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Orientador: Cláudia Valéria Seullner Brandão / Resumo: Os gatos possuem papel de destaque como animais de estimação, assim como em estudos oftalmológicos comparativos. Pelo conhecimento dos autores, até o momento, a avaliação de bulbo de gatos utilizando tomógrafos e topógrafo associados, por meio dos sistemas de câmeras Scheimpflug duplas e um disco Plácido, não foi descrita na literatura. O objetivo deste estudo foi analisar a córnea em gatos considerando as curvaturas anterior e posterior, o poder total e espessura da córnea pelo sistema de duplo Scheimpflug e disco de plácido. Na ceratometria anterior (SimK) verificou-se valores de 38,37 ± 0,83D, ceratometria posterior -4,89±0,34D e poder corneal total médio 38,04 ± 0,94D. Quanto à espessura corneal central foi obtido valor médio de 617,34 ± 53,38 μm, superior aos encontrados em outros trabalhos utilizando a paquimetria ultrassônica. A utilização do sistema duplo Scheimpflug e disco de plácido foi efetiva em gatos domésticos e permitiu a obtenção de valores ainda não descritos na literatura para a espécie, tais como ceratometria anterior nas zonas da córnea, ceratometria corneal posterior, poder corneal total, volume corneal. / Abstract: Cats have an important role as pets and in ophthalmologic comparative studies. To the autors’ knowledge, this is the first study that evaluates cornea of cats using a device that combine tomography and topography, through dual Scheimpflug cameras and a Placid disc. The aim of this study was to evaluate anterior and posterior keratometry, total corneal power and pachymetry using dual Scheimpflug and Placid disc system. Concerning anterior keratometry (SimK), the value obtained was 38,37 ± 0,83D, posterior keratometry -4,89±0,34D and total corneal power 38,04 ± 0,94D. Regarding the pachymetry, the mean CCT value obtained was 617,34 ± 53,38 μm, superior to those find in other studies using ultrasonic pachymetry. The use of dual Scheimpflug and Placid disc system was effective in domestic cats and enabled the description of values that have not been described in the literature in felines yet, such as anterior keratomemetry in the corneal zones, posterior keratommetry, total corneal power, corneal volume. / Mestre

Dissertação (mestrado)—Universidade de Brasília,Instituto de Ciências Humanas, Programa de Pós-Graduação em Filosofia, 2018. / O presente trabalho visa analisar o desenvolvimento da noção de inércia em Galileu, tratando-se, portanto, de uma investigação que remonta às origens históricas para, então, realizar análises filosóficas. Dessa maneira, busca-se compreender as concepções aristotélicas acerca do movimento, imprescindíveis para que se possa refletir sobre a relação entre movimento e causalidade. Na sequência, procura-se apresentar os principais pensadores posteriores a Aristóteles cujas ideias contribuíram para o desenvolvimento científico que possibilitou a revolução copernicana e, consequentemente, a concepção galileana de inércia. Os escritos principais de Galileu são analisados, nomeadamente o Diálogo sobre os dois máximos sistemas do mundo e os Discorsi, obras nas quais o pesquisador italiano desenvolve de forma mais acurada a sua visão concernente ao movimento inercial. Por fim, apresenta-se uma discussão contemporânea relativa ao tema, a saber, se Galileu teria defendido uma inércia linear ou circular. / The present work aims to analyze the development of the notion of inertia in Galileo, dealing, therefore, with a investigation that goes back to historical origins to then carry out philosophical analysis. In this way, it seeks out to understand the Aristotelian conceptions concerning movement, which are indispensable so that we can reflect about the relationship between movement and causality. In the sequence, one looks for to present the main thinkers later to Aristotle whose ideas contributed for the scientific development that made possible the Copernican revolution and, consequently, the Galilean conception of inertia. We analyze the main writings of Galileo, namely the Dialogue Concerning the Two Chief World Systems and the Discorsi, works in which the Italian researcher develops more accurately his vision concerning the inertial movement. Lastly, it presents a contemporary discussion on the subject, namely whether Galileo would have defended a linear or a conception of circular inertia.

<p>Since the Renaissance, the normative approach to a philosophy of music has concerned itself primarily with the subjective experience of the listener. This was not always the case. From Greek Antiquity to the Renaissance, music was considered a rigorous, mathematical discipline that shed light on objective truths concerning cosmology and cosmogony. <i>Musica theorica</i>, therefore, took precedence over musica practica and was taken much more seiously in musical scholarship. Although tension had always existed between <i>Musica theorica</i> and <i>Musica practica</i>, such tension reached its peak during the Renaissance and as a result, a shift occurred: <i>Musica theorica</i> was pushed into the background, and <i>Musica practica</i> stepped forward.</p><p>The intention of this thesis is to convince its reader of the need to bring <i>Musica theorica</i> back to its proper place in musical and philosphical scholarship, where objective answers can be found, and music's innate eternal nature is revealed. The thesis begins with a historical survey of musical scholarship that eventually brings the reader to the center of the controversy that ensued during the Renaissance, and then forward to present day discussions in philosphy of music that are concerned with music's subjective and temporal properties. It is hoped that the reader will see the need for a new shift to occur in philosophy of music that focuses on music's objective and eternal properies (that are wholly distinct from the subject experiencing it), and will come away with a new perspective regarding the interdisciplinary nature of philosphy and music.

