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The apparent ‘invisibility’, or lack of representation of black men in contemporary mainstream gay visual cultures is the primary critical issue that the study engages with. The study presupposes that the frequency with which white men appear in popular representations of ‘gayness’ prevails over that of black men. In order to substantiate this assumption, this study analyses selected issues of the South African queer men’s lifestyle magazine Gay Pages. Gay visual cultures appear to simultaneously conflate ‘whiteness’ and normative homosexuality, while marginalising black gay men by means of positioning ‘blackness’ and ‘gayness’ as irreconcilable identity constructs. Images of the gay male ‘community’ disseminated by queer and mainstream media constantly offer stereotypical, distorted and race-biased notions of gay men, which ingrain the exclusive cultural equation of white men and ideal homomasculinity. The disclosure of racist and selectively homophobic ideologies, which seem to inform gay visual representation, is therefore the chief concern of the dissertation. By investigating selected images that ostensibly embody the complex cultural relationship between race and homomasculinity, the study addresses the following forms of visual representation: colonial representations of ‘blackness’; so-called gay ‘colonial’ representations; black self-representation; gay black self-representation; and contemporary representations of homomasculinity in advertisements and queer men’s lifestyle magazines such as Gay Pages. A genealogy of images is explored in order to illustrate the ways in which ‘blackness’ and ‘whiteness’ are respectively positioned as contradictory to and synonymous with dominant visual representations of homomasculinity in gay visual cultures. The hegemony of ‘whiteness’ in images sourced from colonial systems of representation, queer male art and commercial publicity, for example, are thus critiqued in order to address the various race-based prejudices that appear to be symptomatic of contemporary gay visual cultures. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Visual Arts / unrestricted

The problem with which this investigation is concerned is the description of the social map that is presented to the viewers of public television. Using content analysis methodology, the study describes how different genders, racial groups, and age groups are being portrayed on PBS programming. The sample consisted of one week of PBS 1984 fall programming broadcast on KERA-TV, the PBS station in Dallas-Ft. Worth, Texas. Research questions addressing proportions of groups, types of roles, length of scenes, occupational variation, conversational behaviors, conflict management modes, and cultural norms were answered. All coding was accomplished by the principal investigator. Upon completion of the coding sub-totals for the variables under study by program types and a grand total for the entire sample were then tabulated. After this extensive content analysis, the report concludes that females are still extremely underrepresented in PBS programming, accounting for only 32.7% of the total participants. Blacks and Hispanics are also underrepresented except in children's programming. Occupational variation for white males is evident for all types of PBS programming. Occupational variation for white females is evident in children's programming and informational/documentary programming. Minorities with delineated occupations are extremely limited in all types of programming except for children's programming. The exchange of information is the major conversational behavior that occurs on PBS programming with minority characters receiving orders considerably more than their white counterparts. Verbal aggression is the conflict management mode chosen most frequently on PBS programming. Explicit messages regarding racial and sexual equality and prosocial behavior occur on PBS programming. Implicit messages such as frequency of appearances, number of major roles, and prevalence of power cues suggest a white male domination of television programming on PBS. The findings of the study reveal that major inroads have been made by women and minorities in children's programming. This comprehensive analysis confirms, however, the virtual exclusion of minorities in major segments of PBS programming.