeta functions. The second result shows that over algebraically closed field of characteristic p > 0, the category of finite dimensional representations of deformed preprojective algebras [Pi]¹ associated to Jordan quiver with weight 1 has a close relationship with the category of finite dimensional representations of preprojective algebra associated to Jordan quiver.

This thesis presents a methodology for, and a case study of, the transformation of a social representation. The basis of the thesis is derived from an understanding of representations as a complex, dynamic, pluralistic phenomena that both exist in time and draw their form and meaning from past and present knowledge(s). We are guided by an interest in understanding how one might study a social representation that is already an entrenched social phenomena and how one might go about studying such an entity in a systematic fashion over time. We devised a method through which data can be aggregated over a bound, measurable unit of time and analyzed systematically into core and peripheral systems, allowing for the study of transformation of representation of long duration. Our methodology thus embeds social representations in particular historical, temporal moments in order to assess the structural formation of the representation. To assess the applicability of our methodology, we undertook a study of the social representation of physicians in televised medical dramas. The case of the physician was selected because of their existence as a known social phenomenon of long-duration with a prominent, continuous social presence. In our exploration of this case, we sought to answer two questions. The first asks, ‘what is the social representation of the physician as presented in televised medical dramas’, while the second queries is ‘if and how this social representation has changed over time’. We present thus not only the identification and transformation of a representation, that of the physician, but we also offer a methodology with which to do so. Our methodology demonstrates that exploring representations in the past as a way to study the transformation of social representation has potential to generate new knowledge about old things. While the study of newly emerging phenomena presents an ideal time to study social representations, the study of older representations offers the opportunity to better understand how knowledge is created, changed, and re-created.

Orientador: Marilda do Couto Cavalcanti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T10:05:44Z (GMT). No. of bitstreams: 1 Candido_RenataRoveri_M.pdf: 1013283 bytes, checksum: 9742811c739a243ebc9b678def85ac80 (MD5) Previous issue date: 2009 / Resumo: O presente estudo tem como foco de investigação o contexto de uma escola multisseriada que atende a alunos das séries iniciais do Ensino Fundamental e está localizada em uma cidade de pequeno porte (9911 habitantes) em um bairro rural no interior do estado de São Paulo. A fim de tentar entender as representações que os alunos e suas mães constroem em relação à escola, assim como as visões das professoras sobre a escola e os alunos na zona rural, foi adotada como metodologia a perspectiva etnográfica (ERICKSON, 1984 e 1986) que implicou a realização de trabalho de campo baseada em observação na escola e na sala de aula, em conversas informais, em visitas às casas de alunos e em entrevistas. Os referenciais teóricos contemplados neste trabalho, inserido na área da Linguística Aplicada entendida como uma área da ciência "transdisciplinar" (SIGNORINI e CAVALCANTI, 1998) ou "mestiça e ideológica" (MOITA LOPES, 2006), contribuem, na análise de dados, para a construção de respostas à seguinte pergunta direcionadora: "No universo desta escola na zona rural, que representações estão em jogo sobre seus alunos, a própria escola e o saber que ela representa, sob o ponto de vista das mães, dos alunos e das professoras?". A visão de cultura aqui apresentada, central para podermos entender todos os outros conceitos que serão discutidos, advém da leitura de teóricos da Linguística Aplicada (MAHER, 2007), da Antropologia (CUCHE, 2002) e dos Estudos Culturais, com Bhabha (2005) e Hall (1997). Na Antropologia, apoio-me ainda em Canclini (2000) para compreender hibridação, conceito também analisado no âmbito da sociolinguística por Rampton (2006). Os termos identidade e representação são vistos à luz da teorização desenvolvida por Moita Lopes (2003) na Linguística Aplicada, por Bauman (2005) na Sociologia e por Woodward (1997) dos Estudos Culturais. Os resultados da análise sugerem que, para as professoras, a escola de zona rural, pelas dificuldades que carrega (distância, "descaso público", "fatores socioculturais dos alunos" etc), não aparece como destino profissional almejado, mas como uma imposição profissional decorrente de políticas institucionais. Para elas, o baixo desempenho escolar dos alunos seria determinado, principalmente, por dois fatores: as salas multisseriadas e as condições sociais das famílias moradoras do bairro. Para as mães e para algumas das crianças a função da escola seria, basicamente, ensinar a ler e a escrever, e o processo de escolarização seria necessário para a futura saída do campo para a vida na cidade. Como resultados, apresento implicações que poderão servir a futuras pesquisas, além de contribuir para a reflexão de novas políticas educacionais e na formação de professores para atuarem contextos muito mais complexos que os que atualmente são abordados na maioria dos currículos dos cursos de Licenciatura do país. / Abstract: This study aims to investigate the context of a multigraded school which receives students attending the first grades of elementary school and is located in the rural neighbourhood of a small town with 9,911 inhabitants in São Paulo State, Brazil. To examine the representations that the students and their mothers build about the school as well as the representations of the teachers about the school and the students, the methodology adopted was ethnographic (ERICKSON, 1984 and 1986) which implied the development of fieldwork based on observation of the school and the classroom, informal conversations, and also visits to students' houses and interviews. The observation was recorded in the journals kept by this researcher. The theoretical framework of this work, which is developed in a vertent of Applied Linguistics seen as a "crossdisciplinary" area of science (SIGNORINI e CAVALCANTI, 1998) or "mixed and ideological" (MOITA LOPES, 2006), contributes to the data analysis for the construction of responses to the following research question: "From the mothers', the students' and the teachers' points of view, what representations are at stake about the school, the students and the knowledge or the instruction that the school represents in the universe of this school located in a rural neighborhood?" The view of culture presented here, central to understand all the other concepts that are going to be focused, is derived from the discussion of theorists from Applied Linguistics (MAHER, 2007), Anthropology (CUCHE, 2002) and Cultural Studies (BHABHA, 2005, and HALL, 1997). In Anthropology, my basis for understanding hybridization is Canclini (2000) This concept is also analyzed in the field of Sociolinguistics by Rampton (2006). The terms identity and representation are seen in the light of the theorization developed by Moita Lopes (2003) in Applied Linguistics, by Bauman (2005) in Sociology , and by Woodward (1997) in Cultural Studies. The outcome of the analysis suggests that for the teachers, the school in the rural area, with its difficulties such as long distances, "public indifference", "the students' socialcultural factors", is not a desired professional aim but it means a professional imposition resulting from institutional policies. According to these policies, the low students' performance is determined mainly by two factors: the multigraded classrooms and the social conditions of the families who live in the rural area. For the mothers and some children the school function is to teach how to read and write, and the schooling process is needed to enable them to move out from the rural area into the city in the future. To close, I present implications that can be used for future research, and besides, can also contribute to the discussion about new education policies and about teacher education courses geared towards more complex contexts than the ones addressed nowadays in most curricula in the country. / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

