Sexual differences in the diet of Little Penguins Eudyptula minor at four geographically isolated colonies in Victoria, Australia were investigated over 12 breeding seasons, between 1985 and 2005. The weighted relative occurrence of each prey species consumed was calculated and compared at a seasonal, annual as well as locational scale, and differences in prey size were examined. Penguin body masses differed significantly between sexes and locations, with males consistently being the significantly heavier sex, whereas stomach content masses varied significantly between locations, with samples from males usually being heavier. Fish was the principal prey group in the diet of penguins at all sites, and was more dominant in the diet of males overall. Females tended to take slightly more cephalopods and crustaceans than did males. The contribution of fish to the diet varied between locations, with Rabbit Island and St Kilda penguins feeding almost exclusively on fish, while Phillip Island and Port Campbell birds consumed more cephalopods and crustaceans. Prey composition differed both annually and between breeding stages at Phillip Island, with males and females utilizing different food resources between certain years and breeding stages. Dietary resources were segregated by prey size, with males generally preying on significantly larger Anchovy Engraulis australis and Gould’s Squid Nototodarus gouldi at all sites than did females. Such local and sexual differences in diet composition and prey size suggest a considerable separation in feeding niche between the sexes. Partitioning of foraging depths and temporal prey availability may be implied as the proximate cause, and sexual dimorphism in bill and body size, as the ultimate cause behind the observed dietary variation. Copyright / Dissertation (MSc)--University of Pretoria, 2009. / Zoology and Entomology / unrestricted

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Este estudo investiga a emergência de um novo regime de visibilidade de algumas diferenças sexuais no cinema durante o período de transição para o século vinte e um. A partir das análises fílmicas de Breaking the Waves (Lars von Trier, 1996), Minha vida em cor-de-rosa (Ma vie en Rose, Alain Berliner, 1997), e Brokeback Mountain (Ang Lee, 2005), busca-se compreender as profundas transformações que se deram sob o impacto da crise da AIDS na constituição de um imaginário social sobre as diferenças sexuais e as reconfigurações das formas de dar a ver e de negociar estas diferenças e transformações, também por intermédio do cinema, no período investigado, levando-se em consideração o jogo de forças que se estabeleceu entre discursos hegemônicos e contra-hegemônicos que se desdobraram a partir da apropriação política do cinema por diversos grupos que militavam por direitos civis de homossexuais durante a década de 1990. / This work investigates the emergence of a new regimen of visibility of certain sexual differences portrayed in cinema during the transition to the twenty-first century. Through the filmic analysis of Breaking the Waves (Lars von Trier, 1996), My Life in Pink (Ma vie en Rose, Alain Berliner, 1997), and Brokeback Mountain (Ang Lee, 2005) this research seeks to understand the profound transformations that occurred as a result of the impact of the AIDS crisis both in terms of the construction of a social imaginary of sexual differences as well as the rearrangements of the ways these differences and changes were made visible and were negotiated in this period through film. This analysis takes into consideration the disputes established between hegemonic and counter-hegemonic discourses which followed the political appropriation of cinematographic media by several gay civil rights groups during the 1990s.

A presente dissertação tem como objetivo enfocar o tema da diferença sexual (sexuação) cotejado com desempenhos de meninos e meninas pré-escolares no campo da leitura e da escrita, procurando retomar o estado de conhecimento sobre o papel da mulher professora. O trabalho propõe uma releitura das abordagens históricas e sociológicas sobre a origem da escola no Brasil, entrecruzada com algumas recentes pesquisas que evidenciam, ainda hoje, disparidades importantes tanto com relação às meninas e meninos na escola, como com a presença das mulheres nas salas de aula. Utiliza a psicanálise como referencial teórico principal, sobretudo as elaborações e reelaborações dos conceitos de linguagem e de sexualidade, a partir dos quais a escrita e a diferença sexual são estabelecidas. Adota o conceito de sexuação proposto por Lacan, que propõe uma interpretação assimétrica para as diferenças sexuais, na qual tanto o menino como a menina em suas relações interpessoais com a escrita e com o saber em geral, antes de restringirem-se às duas posições, também contam com a possibilidade de assujeitamento a um processo de sexuação, cujo resultado pode não ser compatível com o seu gênero (não se afirma aqui uma simples bipartição homo e heterossexual). Também tece ponderações sobre a posição da mulher-professora, levando em conta um quadro histórico de submissão e alienação que não favorece a possibilidade de um ambiente de ensino onde tais diferenças encontrem possibilidades de entretecer laços no universo da escrita e da leitura. / The present dissertation focuses on the theme of the sexual difference (sexuation), confronted with the performance of both boys and girls of pre-school age in the field of reading and writing, restoring the state of knowledge of the role played by the woman teacher in teaching process. The work proposes a rereading of historical and sociological approaches to the origin of brazilian schools, interconnected with recent researches which shows evidence of, until today, significant gaps in relation to girls and boys in school, as much as in wormen\'s attendance at classrooms. It uses psychoanalysis as a main theoretical approach, mainly the elaborations and re-elaborations of concepts of language and sexuality, from which writing and sexual difference are founded. It assumes the concept of sexuation as proposed by Lacan, which presupposes an asymmetrical interpretation for sexual differences, in which both boys and girls in their interpersonal relationships with writing process and general knowledge, instead of merely restrict themselves to their two respective positions, also count on the possibility of subjection to a sexuation process, whose result may not be compatible with his (her) gender (one does not claim here a simple homo and heterosexual bipartition). This work also thinks over the position of the teacher-woman in learning process, taking into consideration a historical picture of submission and alienation which do not benefit the development of a teaching environment where such differences meet possibilities of interlacing bonds in the universe of writing and reading.