<p>Since the Renaissance, the normative approach to a philosophy of music has concerned itself primarily with the subjective experience of the listener. This was not always the case. From Greek Antiquity to the Renaissance, music was considered a rigorous, mathematical discipline that shed light on objective truths concerning cosmology and cosmogony. <i>Musica theorica</i>, therefore, took precedence over musica practica and was taken much more seiously in musical scholarship. Although tension had always existed between <i>Musica theorica</i> and <i>Musica practica</i>, such tension reached its peak during the Renaissance and as a result, a shift occurred: <i>Musica theorica</i> was pushed into the background, and <i>Musica practica</i> stepped forward.</p><p>The intention of this thesis is to convince its reader of the need to bring <i>Musica theorica</i> back to its proper place in musical and philosphical scholarship, where objective answers can be found, and music's innate eternal nature is revealed. The thesis begins with a historical survey of musical scholarship that eventually brings the reader to the center of the controversy that ensued during the Renaissance, and then forward to present day discussions in philosphy of music that are concerned with music's subjective and temporal properties. It is hoped that the reader will see the need for a new shift to occur in philosophy of music that focuses on music's objective and eternal properies (that are wholly distinct from the subject experiencing it), and will come away with a new perspective regarding the interdisciplinary nature of philosphy and music.

Essa pesquisa tem o objetivo de discutir qual é o papel do diálogo na construção do conhecimento e no Ensino de Física. Foi realizada uma revisão bibliográfica a respeito dos conceitos de diálogo e conhecimento presentes na literatura e desenvolvido um estudo de caso histórico-epistemológico sobre esses conceitos a partir das epistemologias de Paulo Freire e Galileu Galilei. A síntese entre os pensamentos desses dois autores mostra que os principais papéis do diálogo na construção do conhecimento e no Ensino de Física são: fundamentar os processos de educação e construção de conhecimento de forma dialética e totalizante; estabelecer o encontro dos seres humanos entre si e com o mundo, visando sua humanização, transformação e emancipação por meio do conhecimento; propiciar a problematização e a descodificação da realidade de modo a transformá-la; fundamentar o processo de investigação científica e a sua comunicação; propiciar a escolha de temas significativos que, estabelecendo um contato com a realidade dos educando(a)s e partindo dela, tenha condições de problematizá-la, entendê-la e transformá-la; fundamentar atividades e ações pedagógicas no Ensino de Física que, pautando-se nos conhecimentos científicos construídos, levem o(a)s estudantes a um autoconhecimento, à percepção crítica de sua presença no mundo e, sobretudo, ao desenvolvimento de sua autonomia e responsabilidade perante a própria formação e a transformação do mundo; desnaturalizar, criticar e repensar, através do conhecimento científico, os preconceitos e as ideias enraizadas na sociedade pela ideologia dominante; e, por fim, estabelecer o contato entre a cultura trazida pelo(a)s aluno(a)s e a cultura científica. / This research aims to discuss the role of dialogue in the construction of knowledge and in Physics Teaching. A literature review was carried out upon the concepts of dialogue and knowledge, as well as a historico-epistemological case study was developed regarding these concepts, based on Paulo Freire\'s and Galileo Galilei\'s epistemology. The synthesis between the thoughts of these two authors shows that the main roles of dialogue in the construction of knowledge and in Physics Teaching are: underpin the processes of education and construction of knowledge in a dialectical and totalizing form; establish the meeting of human beings with each other and with the world, aiming at their humanization, transformation and emancipation through knowledge; enable the problematization and decoding of reality in order to transform it; underpin the scientific research process and its communication; enable the choice of significant themes which, establishing a contact with the reality of the students and starting from it, has conditions to problematize, understand and transform it; underpin pedagogical activities and actions in Physics Teaching which, based on the scientific knowledge built, lead students to self-knowledge, a critical perception of their presence in the world and, above all, the development of their autonomy and responsibility towards their own education and the transformation of the world; denaturalize, criticize and rethink, through scientific knowledge, the prejudice and ideas rooted in society by the dominant ideology; and, finally, establish the contact between the students\' culture and the scientific culture.

