This thesis takes its departure in 15-year-old students’ learning about the human body. During a semester I followed most of the sciences taught in one class of grade 9 students. I have chosen to illustrate lessons and analyse using the influence of feminists perspectives different situated actions in this science classroom practice, thereby raising a number of didactic questions focusing on the limits and possibilities of school science teaching. With the help of different analytic tools I have made close readings of transcribed situations presented in four studies. The results show ways in which science content becomes relevant to students’ experiences, but also how students’ unique voices may shift focus from the expected science content. Overall, the results show how some discursive performances that are often taken for granted in science education are filled with explicit and implicit norms about how things should be for example in relation to femininity and masculinity. These performances may affect how students come to regard themselves and the world around them. However, the results also point out opportunities for changing these discursive performances. One way of doing this, which emerges from my results, is to create possibilities for acts in situations of equal subject positions, where different kinds of positions are welcomed. This is an approach where the content of science education involves and transforms the experiences of students’ social lives, where students’ actions in encounters with the differences are regarded as an important part of meaning making. Therefore, I suggest that ongoing negotiations in teaching should be taken into account, be regarded as a significant part of the learning processes and, through this, open up new possibilities of widening what kind of meaning making becomes available for the students. This, in turn, may create a space with unimagined ethical opportunities by paying attention to disparities, i.e. to others who may act from a different logic than we are used to, in other words: welcoming and involving differences. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Papers 2, 3 and 4: Manuscripts.

Thesis (PhD)--Macquarie University, Faculty of Arts, Department of Media, Music, and Cultural Studies, 2009. / Bibliography: p. 303-332. / Carnal transcendence and sexual difference -- An amorous exchange -- Angels playing with placentas -- Fluid subjects -- Poetics -- Oneiric spaces -- Conclusion. / Carnal transcendence imagines a world in which the carnal has the weight and value of transcendence, and the divine is as liveable and readily evoked as the carnal. Carnal transcendence offers a means of thinking through difference in the work of Luce Irigaray, who asks: "why and how long ago did God withdraw from carnal love?" (1991a, p 16). This thesis argues that Irigaray enables her readers to explore the relationship between carnality, transcendence and difference, but resists elaborating it in her work. Carnal transcendence as difference risks remaining an exercise in rhetoric, rather than the transformative and creative philosophy that Irigaray imagines. -- Irigaray's resistance to the carnal is evident in her arguments for sexual difference, which offers our "salvation" if we think it through, and heralds "a new age of thought, art, poetry, and language: the creation of a new poetics" (1993a, p 5). Note the language of transcendence used here. When considered in the light of carnal transcendence, sexual difference imagines a differently sexed culture. This thesis argues that Irigaray's writing is contradictory on this point: it articulates the plurality of women's sexuality, but emphatically excludes theories of sex and gender that emphasise multiplicity. This thesis challenges these limitations by exploring the possibilities of the "other" couple in Irigaray's writing-mother and daughter - for thinking through carnal transcendence as difference. -- This thesis not only explicates a theoretical model for carnal transcendence as difference; it also attempts to put into practice a poetics - a playful rewriting of theory. This celebrates the carnality of Irigaray's writing - evident in her complex imagery of the two lips, mucus, the placenta and angels-and enables an exploration of the philosophical space of the "new poetics" that Irigaray is attempting to engender. / Mode of access: World Wide Web. / 332 p. ill (some col.)

La peau humaine est un élément singulier qui recouvre le corps et permet à chacun de bénéficier du sens du toucher. Qualifiée de tissu du corps humain, la peau est aujourd’hui soumise au même régime juridique que celui qui s’applique à l’égard du corps humain. Pourtant, si la peau est indéniablement une enveloppe qui entoure le corps et le protège, elle est également proche de la personne puisqu’elle en constitue l’apparence, renferme des éléments de son identité et contribue à son identification. Par conséquent, la peau recouvre la surface du corps et désigne aussi la personne, ce qui en fait un élément frontalier du corps et de la personne. Ainsi rattachée aux deux entités dominantes que sont la personne et le corps, la peau doit être envisagée dans une relation ternaire qui la placerait au centre des liens entretenus entre la personne et son corps. D’une part, la peau n’est pas seulement un élément du corps humain puisque la personne bénéficie d’un droit d’effectuer des choix concernant sa peau, voire de la modifier. D’autre part, la peau n’est pas seulement un élément rattaché à la personne puisqu’elle renferme le corps et en constitue une protection. Par conséquent, si ce lien entre la peau et la personne doit être mis en exergue, il doit également se conjuguer avec le lien qui existe entre la peau et le corps, afin d’assurer, non seulement une cohérence entre les différents principes juridiques qui s’appliquent alternativement à la peau en fonction de son entité de rattachement mais également, de garantir une protection effective de la peau quelle que soit cette entité de rattachement. / Human skin is a singular element that covers the body and allows everyone to benefit from the sense of touch. Described as a tissue of the human body, now the skin is subject to the same legal system enforced to the human body. However, if the skin is a protecting body shell, it is also akin to the person herself because it compose her appearence, contains elements of her identity and conduce to her identification. Therefore, if the skin covers the entire body, it also constitute the person. This makes of the skin a border element of the body and the person. Connected with this two dominant entities (person and body), the skin must be construed in a ternary relationship wich would place it in the center of the links between the person and her body. Indeed, the skin is not only an element of the human body because the person benefits from a right to make choices concerning it, even to modify it. But the skin cannot either only be an element of the person because it contains the body and constitutes a protection. However, if this link between the skin and the person must be hightlighted, it also has to merge with the link between the skin and the body to assure, on one hand, a coherence between the various legal principles alternately applied to the skin, according to its entity of pertaining, and, on the other hand, to guarantee an effective protection of the skin whatever is this entity of pertaining.