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-11-07T15:00:16Z No. of bitstreams: 1 Simone Cristina Reis Conceição Rodrigues_.pdf: 1745527 bytes, checksum: be8c61c46823490ebcd75bddeec91fb4 (MD5) / Made available in DSpace on 2018-11-07T15:00:16Z (GMT). No. of bitstreams: 1 Simone Cristina Reis Conceição Rodrigues_.pdf: 1745527 bytes, checksum: be8c61c46823490ebcd75bddeec91fb4 (MD5) Previous issue date: 2018-09-20 / Nenhuma / O texto desta dissertação destaca a potencialidade da Escola de Educação Infantil como ambiente de socialização e reconhecimento das diferenças étnico-raciais. Consistirá na retomada da aplicação efetiva da lei 10.639/03 CNE 03 através de atividades que fazem as crianças refletirem sobre a cultura negra e desmistificar preconceitos criados na sociedade. A pesquisa foi realizada em duas escolas municipais localizadas no município de São Leopoldo, sendo denominadas como Escola A e Escola B. Participaram da pesquisa duas turmas de faixa etária de 5 anos, compostas por 27 e 21 crianças. A metodologia qualitativa foi utilizada no processo de elaboração da pesquisa, realizando a coleta de dados a partir de observações do grupo focal, entrevistas com seis professores da escola A e quatro da escola B e dois e relatos das professoras que receberam a pesquisadora em suas turmas, tendo como objetivo principal analisar as representações sociais e raciais da criança negra na educação básica. Foram levados em consideração os seguintes questionamentos: De que forma o ambiente educacional influencia na formação da identidade étnico-racial da criança afrodescendente? Quais as implicações da falta de visibilidade no ambiente escolar na aprendizagem e autoestima da criança negra na educação infantil? Diante da formação educacional adquirida, como esse sujeito se manifesta na realidade social e racial debatida nesses últimos tempos? Os resultados da pesquisa foram os seguintes: melhor socialização das crianças; diminuição de conflitos gerados por situação de preconceito e exclusão; melhora da autoestima das crianças afrodescendentes; alegria e representatividade das crianças negras através da consciência da existência de princesas, príncipes, super-heróis, e guerreiros negros, no imaginário das crianças; conscientização das professoras que prosseguiram com a inserção de histórias que favoreçam a representatividade e visibilidade da criança negra no ambiente escolar, bem como possibilitando uma educação antirracista baseada na equidade e do respeito pelas diferenças. / The dissertation will highlight the potential of the School of Early Childhood Education as an environment of socialization and recognition of ethnic-racial differences. It will consist of the resumption of effective application of Law 10.639 / 03 CNE 03 through activities that make children reflect on black culture and demystify prejudices created in their environment. The research was realized in two municipal schools located in São Leopoldo, being denominated as School A and School B. Two groups of age group 5, composed of 27 and 21 children, participated in the study. The qualitative methodology was used in the process of elaboration of the research, performing the data collection from observations of the focus group, interviews with 6 teachers from school A and 4 from school B and 2 and reports from the teachers who received the researcher in their classes with the main objective of analyzing the social and racial representations of the black child in basic education. The following questions were taken into account: How does the educational environment influence the formation of the ethnic-racial identity of the Afrodescendant child? What are the implications of the lack of visibility in the school environment in the learning and self-esteem of the black child in early childhood education? In front of the educational formation acquired how is this subject manifested in the social and racial reality debated in recent times? The following results were obtained in this research: better socialization of the children; reduction of conflicts generated by situations of prejudice and exclusion of the black children; improvement in the self-esteem of Afro-descendant children; joy and representativeness of black children through the awareness of the existence of princesses, princes, superheroes and warriors in the children's imagination; awareness of the teachers who continued with the insertion of stories that favor the representativeness and visibility of the black culture in the school environment, as well as enabling an antiracist education based on equity and respect for the differences.