Made available in DSpace on 2014-06-11T19:25:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-04Bitstream added on 2014-06-13T19:33:03Z : No. of bitstreams: 1 prado_vm_me_prud.pdf: 1291221 bytes, checksum: 2fc3adb6e4b22b568923ce72ad34c4b4 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Ao partilhar teorizações junto à Linha de Pesquisa “Processos Formativos, Diferença e Valores”, objetivamos refletir sobre as potencialidades da utilização do discurso audiovisual como ferramenta pedagógica que possibilite inserir debates acerca dos processos de construção cultural das identidades de gêneros e sexuais dos sujeitos, junto aos espaços escolares. Inspirados nos Estudos Culturais em sua vertente pósestruturalista analisamos o filme governamental intitulado “Pra que time ele joga?” para demonstrar em que medida um trabalho com imagens e sons poderia ser inserido em intervenções educativas comprometidas com uma educação sexual problematizadora. A pesquisa de caráter histórico-sociológica foi adotada como método de trabalho e o filme selecionado foi analisado com base na técnica desconstrutiva proposta por Jacques Derrida. As categorias temáticas elaboradas para a análise possibilitaram o emprego da desconstrução visando desestabilizar a perspectiva que constrói representações sobre gêneros e sexualidades a partir de discursos que instituem o sexo biológico como fundante de uma identidade... / Combining some theories with the Research Line “Formative Process, Difference and Values”, our goal is to reflect about the potentials of using the audiovisual system in the school environment as a tool for teaching method that opens a possibility for debates about the cultural constructions process of the genders and sexual identities of people. We analyzed the short movie called “What team do you play?” inspiring in the Cultural Studies of the post-structural way to show that it is good to use images and sounds to educate sexuality issues. The historic-sociology research was adopted as a method and the selected movie was analyzed on a deconstruction technical base by Jacques Derrida. The themes categories were elaborated to analyze the material making it possible to use deconstructions, the goal was to change the perspective that constructs representations about genders and sexuality using a speech that makes the biologic sex as a foundation of an identity... (Complete abstract click electronic access below)

Orientador: Arilda Inês Miranda Ribeiro / Banca: Jimena Furlani / Banca: Fernando Silva Teixeira Filho / Resumo: Ao partilhar teorizações junto à Linha de Pesquisa "Processos Formativos, Diferença e Valores", objetivamos refletir sobre as potencialidades da utilização do discurso audiovisual como ferramenta pedagógica que possibilite inserir debates acerca dos processos de construção cultural das identidades de gêneros e sexuais dos sujeitos, junto aos espaços escolares. Inspirados nos Estudos Culturais em sua vertente pósestruturalista analisamos o filme governamental intitulado "Pra que time ele joga?" para demonstrar em que medida um trabalho com imagens e sons poderia ser inserido em intervenções educativas comprometidas com uma educação sexual problematizadora. A pesquisa de caráter histórico-sociológica foi adotada como método de trabalho e o filme selecionado foi analisado com base na técnica desconstrutiva proposta por Jacques Derrida. As categorias temáticas elaboradas para a análise possibilitaram o emprego da desconstrução visando desestabilizar a perspectiva que constrói representações sobre gêneros e sexualidades a partir de discursos que instituem o sexo biológico como fundante de uma identidade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Combining some theories with the Research Line "Formative Process, Difference and Values", our goal is to reflect about the potentials of using the audiovisual system in the school environment as a tool for teaching method that opens a possibility for debates about the cultural constructions process of the genders and sexual identities of people. We analyzed the short movie called "What team do you play?" inspiring in the Cultural Studies of the post-structural way to show that it is good to use images and sounds to educate sexuality issues. The historic-sociology research was adopted as a method and the selected movie was analyzed on a deconstruction technical base by Jacques Derrida. The themes categories were elaborated to analyze the material making it possible to use deconstructions, the goal was to change the perspective that constructs representations about genders and sexuality using a speech that makes the biologic sex as a foundation of an identity... (Complete abstract click electronic access below) / Mestre

