Shrek: do conto aos filmes, em uma sucessão de paródias

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Nego fugido: o teatro das aparições

Pós-graduação em Artes - IA

Eu voltei para reimplantar a tua memória: para os que não ouviram

The oral records, deprived of great rhetoric elaboration, mark the family accounts and the testimonies about remarkable and apparently minor particularities of grand conflicts, like the World War II. The oral memory fulfilled an important function of historical transmission, especially in handing on to written record the organization of testimonies, revealing personal memories in the form of letters, diaries and narratives, besides of integrating itself to several works of fiction. In the present work we present the value of former partigiani’s testimonies collected in the volume Io sono l’ultimo (I am the last one) as evocation and transmission of personal remembrances strongly linked to the conflict and as manifestations in the literary field as well. The valuing by descendants and fellow countrymen of a tradition of memory communication make the testimony of men and women that fought for the liberation of many Italian locations much more than fragmented reports when the interested reader in the memory of those that survived, integrated to the micro-history of the events, perceive its expressive logic. We explore both the meaning of witness adopted by Giorgio Agamben and the esthetical value of the traumatized voice in the perspective of Márcio Seligman-Silva.

A classificação das disciplinas matemáticas e a Mathesis Universalis nos séculos XVI e XVII: um estudo do pensamento de Adriaan van Roomen

Pós-graduação em Educação Matemática - IGCE

Traduções e torções ou o que se quer dizer quando dizemos queer no Brasil?

Since its arrival in Brazil at the beginning of the new century, queer theory – and particularly that variant of it linked to the works of Judith Butler – has been followed, criticized, contested and yet hardly problematicized in its deeper epistemological implications. Although Brazilian scholars have employed meanings and consistent debates regarding the changes that this axis of subaltern knowledge has provoked, there are still few discussions which seek to think about these contributions in the specific Brazilian context, in which categories of gender, sexuality, race and ethnicity link and cross in unique ways, creating experiences that are quite different from those generally discussed by foreign queer theorists. In the present article, I am trying to provoke an anthropophagic reflection, seeking fruitful dialogues with feminisms and post-colonial texts, emphasizing those that focus upon Latin-American reality, in an attempt create tension in our productions – thought in terms of local realities – as these face questions and issues that are also transnational. The idea here is to go beyond translating "queer", towards thinking of a theory informed by these productions, but which also dares to invent itself through questioning our own marginalized experience. In the present article, I look at the short but intense production of Argentine anthropologist Néstor Perlongher, taking it as one of the starting points for the elaboration of a Latin American (but mainly Brazilian) "teoria cu": that which is produced outside of the phallocentric and heteronormative regimes of canonic science.

Building Math Esteem in Fifth Grade Students

In this action research study of my classroom of 5th grade mathematics, I investigate the levels of math esteem in each student and as a classroom. The definition of esteem on which I am basing my research is the judgment or estimation of the self-assurance of a student in math. I discovered that several of the students entered my classroom with a middle to low level of esteem in math, and about a third of the class already exhibited a positive, high esteem in math. After implementation of the research, and interpreting the data, I believe almost all the students achieved higher math esteem by the end of the school year. The surveys and interviews I performed with the parents and students lead me to believe the four components of my research had an affect on this outcome. As a result of this research, I plan to continue to facilitate a high level of math esteem in each one of my students.

Dinner Prelude to the Nebraska Great Gardens Symposium

It’s a pleasure to welcome you to the University of Nebraska here in Lincoln. I’m delighted to be asked to join you for this dinner prelude to your Nebraska Great Gardens Symposium tomorrow. I’m also pleased to be able to welcome you to East Campus tonight, and to the Institute of Agriculture and Natural Resources, and I understand you’ll be meeting at the City Campus Union tomorrow. I am glad you have the opportunity to visit both campuses, and I hope you will come back when they are in bloom. As a newcomer to Nebraska myself – my wife Virginia and I arrived on a cold, snowy day last December, and I began my position here January 2 – I’m certainly looking forward to the arrival of spring. I have been told what a joy it is to be on this campus when plants and trees are in bloom, and when that special sense of spring renewal surrounds us.

IANR Day

We are called to great work, you and I. We are called to fulfill the mission of the land-grant university, and I consider that as much a distinct honor as it is a serious responsibility. I am so pleased to be able to meet that honor and that responsibility by working with all of you, and I’m delighted to talk with you today. While I haven’t had the opportunity to meet everyone in this room, I’ve certainly been glad for all the opportunities that have arisen to meet some of you. And I look forward to getting to know others. I am excited to be here in Nebraska, and I’m enthusiastic about all I think we can do, working together, to advance the mission of the Instituted and the University, and to be of service to the citizens of Nebraska.

