No description available.

No description available.

Throughout the evolution of man, the ocean has played an integral part in his survival. As technology has advanced so has man's use of the ocean. In order to preserve the history of these advancements for future generations, museums have been erected. The Carolina Coastal Museum is dedicated to the nautical history of the Carolinas. The project is fueled by the theories and philosophies of zoomorphism and anthropomorphism. The building is based upon the skeletal structure of a fish, the main element being the spine. Other natural elements such as ligaments, cartilage, respiratory system, and circulatory system were also explored and utilized within the project. / Master of Architecture

The use of anthropomorphic animal characters is pervasive in animation, but there has been little examination of how and why these are created, and how a viewing audience understands them. This Practice-based PhD examines how a re-defining of anthropomorphic and zoomorphic representation might bring a new impetus to the use of animal imagery within contemporary animation practice. An initial stage of research was to define the term anthropomorphism both as a visual language within animation practice and in the wider contexts of scientific and philosophical discourse. Social and psychological aspects are discussed, recognising this form of hybrid representation throughout the development of human culture. Links with Human Animal Studies disciplines raised the question of relating anthropomorphism to negative aspects of anthropocentrism and this led to a second stage of the research that explores ways of working with anthropomorphism that do not promote an anthropocentric bias. This is firstly achieved through the devising of a new theoretical approach to character analysis that is based on the recognition of perceptual aesthetic and sensual animal qualities in human-led , animal-led and design-led anthropomorphic characters, rather than a reliance on conceptual symbolic referencing of human experiences, goals, and narratives. Moving into the practice and influence from historical animation work provides impetus for a move away from character and narrative based work. Experimental animation techniques are used to create rhythms and patterns of abstracted animal and human imagery. This new work is based on contemporary ecological ideas that discuss relationships between humans and animals as interconnected species, thus providing a second way of lessening of anthropocentric bias in the subject matter. Having a starting point of aesthetic and sensual responses to actual experiences with animals is an important factor and live action film is re-animated to create digitally manipulated rhythms of colour, texture, movement and sound. The practical research outcomes are animation samples that evidence the coming together of experimental digital techniques and contemporary ecological subject matter. An action research model was devised for the research to enable the integration of theory and practice, and reflection on theory and practice to have an important influence on the practical outcomes. The approach taken was dependent on experience as a creative practitioner and as a teacher helping others to develop a sustainable creative practice, in allowing an open and intuitive discovery of ideas from both theoretical and practical explorations to create a flow through the research. The combination of theoretical and practical research undertaken provides an impetus towards the creation of future animation work using an anthropomorphic visual language redefined as zooanthropomorphic animation . The submission includes outcomes of a written thesis and links to practical animation work.

This dissertation attends to the figurative device of personification, or prosopopoeia, in the writings of three late-medieval English authors, Geoffrey Chaucer, William Langland, and John Lydgate. Situating my study between three coordinates -- the lineage of rhetorical anthropomorphism stretching back to Quintilian, the medieval political context that drew on figurative personification, and recent theoretical work in political ecology and philosophical sociology (actor-network theory) -- I argue in the introduction that the redistributions of agency from abstract terms to personified figures performed in prosopopoeia entail an intrinsic politicization; the personifications of non-humans deployed by Chaucer, Langland, and Lydgate hinge on and exploit the anthropomorphic qualities of speech and embodiment, which late-medieval theories of political representation see as essential prerequisites for political agency. The affinities between literary and legal-political discourses are even thicker; more sophisticated instances of personification refract in fictive narrative the part-whole dynamic between unity and multiplicity that undergirds representative government in its negotiation between delegated sovereignty and deliberative conciliarity, or, put differently, between actors and the networks within which their action becomes intelligibly institutional. Prosopopoeia thus emerges in my texts of interest as not only a multifaceted catalyst for democratizing debate about matters of concern to vernacular publics – from female agency to royal reform -- but also as a moving target for imaginatively theorizing -- and experimenting with the limits of -- the ethical imperatives that govern the proper practice of equitable governance: participation, answerability, reconciliation, common profit. In the discursive culture of late-medieval England, literary prosopopoeia animates simulations of non-human polities for heuristic, humanistic purposes. / Graduate / 0297