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2019-01-31T11:32:26Z No. of bitstreams: 1 luiza Girolamo Canato.pdf: 2541807 bytes, checksum: e24075104671c7df0f0b95a5190c2a8f (MD5) / Made available in DSpace on 2019-01-31T11:32:26Z (GMT). No. of bitstreams: 1 luiza Girolamo Canato.pdf: 2541807 bytes, checksum: e24075104671c7df0f0b95a5190c2a8f (MD5) Previous issue date: 2018-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Este trabalho objetiva analisar as representações profissionais de professores do Ensino Fundamental II (EF II) a respeito da identidade docente. Fundamenta-se na Teoria das Representações Sociais/TRS, de Moscovici (1978), em Blin (1997) e Abdalla (2006, 2008, 2016, 2017), para compreender as representações sociais e profissionais desses professores; e em Dubar (1997, 2005), quanto ao estudo da identidade e da socialização profissional; assim como em autores que se dedicam à formação e à prática profissional. A pesquisa desenvolvida se articula com o projeto de pesquisa maior intitulado ¿O Professor do Ensino Fundamental II: políticas, práticas e representações¿, no âmbito do Grupo de Pesquisa/CNPq ¿Instituições de Ensino: políticas e práticas pedagógicas¿, e integra, também, o Centro Internacional de Representações Sociais e Subjetividade em Educação/CIERS-Ed/FCC. Trata-se de um estudo que visa a subsidiar reflexões sobre as ações docentes desenvolvidas nos contextos de formação e de trabalho, de modo a problematizar as políticas, práticas e representações, que configuram a linguagem do campo profissional. A investigação assume uma abordagem qualitativa e se desenvolve, metodologicamente, por meio das seguintes etapas: 1ª aplicação de questionário para 20 professores atuantes no Ensino Fundamental II, contendo 28 questões fechadas; e 2ª entrevistas semiestruturadas com 05 professores, que participaram da etapa anterior, a fim de retomar determinadas questões e aprofundá-las. Os resultados foram analisados por meio da técnica de análise de conteúdo (BARDIN, 2007) e dos referenciais teórico-metodológicos já mencionados, e configuram três dimensões de análise: a identitária, a contextual e a funcional/profissional. A dimensão identitária estrutura algumas das representações profissionais dos professores do EF II a respeito de sua própria identidade docente. A dimensão contextual apresenta reflexões sobre a estrutura e a organização institucional e a influência do contexto de trabalho na constituição identitária dos professores participantes da pesquisa. E, finalmente, a dimensão funcional/profissional busca analisar como o exercício da atividade e a imagem profissional são representados por esses sujeitos. Com efeito, espera-se contribuir com o estudo das relações entre representações, práticas e identidades profissionais em interação com o contexto de trabalho do EF II. / This work aims to analyze the professional representations of teachers of Elementary School II (EF II) regarding teacher identity. It is based on the Theory of Social Representations / TRS, from Moscovici (1978), in Blin (1997) and Abdalla (2006, 2008, 2016, 2017), to understand the social and professional representations of these teachers; and in Dubar (1997, 2005), on the study of professional identity and socialization; as well as authors who dedicate themselves to training and professional practice. The research developed is articulated with the major research project entitled "The Teacher of Elementary Education II: policies, practices and representations", within the scope of the Research Group / CNPq "Teaching Institutions: policies and pedagogical practices", and also integrates, , the International Center for Social Representations and Subjectivity in Education / CIERS-Ed / FCC. It is a study that aims to subsidize reflections on the teaching actions developed in the contexts of training and work, in order to problematize the policies, practices and representations that configure the language of the professional field. The research takes a qualitative approach and is developed, methodologically, through the following steps: 1st application of a questionnaire for 20 teachers working in Elementary School II, containing 28 closed questions; and 2nd semistructured interviews with 05 teachers, who participated in the previous stage, in order to retake certain questions and deepen them. The results were analyzed through the technique of content analysis (BARDIN, 2007) and the theoretical-methodological references already mentioned, and configure three dimensions of analysis: identity, contextual and functional / professional. The identity dimension structures some of the professional representations of EF II teachers regarding their own teaching identity. The contextual dimension presents reflections on the structure and institutional organization and the influence of the work context on the identity constitution of the teachers participating in the research. And, finally, the functional / professional dimension seeks to analyze how the exercise of the activity and the professional image are represented by these subjects. In fact, it is hoped to contribute to the study of the relations between representations, practices and professional identities in interaction with the working context of the EF II.