Several dance and industrial design students were given the opportunity to attend a non-traditional mathematics course. The nature of this course prompted student interaction and expected collaboration. My research focuses on one dance student, Sara, who did not consider herself a strong mathematics student, but who understood physical motion very well. This paper explores the evolution of Sara's representations for physical motion in a given task, and discusses her reasoning for keeping or dismissing various parts of her representations during the course of this task. I examine first how Sara learns mathematics with understanding in this task, and second how this class gave her the opportunity to learn significant mathematics by encouraging her to ask questions and reason about mathematics. The research presented in this paper shows that teaching mathematics can be successful if students are given the opportunity to investigate tasks designed to explore significant mathematics.

specialcollections@tulane.edu / This dissertation looks at the complex set of representations of Native Americans of the upper and lower Mississippi Valley at stake in four French cultural productions of the late 17th to mid-18th century (1683-1753). These cultural productions extend throughout the French colonial effort in Louisiana. They include two travel narratives – Louis Hennepin’s Découverte de la Louisiane (1683) and Jean-François Benjamin Dumont de Montigny’s Mémoires Historiques (1753) – a newspaper chronicle from the Mercure de France, which relates the visit of five Louisianan Natives to Paris in 1725, and Jean-Philippe Rameau’s entrée Les Sauvages (1736) from his opera-ballet Les Indes Galantes. Through a close literary and musical analysis of these four cultural productions, this dissertation uncovers the multifold and dissonant discourses displayed when representing Native Louisianans. This research is grounded in the understanding that representations of indigenous characters provide limited knowledge about the Louisianan tribes, yet reveal extensive information about their authors, intended audience, and consequently about French identity and culture during this time. These dissonant discourses reflect major uncertainties about the French colonial venture in Louisiana, inquiries into other models of societal organizations and sets of values, interrogations about the potential degeneration of European civilization, questioning of the universality of the Christian faith, and epistemological contradictions associated with the curiosity toward foreign cultures. Moving away from the binary opposition between the “noble” or “ignoble” savage, this dissertation demonstrates how the complex image of Native Americans is fabricated and used to mirror the contemporaneous conflicting epistemologies characterizing the late years of early modern France. / 1 / Sophie Capmartin

Thesis advisor: Mark Reeder / This thesis contributes to the construction of supercuspidal representations in small residual characteristics. Let G be a connected, quasi-split, semisimple reductive algebraic group defined and quasi-split over a non-archimedean local field k and splitting over a tamely, totally ramified extension of k. To each parahoric subgroup of G(k), Moy and Prasad have attached a natural filtration by compact open subgroups, the first of which is called the pro-unipotent radical of the parahoric subgroup. The first main result of this thesis is to characterize shallow characters of a pro-unipotent radical, those being complex characters that vanish on the smallest Moy-Prasad subgroup containing all commutators of linearly-dependent affine k-root groups. Through low-rank examples, we illustrate how this characterization can be used to explicitly construct all shallow characters. Next, we provide a natural sufficient condition under which a shallow character compactly induces as a direct sum of supercuspidal representations of G(k). Through examples, however, we show that this sufficient condition need not be necessary, all while constructing new supercuspidal representations of Sp_4(k) when p = 2 and the split form of G_2 over k when p = 3. This work extends the construction of the simple supercuspidal representations given by Gross and Reeder and the epipelagic supercuspidal representations given by Reeder and Yu. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Mathematics.

We present some results about chains of monoids S₀ → S₁ → S.₂. and their associated representation rings, with particular emphasis to behavior as the index n (viz. S_n) varies. A rich supply of such chains of monoids can be found via specializations of diagrammatic algebras or variations of diagrammatic algebras, where the inclusions involve the addition of loose strands. This thesis comprises of original results along three themes associated with the above: (1) Identifying a certain polynomial property featuring operators on representation rings, and a characterization of chains of groups G₀ →G₁ → G₂ .. which satisfy this polynomial property. (2) Understanding the induced action on homology from topological actions of the chain of Temperley-Lieb monoids TL₁ → TL₂ → TL₃ ... . Making the analogy to classical representation stability. (3) Identifying chains of diagrammatic monoids S₀ → S₁ → S₂ .. on which cryptographic protocols resist linear attacks. Explicitly computes lower bounds on the dimensions of all representations of various truncations of diagrammatic monoids.