Football Pregame

Good afternoon! I am John Owens, and it is my good fortune to be Vice President and Vice Chancellor of Agriculture and Natural Resources. Chancellor Harvey Perlman certainly regrets that he cannot be present at today’s pregame reception. His daughter is being recognized at Ak-Sar-Ben in Omaha, and he’s celebrating this very special occasion with his family. And speaking of family, I would like to introduce my wife, Dr. Virginia Owens. This probably is the right time for me to confess that both Virginia and I are graduates of Texas Tech. Now, we want everyone to know that “alumni loyalty” can go just so far… and we always cheer for the Huskers!

Welcome

It is a real pleasure to have this opportunity to visit Bluebird Nurseries and talk with everyone gathered here, and I join John Trumbull in welcoming you this morning. I am looking forward to learning more about the Nebraska nursery industry today, and I look forward to visiting and working with you now, and in the days ahead. Getting to know Nebraska and its residents is one of the real pleasures of my new job, and has been since I started in January. My wife Virginia and I literally slid into the state one snowy day last December - almost hard to remember that icy, snowy winter, given the past few months - and ever since our arrival we have been impressed and delighted by the friendliness and warmth of Nebraska's residents. This is a great state, and we are very happy to be here. As I welcome you I also want to offer Chancellor Harvey Perlman's regrets that he could not accept the invitation to be here, too; he is unable to join us because of conflicts in schedule.

What is higher education?

"The problems that exist in the world today cannot be solved by the level of thinking we were at when we created them." - Albert Einstein What is higher education? It is a key tool to our gaining the level of thinking Einstein describes - the level of thinking needed to solve the problems that exist in the world today. I am not saying higher education is the only thing that prepares people to think - far from it. But higher education, if it does what it is meant to do, prepares us with a solid base of skills to think critically and analytically to deal successfully with an ever-changing world. It instills in us the desire and ability to be lifelong learners, able to grow and participate as members of both local and global communities. Learning skills, critical analysis skills, skills that allow us to deal with and be successful in the ever-changing world around us are the skills higher education must provide.

The Land Grant University Movement and the Future of IANR UAAD

Good afternoon. It is a real pleasure for me to be here with you today, and I thank you for inviting me. I also, as I begin my remarks today, want to thank each of you for the work you do, everyday, to help make this a better university. Please know that work is both valued and appreciated. I'd like to talk with you about a couple of topics today, and after that I'm going to open the floor for questions and comments. I look forward to hearing what you have to say, too. The first topic I'm going to talk about in the next few minutes is our land grant mission. People who know me at all can tell you I am passionate about land grants because I believe being part of a land grant university and helping to advance the land grant mission is one of the great privileges and responsibilities of our times.

Plattsmouth Rotary February Meeting (Farmer's Day Program)

Good afternoon. It's a pleasure to be with you here in Plattsmouth today, and I am particularly pleased to be part of your Farmer's Day program. Because I am so new to Nebraska and the University of Nebraska Institute of Agriculture and Natural Resources, I am trying to learn as much as I can about how the Institute connects with the state, annd how you feel we can be an even better partner with Nebraska. I'm curious about our work in each Nebraska county, and because I was coming to Cass County today, I asked those I work with for some figures on how the Institute is part of the lives of Cass Countians.

Panhandle Spring Conference

I am so pleased to be here with you today. live been asked to visit with you a bit about the future of IANR and its role in rural Nebraska, and that is exactly what I want to do - to visit with you. I want to hear what you have to say. I will begin today with some prepared remarks, to help you better understand how I view the work we do, but because I only have been in Nebraska since just before the Christmas holidays, and at IANR since January 2, I think it would be presumptuous of me to speak to you today as an expert on the needs of Nebraska and the role of IANR in meeting those needs.

Nebraska Cooperative Council 56th Annual Meeting

What a pleasure it is to be with you this morning - thank you for inviting me. I am looking forward to visiting with as many of you as possible while I am here today, and hope to have the opportunity to visit with you more as we meet again at other times and other places. One of the things I am always interested in knowing is what you perceive as Nebraska's greatest needs, now and in the future, and which of those Needs you think the University of Nebraska Institute of Agriculture and Natural Resources can most efficiently and effectively address for our state. In the Institute we see ourselves as partners with Nebraska, and we seek ways we can work with Nebraska's residents to find the best solutions for our state's concerns.