O propósito deste estudo foi investigar o uso de termos personificadores por professores de química do ensino médio, dando ênfase ao tipo de uso - consciente ou inconsciente, à ocorrência de cada tipo - animismo e antropomorfismo (literal, metafórico e teleológico), aos motivos e contextos que acarretariam no seu uso e às concepções dos professores em relação à sua influência no processo de ensino-aprendizagem. O trabalho está estruturado em duas partes: na primeira, foram analisadas quinze encomendas de simulações computacionais elaboradas por um total de trinta e seis professores participantes do projeto LabVirt da Escola do Futuro da USP. Na segunda parte do trabalho, os termos personificadores detectados nas encomendas dessas simulações serviram de subsídio para a elaboração de um conjunto de tarefas e entrevistas (estruturada e semi-estruturada) que foram utilizadas para a análise de outro grupo de seis professores. A partir dos dados desta pesquisa, pode-se dizer que o uso de termos personificadores é uma prática comum dos professores investigados, embora isso ocorra de forma inconsciente. Esse uso aparece indistintamente entre professores com diferentes perfis acadêmicos e experiência docente. A recorrência ao uso desses termos está relacionada à abstração do conceito químico trabalhado em sala por estes professores. Eles consideram, ainda, que o uso desses termos auxilia no processo de ensino-aprendizagem de seus alunos. O antropomorfismo metafórico é o tipo mais freqüentemente utilizado. Além disso, os termos personificadores mostraram-se eficientes instrumentos de análise para inferir sobre os possíveis modelos mentais dos professores em relação a alguns conceitos químicos. Tais modelos foram revelados por meio do uso desses termos pelos professores, utilizados em seus respectivos modelos expressos. Tais resultados revelam que o uso inconsciente desses termos impossibilita uma autonomia do professor no que se refere ao controle da influência da linguagem sobre o processo de ensino-aprendizagem. / The purpose of this study was to investigate the use of personifying terms by high school chemistry teachers, giving emphasis to the type of use - conscious or unconscious, to the occurrence of each type - animism and anthropomorphism (literal, metaphoric and teleological), to the reasons and contexts which entail their use and to teachers\' conceptions related to their influence on teaching and learning. The project is structured in two parts: in the first, fifteen scripts for learning objects elaborated by a group of teachers (a total of thirty six teachers) who participated in the LabVirt project from \"Escola do Futuro - USP\" were analyzed. In the second part, the personifying terms detected on these scripts were used to elaborate a set of tasks and interviews (structured and semi-structured) which were used to analyze another group of six teachers. From these results, was possible to admit that the use of personifying terms is a common practice among these investigated teachers, although it happens unconsciously. This practice appears indistinctively between teachers with different academic profiles and experience. The recurrence of these terms is related to the abstraction of the concept studied. Behind, these teachers consider that the use of these terms helps in the teaching learning process. The metaphoric anthropomorphism is the most frequent term used. Besides that, the personifying terms were efficient analysis instruments to infer about the possible mental models of the teachers. These models were revealed by the use of the personifying terms in their respective expressed models. These results point to the fact that the unconscious use of the personifying terms impedes the autonomy of the teacher in terms of the influence of language about the teaching learning process.