Ce mémoire de thèse présente de nouvelles méthodologies pour l’analyse de données Poissoniennes sur la sphère, dans le cadre de la mission Fermi. Les objectifs principaux de la mission Fermi, l’étude du fond diffus galactique et l’établissement du catalogue de source, sont com pliqués par la faiblesse du flux de photons et les effets de l’instrument de mesure. Ce mémoire introduit une nouvelle représentation mutli-échelles des données Poissoniennes sur la sphère, la Transformée Stabilisatrice de Variance Multi-Echelle sur la Sphère (MS-VSTS), consistant à combiner une transformée multi-échelles sur la sphère (ondelettes, curvelets), avec une transformée stabilisatrice de variance (VST). Cette méthode est appliquée à la suppression du bruit de Poisson mono et multicanale, à l’interpolation de données manquantes, à l’extraction d’un modèle de fond et à la déconvolution multicanale. Enfin, ce mémoire aborde le problème de la séparation de composantes en utilisant des représentations parcimonieuses (template fitting). / This thesis presents new methods for spherical Poisson data analysis for the Fermi mission. Fermi main scientifical objectives, the study of diffuse galactic background et the building of the source catalog, are complicated by the weakness of photon flux and the point spread function of the instrument. This thesis proposes a new multi-scale representation for Poisson data on the sphere, the Multi-Scale Variance Stabilizing Transform on the Sphere (MS-VSTS), consisting in the combination of a spherical multi-scale transform (wavelets, curvelets) with a variance stabilizing transform (VST). This method is applied to mono- and multichannel Poisson noise removal, missing data interpolation, background extraction and multichannel deconvolution. Finally, this thesis deals with the problem of component separation using sparse representations (template fitting ).

Ce texte étudie le groupe quantique Uξ sl(2|1) associé à la superalgèbre de Lie sl(2|1) et une catégorie de ses représentations de dimension finie. L'objectif est de construire des invariants topologiques de 3-variétés en utilisant la notion de trace modifiée. D'abord nous prouvons que la H catégorie CH des modules de poids nilpotents sur Uξ sl(2|1) est enrubannée et qu'il existe une trace modifiée sur son idéal des modules projectifs. De plus CH possède une structure relativement G-prémodulaire ce qui est une condition suffisante pour construire un invariant de 3-variétés à la Costantino-Geer-Patureau. Cet invariant est le cœur d'une 1+1+1-TQFT (Topological Quantum Field Theory). D'autre part Hennings a proposé à partir d'une algèbre de Hopf de dimension finie une construction d’invariants qui dispense de considérer la catégorie de H l l ses représentations. Nous montrons que le groupe quantique déroulé Uξ sl(2|1)/(e1 , f1 ) possède une complétion qui est une algèbre de Hopf enrubannée topologique. Nous construisons un invariant de 3-variétés à la Hennings en utilisant cette structure algébrique, une transformation de Fourier discrète et la notion de G-intégrales. L'intégrale dans une algèbre de Hopf est centrale dans la construction de Hennings. La notion de trace modifiée dans une catégorie s'est récemment révélée être une généralisation des intégrales dans les algèbres de Hopf de dimension finie. Dans un contexte plus général d'algèbre de Hopf de dimension infinie nous prouvons la relation formulée entre la trace modifiée et la G -intégrale. / This text studies the quantum group Uξ sl(2|1) associated with the Lie superalgebra sl(2|1) and a category of finite dimensional representations. The aim is to construct the topological invariants of 3-manifolds using the notion of modified trace. We first prove that the category CH of the nilpotent weight modules over Uξ sl(2|1) is ribbon and that there exists a modified trace on its ideal of projective modules. Furthermore, CH possesses a relative G-premodular structure which is a sufficient condition to construct an invariant of 3-manifolds of Costantino-Geer-Patureau type. This invariant is the heart of a 1+1+1-TQFT (Topological Quantum Field Theory). Next Hennings proposed from a finite dimensional Hopf algebra, a construction of invariants which does not require to consider the category of its representations. We show that the unrolled H l l quantum group Uξ sl(2|1)/(e1 , f1 ) has a completion which is a topological ribbon Hopf algebra. We construct an invariant of 3-manifolds of Hennings type using this algebraic structure, a discrete Fourier transform, and the notion of G-integrals. The integral in a Hopf algebra is central in the construction of Hennings. The notion of modified trace in a category has recently been revealed to be a generalization of the integrals in a finite dimensional Hopf algebra. In a more general context of infinite dimensional Hopf algebras we prove the relation formulated between the modified trace and the G-integral.

