The Last Page: Love Story

“Love Story” a poem by Lucy Dotson ’13J

January 2001: Experts Debate Cyberage Issues; Civil War Letters

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November 2004: No Greater Love

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Ah, Libraries: How I Love the Smell of... Electronic Access?!

In the olden days, we Baby-Boomers would walk into our university or college libraries and pause just long enough to take in that wonderful smells of high grade cowhide leather and aging papyrus before rushing off to study. There was something about opening any leather bound edition of anything and being transported by the smell to some distant land, not unlike Charles Swann in Marcel Proust’s famous French novel, A La Recherché du Temps Perdu, Remembrance of Things Past.

Looking for Richard e Shakespeare in love : Shakespeare pela ótica do cinema hollywoodiano pós-modernista

A presente dissertação aborda o diálogo intertextual interdisciplinar que os filmes cinematográficos Shakespeare in Love (John Madden, 1998) e Looking for Richard (Al Pacino,1996) estabelecem em relação ao conjunto da obra de William Shakespeare. A análise dos filmes demonstra que, tanto pela estruturação de suas narrativas quanto por suas posturas frente ao legado cultural shakespeariano e seu papel na cultura de massa contemporânea, tais filmes configuram-se como obras de arte pós-modernistas. Tendo por base abordagens culturais abrangentes do fenômeno pós-modernista, concluimos que Shakespeare in Love e Looking for Richard propõem um redimensionamento da obra canônica de Shakespeare e de seu legado cultural na contemporaneidade, recuperando seu forte apelo popular através do cinema de entretenimento hollywoodiano.

Estudo comparativo da transformada Karhunen-Loève na compressão de imagens

A representação de funções através da utilização de bases (KERNEL) de representação tem sido fundamental no processamento digital de sinais. A Transformada KARHUNEN-LOÈVE (KLT), também conhecida como Transformada HOTELLING, permite a representação de funções utilizando funções-base formadas pelos autovetores da matriz de correlação do sinal considerado. Nesse aspecto essa transformada fornece uma base ótima, isto é, aquela que proporciona o menor valor de Erro Quadrático Médio entre o sinal reconstruído e o original, para um determinado número de coeficientes. A dificuldade na utilização da KLT está no tempo adicional para calcular os autovetores (base) da matriz de correlação, o que muitas vezes inviabiliza a sua utilização nas aplicações em tempo real. Em muitas aplicações a KLT é utilizada em conjunto com outras transformadas melhorando os resultados destas aplicações. Sendo considerada a transformada ótima no sentido do Erro Quadrático Médio, este trabalho apresenta um estudo da Transformada KARHUNEN-LOÈVE nas aplicações de compressão de imagens bidimensionais estáticas e em tons de cinza, realizando também a comparação desta técnica com outras técnicas (DCT e WAVELET) buscando avaliar os pontos fortes e fracos da utilização da KLT para este tipo de aplicação. Duas técnicas importantes para solucionar o problema de cálculo dos autovalores e autovetores da matriz de correlação (Método de JACOBI e Método QL) são também apresentadas neste trabalho. Os resultados são comparados utilizando a Razão Sinal/Ruído de Pico (PSNR), a Razão de Compressão (CR) e os tempos de processamento (em segundos) para geração dos arquivos compactados.

Dimensões didática, afetiva e formativa de docência que tecem as representações sociais entre licenciandos da UFPI

This study intends to analyze the social representation of teaching for students of first years of undergraduate courses in Education, Letters and Biology. The field of this research was the Federal University of Piaui - Campus of Picos in 2009. To reach the objective proposed above, was used the theory of social representations to the seizure of the elements which constitute such representations according to Moscovici and colleagues, considering the contribution of Abric with his Theory of Central Nucleus and Wagner with the Theory of Sociogenesis. Data were collected in two phases: first, through the Technique of Free Association of Words (TFAW) of which 100 subjects evoked representations of their teaching through the inductor terms 'to teach', 'student' and 'teacher'. For those data we used the EVOC software that promoted to detect the elements of the core and to conclude that the social representation of teaching is one of the work performed by a master / teacher who transmits, directed to an apprentice who learns, confined to the school involving the student with all his virtues to be smart, interested and dedicated, and teacher to be friend, wise bearer of knowledge and also intelligent. Then, using the Multiple Classification Procedure (MCP) only 10 subjects made ratings of 25 more evoked words in the first phase, for the analysis of data from the MPC with the use of the SPSS software we used Multidimensional Statistical Analysis (MSA) for the Free Classification we found three dimensions of Social Representation of Teaching: The Didactic, that focuses on teacher and student being superimposed, meaning the inseparability of these elements, the Affective, which presents the elements inherent in teachers with love as the strong point of this dimension, and the Formative, that is as ambiguous as ambivalent because it sees the teacher as a professional directed to help students get an education; for Directed Classification with Similarity Structure Analysis (SSA), we learn that teaching is a profession that materializes in the classroom, which is extremely true because the action happens in this teaching space, supposing a caring, loving, cheerful, capable, apt, patient, partner, responsible, dedicated, committed educator, who has wisdom and knows how to teach and help students through dialogue to there study and learning. All of it s necessary to occur the result of teaching, which is education in a disciplinary manner. The results point to a very traditional social representation of what is the role of teachers, the role of students and the role of the relationship itself between teaching and learning through the act of teaching. With this statement, we can confirm that the structure of Social Representation of Teaching for the investigated subjects reflects the sociogenetic conditions that engendered them, and that these conditions permeate their structural organization, in particular time-context in which social representation was captured