No description available.

Traffic accidents are the second leading cause of child fatality among children younger than 15 years of age. In the course of 10 years, the implementation of child restraint systems has decreased child fatality in traffic accidents with 50%, for children younger than 15 years. To gain an understanding of the kinematics and injury mechanisms of children in cars, finite element based human body models, representing higher biofidelity compared to crash test dummies, are developed. An FP7 European project, PIPER, developed a child HBM with an associated framework for scaling, morphing and positioning. The PIPER child HBM is scalable between the ages of 1.5-6YO, with scalable anthropometrics. This makes the PIPER child HBM, a powerful tool for analyzing children in vehicles.  There are insufficient analyses conducted with the PIPER child HBM, due to its recent release. The purpose is thus to study the robustness of the HBM and its sensitivity to variation of lap belts by conducting a parametric study. Injury analysis and its sensitivity to lap belt variations were in addition studied in terms of kinematics by the study of submarining, the pelvic interaction with the lap belt, and the study of injuries related to the skull, brain, kidneys and liver. A full frontal crash simulation of a 6YO PIPER child HBM, with anthropometrics, covering the 50th percentile, have been investigated. The 6YO PIPER child HBM was seated with no booster, Volvo booster cushion and Volvo highback booster, with variations of the lap belt. The hip interactions and the submarining response of the 6YO PIPER child HBM were studied, by the study of the lap belt interactions with the pelvis and abdominal organs. The abdominal organs were related to the liver and kidneys, and compared to published threshold values.  This study showed that the overall robustness of the model was questionable. With respect to kinematics, the model indicated higher robustness, however, when conducted the crash simulations with the 6YO PIPER child HBM, it was concluded that the robustness was low due to repeated premature terminations. The 6YO PIPER child HBM revealed repeated errors such as, mesh distortions, negative volume and shooting nodes. When studying the sensitivity of the 6YO PIPER child HBM, when varying the lap belt angles, as well as changing the type of boosters in addition to vehicle anchorage positions, it could be seen that the 6YO PIPER child HBM was able to capture variations with respect to lap belt positioning. Hence, the model seems to be capable of providing relevant information regarding sensitivity for lap belt variations from the kinematic perspective, in terms of being able to capture kinematic o↵set, submarining and pelvis interaction with the lap belt. However, with respect to predicted abdominal injuries and head injuries, the sensitivity was not as distinct. Some limitations were observed in which the 6YO PIPER child HBM indicated unrealistic predicted injuries related to the head, which was associated with excessive movement of the 6YO PIPER child HBM. / Trafikolyckor är den näst vanligaste orsaken till barndödlighet i världen bland barn yngre än 15 år. Inom loppet av 10 år har användning av bilbarnstolar i fordon minskat barndödligheten med 50% hos barn under 15 år. För att få en ökad förståelse om barn i bilar framtogs finita element humanmodeller som har en detaljerad anatomi samt responser liknande till människan. Ett FP7 finansierat europeiskt projekt, PIPER, skapade en barnhumanmodell med en tillhörande programvara som används för skalning, förvandling, och positionering av barnhumanmodellen. Humanmodellen är skalbar för åldrarna 1.5 år upp till 6 år, med olika antropometriska värden. Detta gör att PIPER barnhumanmodellen är ett kraftfullt verktyg att använda sig av för att studera barn i bilar. Då PIPER barnhumanmodell lanserades nyligen, finns det i dagsläget bristfällig information om humanmodellen och programmet. Syftet var därmed att undersöka hur robust modellen var samt hur dess känslighet var mot variationer av höftbältet genom en parameterstudie. Skadors känslighet studerades dessutom mot variationer av höftbältet genom att studera kinematiken i form av underglidning och höftens interaktion med höftbältet. Dessutom studerades känsligheten på skador relaterade till skallen, levern och njurarna. I denna studie har en frontalkrock med en 6 årig PIPER barnhumanmodell med antropometriska värden, som innefattar 50:e percentilen, undersökts. Den 6åriga PIPER barnhumanmodellen var placerad utan bilbarnstol, på en Volvo bälteskudde och på en Volvo bältesstol, där höftbältet sedan varierades. Höftens interaktion och PIPER barnhumanmodellens respons för variationer i höftbälte studerades. Interaktionerna med höften och bukorganen var relaterade till skador på levern och njurarna genom att jämföra med publicerad data. Denna studie påvisade att den generella robustheten av modellen kunde ifrågasättas. Modellen hade ändock högre robusthet med hänsyn på kinematiken, men på grund av de upprepande felen vid simuleringarna, kunde man konstatera att robustheten på den 6åriga PIPER barnhumanmodellen var låg. När höftbältet varierades, både när bilbarnstol varierades såväl som vinkel på höftbälte, kunde man konstatera att den 6åriga PIPER barnhumanmodellen kunde fånga skillnaderna med hänsyn på höftbältets vinkel. Modellen var dessutom kapabel till att fånga känsligheten från det kinematiska perspektivet i form av kinematisk förskjutning, underglidningen samt höftens interaktion med höftbältet. Modellen påvisade däremot ingen distinkt känslighet med hänsyn på skador relaterade till bukorganen samt huvudet. Några begränsningar observerades där den 6åriga PIPER barnhumanmodellen indikerade orealistiska skador på huvudet, som var relaterade till modellens överrörlighet. / FFI, Assessment of Passenger Safety in Future Cars