Essa pesquisa tem o objetivo de discutir qual é o papel do diálogo na construção do conhecimento e no Ensino de Física. Foi realizada uma revisão bibliográfica a respeito dos conceitos de diálogo e conhecimento presentes na literatura e desenvolvido um estudo de caso histórico-epistemológico sobre esses conceitos a partir das epistemologias de Paulo Freire e Galileu Galilei. A síntese entre os pensamentos desses dois autores mostra que os principais papéis do diálogo na construção do conhecimento e no Ensino de Física são: fundamentar os processos de educação e construção de conhecimento de forma dialética e totalizante; estabelecer o encontro dos seres humanos entre si e com o mundo, visando sua humanização, transformação e emancipação por meio do conhecimento; propiciar a problematização e a descodificação da realidade de modo a transformá-la; fundamentar o processo de investigação científica e a sua comunicação; propiciar a escolha de temas significativos que, estabelecendo um contato com a realidade dos educando(a)s e partindo dela, tenha condições de problematizá-la, entendê-la e transformá-la; fundamentar atividades e ações pedagógicas no Ensino de Física que, pautando-se nos conhecimentos científicos construídos, levem o(a)s estudantes a um autoconhecimento, à percepção crítica de sua presença no mundo e, sobretudo, ao desenvolvimento de sua autonomia e responsabilidade perante a própria formação e a transformação do mundo; desnaturalizar, criticar e repensar, através do conhecimento científico, os preconceitos e as ideias enraizadas na sociedade pela ideologia dominante; e, por fim, estabelecer o contato entre a cultura trazida pelo(a)s aluno(a)s e a cultura científica. / This research aims to discuss the role of dialogue in the construction of knowledge and in Physics Teaching. A literature review was carried out upon the concepts of dialogue and knowledge, as well as a historico-epistemological case study was developed regarding these concepts, based on Paulo Freire\'s and Galileo Galilei\'s epistemology. The synthesis between the thoughts of these two authors shows that the main roles of dialogue in the construction of knowledge and in Physics Teaching are: underpin the processes of education and construction of knowledge in a dialectical and totalizing form; establish the meeting of human beings with each other and with the world, aiming at their humanization, transformation and emancipation through knowledge; enable the problematization and decoding of reality in order to transform it; underpin the scientific research process and its communication; enable the choice of significant themes which, establishing a contact with the reality of the students and starting from it, has conditions to problematize, understand and transform it; underpin pedagogical activities and actions in Physics Teaching which, based on the scientific knowledge built, lead students to self-knowledge, a critical perception of their presence in the world and, above all, the development of their autonomy and responsibility towards their own education and the transformation of the world; denaturalize, criticize and rethink, through scientific knowledge, the prejudice and ideas rooted in society by the dominant ideology; and, finally, establish the contact between the students\' culture and the scientific culture.

The history of Bertolt Brecht's play Leben des Galilei extends through the writing of its three versions during 1938 to 1955 -- a period of two decades that also encompassed the entirety of the Second World War. The period also covers the atom bomb from its development to America's use of the bomb in Hiroshima and Nagasaki, as well as the beginning of the Cold War, which included the sustained threat that nuclear weapons might be used any day. This thesis traces, and offers interpretations of, changes in Brecht's Leben des Galilei from its inception in 1938-1939 -- when the protagonist, a scientist, is portrayed in a positive light -- through the play's American version in 1947, where it bitterly accuses science and scientists of having betrayed society and humanity, and finally to its last version in 1955, where the protagonist struggles to prevent the normalization--the familiarization--of the threat of nuclear warfare. Next to the writing of the Leben des Galilei, the thesis also focuses on the main critical readings of the play. A large fraction of the critical readings, but not all of them, interpret the play either as a judgment of science or as an invitation to pass judgment on science. The thesis compares Leben des Galilei with three different groups of other texts. The first comparison is with two other plays that also address the problem of science in the age of nuclear weapons, and the second comparison is with other work of Brecht himself. The first comparison leads to the observation that the muted note of optimism in the final version of Leben des Galilei is exceptional, and the second comparison to the apparently unrelated observation that it was uncharacteristic of Brecht to make explicit a certain literary allusion in Leben des Galilei. The two observations converge to a possible common explanation from a comparison with a still third group of texts, a cycle of Native American myths which appear in the oral traditions of various Native American tribes spread throughout the New World. Finally, the thesis addresses the question of why a modern-day literary text, addressing the essentially modern problem of nuclear warfare, and addressing that problem using the essentially modern techniques of Brechtian theatre, might have structures parallel to the structures of primitive mythology.

The purpose of this study is to provide a practical English translation of Vincenzo Galilei's significant treatise on ancient and modern music (1581). In spite of the important place this work holds in the history of music, it has never before been made available in its entirety in any language other than the original Italian. This volume includes the front matter and chapters 1-3.

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