O propósito deste estudo foi investigar o uso de termos personificadores por professores de química do ensino médio, dando ênfase ao tipo de uso - consciente ou inconsciente, à ocorrência de cada tipo - animismo e antropomorfismo (literal, metafórico e teleológico), aos motivos e contextos que acarretariam no seu uso e às concepções dos professores em relação à sua influência no processo de ensino-aprendizagem. O trabalho está estruturado em duas partes: na primeira, foram analisadas quinze encomendas de simulações computacionais elaboradas por um total de trinta e seis professores participantes do projeto LabVirt da Escola do Futuro da USP. Na segunda parte do trabalho, os termos personificadores detectados nas encomendas dessas simulações serviram de subsídio para a elaboração de um conjunto de tarefas e entrevistas (estruturada e semi-estruturada) que foram utilizadas para a análise de outro grupo de seis professores. A partir dos dados desta pesquisa, pode-se dizer que o uso de termos personificadores é uma prática comum dos professores investigados, embora isso ocorra de forma inconsciente. Esse uso aparece indistintamente entre professores com diferentes perfis acadêmicos e experiência docente. A recorrência ao uso desses termos está relacionada à abstração do conceito químico trabalhado em sala por estes professores. Eles consideram, ainda, que o uso desses termos auxilia no processo de ensino-aprendizagem de seus alunos. O antropomorfismo metafórico é o tipo mais freqüentemente utilizado. Além disso, os termos personificadores mostraram-se eficientes instrumentos de análise para inferir sobre os possíveis modelos mentais dos professores em relação a alguns conceitos químicos. Tais modelos foram revelados por meio do uso desses termos pelos professores, utilizados em seus respectivos modelos expressos. Tais resultados revelam que o uso inconsciente desses termos impossibilita uma autonomia do professor no que se refere ao controle da influência da linguagem sobre o processo de ensino-aprendizagem. / The purpose of this study was to investigate the use of personifying terms by high school chemistry teachers, giving emphasis to the type of use - conscious or unconscious, to the occurrence of each type - animism and anthropomorphism (literal, metaphoric and teleological), to the reasons and contexts which entail their use and to teachers\' conceptions related to their influence on teaching and learning. The project is structured in two parts: in the first, fifteen scripts for learning objects elaborated by a group of teachers (a total of thirty six teachers) who participated in the LabVirt project from \"Escola do Futuro - USP\" were analyzed. In the second part, the personifying terms detected on these scripts were used to elaborate a set of tasks and interviews (structured and semi-structured) which were used to analyze another group of six teachers. From these results, was possible to admit that the use of personifying terms is a common practice among these investigated teachers, although it happens unconsciously. This practice appears indistinctively between teachers with different academic profiles and experience. The recurrence of these terms is related to the abstraction of the concept studied. Behind, these teachers consider that the use of these terms helps in the teaching learning process. The metaphoric anthropomorphism is the most frequent term used. Besides that, the personifying terms were efficient analysis instruments to infer about the possible mental models of the teachers. These models were revealed by the use of the personifying terms in their respective expressed models. These results point to the fact that the unconscious use of the personifying terms impedes the autonomy of the teacher in terms of the influence of language about the teaching learning process.

Anthropomorphism is a common phenomenon when people attribute human characteristics to non-human objects. It plays an important role in acceptance of robots in natural human environments. Various studies in the field of Human-Robot Interaction (HRI) show that there are various factors that can affect the extent to which a robot is anthropomorphized. However, our knowledge of this phenomenon is segmented, as there is a lack of a coherent model of anthropomorphism that could consistently explain these findings. A robot should be able to adjust its level of anthropomorphism to a level that can optimize its task performance. In order to do that, robotic system designers must know which characteristics affect the perception of robots' anthropomorphism. Currently, existing models of anthropomorphism emphasize the importance of the context and perceiver in this phenomenon, but provide little guidelines regarding the factors of a perceived object that are affecting it. The proposed reverse process to anthropomorphization is known as dehumanization. In the recent years research in social psychology has found which characteristics are deprived from people who are perceived as subhumans or are objectified. Furthermore, the process of dehumanization is two dimensional rather than unidimensional. This thesis discusses a model of anthropomorphism that uses characteristics from both dimensions of dehumanization and those relating to robots' physical appearance to affect the anthropomorphism of a robot. Furthermore, involvement of implicit and explicit processes in anthropomorphization are discussed. In this thesis I present five empirical studies that were conducted to explore anthropomorphism in HRI. Chapter 3 discusses development and validation of a cognitive measurement of humanlikeness using the magnitude of the inversion effect. Although robot stimuli were processed more similarly to human stimuli rather than objects and induced the inversion effect, the results suggest that this measure has limited potential for measuring humanlikeness due to the low variance that it can explain. The second experiment, presented in Chapter 4 explored the involvement of Type I and Type II processing in anthropomorphism. The main findings of this study suggest that anthropomorphism is not a result of a dual-process and self-reports have a potential to be suitable measurement tools of anthropomorphism. Chapter 5 presents the first empirical work on the dimensionality of anthropomorphism. Only perceived emotionality of a robot, but not its perceived intelligence, affects its anthropomorphization. This finding is further supported by a follow up experiment, presented in Chapter 6, that shows that Human Uniqueness dimension is less relevant for a robot's anthropomorphiazability than Human Nature (HN) dimension. Intentionality of a robot did not result in its higher anthropomorphizability. Furthermore, this experiment showed that humanlike appearance of a robot is not linearly related with its anthropomorphism during HRI. The lack of linear relationship between humanlike appearance and attribution of HN traits to a robot during HRI is further supported by the study described in Chapter 7. This last experiment shows also that another factor of HN, sociability, affects the extent to which a robot is anthropomorphized and therefore the relevance of HN dimension in the process of anthropomorphization. This thesis elaborates on the process of anthropomorphism as an important factor affecting HRI. Without fully understanding the process itself and what factors make robots to be anthropomorphized it is hard to measure the impact of anthropomorphism on HRI. It is hoped that understanding anthropomorphism in HRI will make it possible to design interactions in a way that optimizes the benefits of that phenomenon for an interaction.