A presente dissertação tem como objetivo enfocar o tema da diferença sexual (sexuação) cotejado com desempenhos de meninos e meninas pré-escolares no campo da leitura e da escrita, procurando retomar o estado de conhecimento sobre o papel da mulher professora. O trabalho propõe uma releitura das abordagens históricas e sociológicas sobre a origem da escola no Brasil, entrecruzada com algumas recentes pesquisas que evidenciam, ainda hoje, disparidades importantes tanto com relação às meninas e meninos na escola, como com a presença das mulheres nas salas de aula. Utiliza a psicanálise como referencial teórico principal, sobretudo as elaborações e reelaborações dos conceitos de linguagem e de sexualidade, a partir dos quais a escrita e a diferença sexual são estabelecidas. Adota o conceito de sexuação proposto por Lacan, que propõe uma interpretação assimétrica para as diferenças sexuais, na qual tanto o menino como a menina em suas relações interpessoais com a escrita e com o saber em geral, antes de restringirem-se às duas posições, também contam com a possibilidade de assujeitamento a um processo de sexuação, cujo resultado pode não ser compatível com o seu gênero (não se afirma aqui uma simples bipartição homo e heterossexual). Também tece ponderações sobre a posição da mulher-professora, levando em conta um quadro histórico de submissão e alienação que não favorece a possibilidade de um ambiente de ensino onde tais diferenças encontrem possibilidades de entretecer laços no universo da escrita e da leitura. / The present dissertation focuses on the theme of the sexual difference (sexuation), confronted with the performance of both boys and girls of pre-school age in the field of reading and writing, restoring the state of knowledge of the role played by the woman teacher in teaching process. The work proposes a rereading of historical and sociological approaches to the origin of brazilian schools, interconnected with recent researches which shows evidence of, until today, significant gaps in relation to girls and boys in school, as much as in wormen\'s attendance at classrooms. It uses psychoanalysis as a main theoretical approach, mainly the elaborations and re-elaborations of concepts of language and sexuality, from which writing and sexual difference are founded. It assumes the concept of sexuation as proposed by Lacan, which presupposes an asymmetrical interpretation for sexual differences, in which both boys and girls in their interpersonal relationships with writing process and general knowledge, instead of merely restrict themselves to their two respective positions, also count on the possibility of subjection to a sexuation process, whose result may not be compatible with his (her) gender (one does not claim here a simple homo and heterosexual bipartition). This work also thinks over the position of the teacher-woman in learning process, taking into consideration a historical picture of submission and alienation which do not benefit the development of a teaching environment where such differences meet possibilities of interlacing bonds in the universe of writing and reading.

abstract: Of the 2.87 million traumatic brain injuries (TBI) sustained yearly in the United States, 75% are diffuse injuries. A single TBI can have acute and chronic influences on the neuroendocrine system leading to hypothalamic-pituitary-adrenal axis (HPA) dysregulation and increased affective disorders. Preliminary data indicate TBI causes neuroinflammation in the hippocampus, likely due to axonal damage, and in the paraventricular nucleus of the hypothalamus (PVN), where no axonal damage is apparent. Mechanisms regulating neuroinflammation in the PVN are unknown. Furthermore, chronic stress causes HPA dysregulation and glucocorticoid receptor (GR)-mediated neuroinflammation in the PVN. The goal of this project was to evaluate neuroinflammation in the HPA axis and determine if GR levels change at 7 days post-injury (DPI). Adult male and female Sprague Dawley rats were subjected to midline fluid percussion injury. At 7 DPI, half of each brain was post-fixed for immunohistochemistry (IBA-1) and half biopsied for gene/protein analysis. IBA-1 staining was analyzed for microglia activation via skeleton analysis in the hypothalamus and hippocampus. Extracted RNA and protein were used to quantify mRNA expression and protein levels for GRs. Data indicate increased microglia cell number and decreased endpoints/cell and process length in the PVN of males, but not females. In the dentate gyrus, both males and females have an increased microglia cell number after TBI, but there is also an interaction between sex and injury in microglia presentation, where males exhibit a more robust effect than females. Both sexes have significant decreases of endpoints/cell and process length. In both regions, GR protein levels decreased for injured males, but in the hippocampus, GR levels increased for injured females. Data indicate that diffuse TBI causes alterations in microglia morphology and GR levels in the hypothalamus and hippocampus at 7 DPI, providing a potential mechanism for HPA axis dysregulation at a sub-acute time point. / Dissertation/Thesis / Masters Thesis Biology 2019

This thesis explores the construction of masculinity in Argentina, as represented in two plays by Susana Torres Molina, _...Y a otra cosa mariposa_ (1981) and _Una noche cualquiera_ (1999). In these two plays, the construction of sexual difference is portrayed as occurring within a masculine point of view, wherein it is explicit that men have the power to define, from a self-referential standpoint, their masculine identity, through contrast with a construction of the female. Rather than consider masculine and feminine as two parts of the same whole, gender, Torres Molina's works represent machismo as a two-part system, with masculine and female as distinct wholes, fundamentally different. The self-referentiality of machismo rejects the participation of women, subordinating and reducing them to the level of the object of conversation, characterized by biological essentialisms, instead of a constructed, subjective identity. / Master of Arts