全局半稳定的多项式系统

对全局半稳定系统的理论进行了总结 ,证明了两个不是全局半稳定的多项式系统 .     

Sissies online: Taiwanese male queers performing sissinesses in cyberspaces 1

Abstract

The Internet has led to the creation of a variety of virtual worlds, which inspire and empower local male queers, through their virtual reality, relative safety and increased accessibility, to perform their sissy selves, which, though at different levels, might need to be suppressed in real life. The virtual ‘sissinesses’ performed by local male queers may be perceived as multiple ongoing processes of interactions as well as a variety of contested sites of power relations, through and within which the queers interact with other users and Internet technologies. Moreover, their virtual sissinesses become involved with the socio‐cultural, psychic and material conditions that incessantly intersect with one another. All these conditions and interactions thereby come to confront the reflexive agencies of the queers in order to negotiate diverse, ever‐changing sissy identities and representations in cyberspaces. More significantly, their virtual sissinesses are characterised by resisting the regimes of heterosexism, gender dimorphism, biological determinism, heterosexual masculine supremacy and compulsory gay masculinity. It is through these resisting implications that they have commenced an era of online sissy queer politics.     

Networking Asia Pacific: queer film festivals and the spatiotemporal politics of inter-referencing

ABSTRACT

Expanding on the critique of Euro-America-centrism in knowledge production, this article examines three spatiotemporal hierarchies through the inter-referencing practices of Asia Pacific Queer Film Festival Alliance. First, through the analysis of the documentary short Lady Eva and its circulation, I look at how the network opens up the issue of Pacific indigeneity in the transpacific context, which has the potential to unsettle the existing epistemic structures that rest upon the binary of West/non-West or white/Indigenous. Second, I investigate how the queer film festival alliance serves as sites for the articulation of queer rights, which sometimes cast a progressivist temporal narrative based on a hierarchical arrangement of geographical places. Third, through the case of ShanghaiPRIDE Film Festival, I examine how anti-institutionalism in film festival organizing offers a critique of gay-male dominated queer film festivals and the capitalist developmental logic that emphasizes profit and financial viability. By doing so, I scrutinize how the spatiotemporal hierarchies embedded in the film festival network complicate the understanding of inter-referencing as citation, collaboration, and competition. At the same time, I use inter-referencing to further the discussion of spatial politics in film festival studies by highlighting the spatiotemporal hierarchies.     

Teaching about homosexualities to Nigerian university students: a report from the field

Nigeria’s diverse cultures, religions and political parties appear to be unified by a strong taboo against homosexuality and gay rights. This has affected academic research, HIV/AIDS programmes, and sexuality education, all which commonly show evidence of heterosexism, self-censorship and even explicit condemnations of homosexuality. Yet a dissident discourse in Nigeria, as well as research from elsewhere in the region, suggests that this appearance of unity may belie greater openness to the issues than assumed. Indeed, research shows that (1) many African societies are traditionally more accommodating toward non-normative sexualities than contemporary nationalist or cultural claims would allow, and (2) secretive ‘bisexuality’ is more common in practice (and tacitly acknowledged) than previously understood. Is it possible then that the presumption of homophobia and the fear of backlash that has clearly contributed to heterosexism and self-censorship in scholarship around homosexualities in Nigeria are exaggerated? Is it possible that Nigerians may be more open to consideration of scientific evidence and international best practices around sexual diversity, rights, and health than is commonly assumed in the literature? A trial intervention at a small state university in a predominantly rural area of Nigeria tested these questions by introducing wide-ranging, frank and non-judgemental (science-based) discussions of same-sex sexuality in several classes. Analysis of the students’ feedback finds that stigmatising attitudes toward homosexuality were indeed present among the students. However, there was also a high degree of curiosity, awareness of the existence of secretive homosexualities in Nigeria, desire for education, and confidence that traditional cultures and Nigerian democracy could accommodate individual freedom and sexual rights. The conclusion is that well-prepared researchers and educators could be less anxious and self-censoring around the topic of homosexuality than prevails at present. Careful attention would need to be paid to local sensibilities, but sexuality and HIV education programmes could probably be brought closer into line with world guidelines on best practices and comprehensive approaches to human sexuality education and sexual health.     

Educating queer sexual citizens? A feminist exploration of bisexual and queer young women’s sex education in Tasmania,Australia

There is a well-documented absence of inclusive school-based sex and relationships education (SRE) for Australian lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Moreover, relatively few studies specifically examine how bisexual and queer-identifying young Australian women experience SRE. This qualitative study addresses the gap and contributes new perspectives by examining bisexual and queer young women’s experiences of school-based SRE in the state of Tasmania through the lens of sexual citizenship. Drawing on qualitative interviews with 15 Tasmanian bisexual and queer young women, we argue that biomedical, risk-based and heteronormative approaches to SRE reduce young women’s sexual health literacy. By framing SRE around the concept of ‘sexual citizenship’, this article provides important guidance on how SRE can more effectively provide bisexual and queer young women with the skills they need to be effective, engaged sexual citizens.     

Teaching Transgressive Representations of LGBTQ People in Educator Preparation: Is Conformity Required for Inclusion?

Abstract

One strategy used to teach about diverse populations is to edit their -curricular representations to minimize their transgressive nature in an effort to gain more acceptance among students. This article explores the implications of these -assimilationist narratives when used in educator preparation programs to -represent LGBTQ people. It examines the potential advantages of teaching more diverse and transgressive representations in the interest of inclusion and educator -preparation.     

Selected List of GLBT Popular Publications

An annotated list is presented describing seventeen periodicals that cover significant aspects of the gay, lesbian, bisexual, and transgender (GLBT) community and their culture in whole or in part, with popular content rather than an academic or research focus. The titles included are a selective and representative sampling. The entry for each periodical includes the following information: periodical title, publisher/editor and address, basic information, publication data, content, Internet information, an abstract/annotation, and evaluative statement     

Researcher–participant positioning in classroom research

Now that the discursive practices of students and teachers consume the attention of many classroom researchers, it is timely to consider the interrelationships between researchers and their participants or "subjects." Positioning theory gives prominence to the position/speech-act/storyline triad in conversations. While positioning theory has informed several poststucturalist scholars in a variety of settings, the authors are unaware of other studies where the positions/positioning of researcher and participants have become the focus of investigation. In this article the authors demonstrate how the application of positioning theory can be helpful in understanding conversations between researchers and their research participants, particularly in interviews. Also, they discuss the issues of power relations, subjectivities, validity, and ethics as they relate to the research relationships identified in the study.     

Politicising action research through queer theory

Queer theory and action research together offer possibilities for exposing the deep injustice of both homophobia and heterosexism. Underpinning identity categories of sexuality and gender, these forms of social injustice lurk in schools, families, religions, communities, and nation‐states. For educators and educational researchers, addressing homophobia and heterosexism in schools and other educational institutions may be enabled through action research that takes up the premises of queer theory. The inquiry part of queer theory and research is interested in how gender, sex, desire, and sexuality organise all human behaviour. Action research can materialise the radical potential of queer theory through research projects that provide opportunities for homophobic and heterosexist teachers, students, administrators, counsellors, parents, and even researchers towards asking questions about how they identify self and other and how this in turn is implicated in a social hierarchy that devalues those whose sexual practices are different from the norm.