This study investigates how anthropomorphism arises in Western and Japanese reports of non-human primate behaviour. Chapter 1 introduces the study and notes that differences in recording styles and incidence of anthropomorphism in Western and Japanese reports led to the thesis that the basis for anthropomorphism differed between the two groups. In Western studies it was found necessary to inquire into philosophical aspects of language use. In Japanese studies the inquiry centred on evidence for the retention of traditional attitudes to nature. Part One focuses on the basis for anthropomorphism in Western studies. Chapter 2 discusses the intellectual basis for the deeply ingrained belief in the West in the separateness of man and animals. The more immediate intellectual background to Western primate studies is traced in chapter 3 through the development of comparative psychology and ethology and then of primatology itself. A more precise formulation of the Western inquiry is developed in chapter h through discussion of ordinary language, distinction between categories of anthropomorphism and between the notions of a subjective approach to study and the ascription of human subjective experiences to animals. Cognitive ethology is briefly described. Chapter 5> identifies the characteristic of language use that gives rise to anthropomorphism as metaphor. Part Two focuses on Japanese studies. Japan had no tradition of objective science and Western science was imported to Japan. This section develops the argument that Western science was adapted to existing Japanese thought and that a traditional intuitive approach to nature and feeling of unity with animals was retained. The development of Japanese primate studies and evidence for the acceptability of anthropomorphism to Japanese primatologists are presented in chapter 6. Certain basic ideas of traditional Japanese views are outlined in chapter 7. The effects of the first small-scale importation of Western science on the Neo-Confucian precepts of Tokugawa Japan are traced in chapter 8. The way in which especially biology was understood in the subsequent major importation of science to Meiji Japan is examined in chapter 9. The methodology of the Japanese primatologists is examined in chapter 10 and newly translated material showing the application of traditional Japanese thought to primatology is presented. Other new material on the origins of the focus on personality and culture in monkey groups is given. The application of traditional Japanese ideas of nature to their methodology and the use of a socioanthropological framework for explanation of observed behaviour is seen to be compatible with anthropomorphism in the Japanese studies. Chapter 11 summarizes the course of the study and discusses what conclusions may be drawn.

Smartphones are the most personalized and in the meantime the most anthropomorphized computing and communication technology in our society. Existing studies, especially Computers as Social Actors studies, on anthropomorphism and social interactions focus on how to implement and elicit positive anthropomorphic effects but fail to address the motivations and dispositional factors. Through an online survey that incorporates well-tested social psychological scales, this study provides empirical evidences that smartphone users’ social dispositions including chronic loneliness, attachment style, and cultural orientations are associated with their acceptance and awareness of anthropomorphism. Findings in this study suggest that existing studies are limited to method of choice and overlooked how people adapt to communication technologies differently in real life settings. Anthropomorphic design in communication technology and anthropomorphized message in advertising strategies need further examination when targeting a diversified or specified demographic.