O propósito deste trabalho é estudar o delineamento e os usos políticos do imaginário francês e napoleônico na América portuguesa, especialmente durante o processo de reorganização da Corte bragantina no Rio de Janeiro de 1808 a 1821. Problematizamos esta temática por intermédio de três interrogações essenciais: (1) que imagens de Napoleão o governo português divulgou nos anos iniciais de sua presença na América?; (2) em que medida essas imagens sustentaram (ou não) atitudes de repúdio à França e aos franceses de modo geral? e (3) que alterações ocorreram nessas representações no período posterior ao término das Guerras Peninsulares e da queda de Napoleão? Constatamos o uso de muitas dessas imagens pelo governo joanino com a intenção de reforçar seu status político e o controle sobre seus súditos, bem como resquícios dessas representações no imaginário da América portuguesa mesmo após a queda do Império napoleônico apesar do restabelecimento das relações diplomáticas e comerciais entre França e Portugal e a positivação do elemento francês na Corte do Rio. / Our purpose is to study the outlines and political uses of French and Napoleonic imaginary in the Portuguese America, especially during the reorganization process of the House of Braganza and the Portuguese Court in Rio de Janeiro from 1808 to 1821. We inquiry that thematic through three essential questions: (1) which images from Napoleon the Portuguese Government publicized in the initial years of its presence in the America? (2) how did those images support (or not) the refuse attitude to France and to French people in general? and (3) what kind of changes occurred in those representations after the ending of Peninsular Wars and the fall of Napoleon? We verify that the use of those images by Dom João\'s government had the intention to reinforce his political status and the control over his subjects, as well as traces from those representation in the Portuguese America imaginary even after Napoleonic Empire fall despite of Diplomatic and Commercial re-establishment between France and Portugal and the French element appreciation in the Court of Rio.

O propósito deste trabalho é estudar o delineamento e os usos políticos do imaginário francês e napoleônico na América portuguesa, especialmente durante o processo de reorganização da Corte bragantina no Rio de Janeiro de 1808 a 1821. Problematizamos esta temática por intermédio de três interrogações essenciais: (1) que imagens de Napoleão o governo português divulgou nos anos iniciais de sua presença na América?; (2) em que medida essas imagens sustentaram (ou não) atitudes de repúdio à França e aos franceses de modo geral? e (3) que alterações ocorreram nessas representações no período posterior ao término das Guerras Peninsulares e da queda de Napoleão? Constatamos o uso de muitas dessas imagens pelo governo joanino com a intenção de reforçar seu status político e o controle sobre seus súditos, bem como resquícios dessas representações no imaginário da América portuguesa mesmo após a queda do Império napoleônico apesar do restabelecimento das relações diplomáticas e comerciais entre França e Portugal e a positivação do elemento francês na Corte do Rio. / Our purpose is to study the outlines and political uses of French and Napoleonic imaginary in the Portuguese America, especially during the reorganization process of the House of Braganza and the Portuguese Court in Rio de Janeiro from 1808 to 1821. We inquiry that thematic through three essential questions: (1) which images from Napoleon the Portuguese Government publicized in the initial years of its presence in the America? (2) how did those images support (or not) the refuse attitude to France and to French people in general? and (3) what kind of changes occurred in those representations after the ending of Peninsular Wars and the fall of Napoleon? We verify that the use of those images by Dom João\'s government had the intention to reinforce his political status and the control over his subjects, as well as traces from those representation in the Portuguese America imaginary even after Napoleonic Empire fall despite of Diplomatic and Commercial re-establishment between France and Portugal and the French element appreciation in the Court of Rio.

The signal structure is a partial structure representation for dynamic systems. It characterizes the causal relationship between manifest variables and is depicted in a weighted graph, where the weights are dynamic operators. Earlier work has defined signal structure for linear time-invariant systems through dynamical structure function. This thesis focuses on the search for the signal structure of nonlinear systems and proves that the signal structure reduces to the linear definition when the systems are linear. Specifically, this work: (1) Defines the complete computational structure for nonlinear systems. (2) Provides a process to find the complete computational structure given a state space model. (3) Defines the signal structure for dynamic systems in general. (4) Provides a process to find the signal structure for a class of dynamic systems from their complete computational structure.