This diploma thesis deals with the analysis of knowledge and ideas of pupils how they understand human organ systems. Knowledge is verified based on spontaneous production of children's drawings using a thematic didactic test. The thesis uses cross-sectional research involving a total of 118 pupils from the first to the fifth class of the primary school. For the research project, pupils were given a blank piece A4 sized paper and were asked to draw the organ systems in their body. Research tables have been created from a set of drawings and common characters. The results of the research show level of understanding of human organ systems in individual classes.

This study explores the construction of the Gothic female body in three films by the director Tim Burton, specifically Batman Returns (1992), Sweeney Todd: The Demon Barber of Fleet Street (2007) and Dark Shadows (2012). Through a deployment of Julia Kristeva’s theory of abjection, the intention is to indicate the degree to which Burton crafts his leading female characters as abject Others and embodiments of Barbara Creed’s ‘monstrous-feminine’. In this Gothic portrayal, the director consistently draws on the essentialised stereotypes of Woman as either ‘virgin’ or ‘whore’ as he shapes his Gothic heroines and femmes fatales. While a gendered duality is established, this is destabilised to an extent, as Burton permits his female characters varying degrees of agency as they acquire monstrous traits. This construction of Woman as monster, this study will show, is founded on a certain fear of femaleness, so reinstating the ideology of Woman as Other. / English Studies / M.A. (English Studies)

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-24T16:53:55Z No. of bitstreams: 1 Dissertação Emerson Almeida PPGAC 2015.pdf: 10306725 bytes, checksum: 2f3f53af78606022beae5445c26d2ae7 (MD5) / Approved for entry into archive by Marly Santos (marly@ufba.br) on 2018-08-24T18:24:03Z (GMT) No. of bitstreams: 1 Dissertação Emerson Almeida PPGAC 2015.pdf: 10306725 bytes, checksum: 2f3f53af78606022beae5445c26d2ae7 (MD5) / Made available in DSpace on 2018-08-24T18:24:03Z (GMT). No. of bitstreams: 1 Dissertação Emerson Almeida PPGAC 2015.pdf: 10306725 bytes, checksum: 2f3f53af78606022beae5445c26d2ae7 (MD5) / Esta dissertação tem por objetivo analisar e apresentar possibilidades que facilitem a consciência corporal do ator para o desempenho da cena, apoiando-se nos conceitos da anatomia e da cinesiologia. Parte-se do pressuposto de que o ator, ao conhecer a sua estrutura orgânica, estimula a sua percepção corporal e a consciência dos movimentos necessários à criação do papel. No campo das Artes Cênicas a pesquisa se apóia na ideia de proporcionar o treinamento do ator por meio de técnicas corporais que o levem a ampliar o conhecimento de si próprio para atingir prontidão necessária à encenação e tem como eixo o trabalho das ações físicas e como referências o Método das Ações Físicas de Stanislávski, o Teatro Laboratório de Grotowski e a Antropologia Teatral de Barba. Além das referências e cruzamentos teóricos a pesquisa é caracterizada como estudo de caso com enfoque descritivo, de abordagem qualitativa, uma vez que discute e questiona, por meio de relatos de atores e experiências práticas realizadas em salas de ensaio, se a inserção de conteúdo relativo ao construto orgânico do ser humano no contexto da preparação corporal, sob o ponto de vista da anatomia e da cinesiologia, com o suporte do Pilates e da Reeducação Postural Global (RPG), pode propiciar o ator a acessar a consciência corporal no intuito de facilitar o processo de composição das ações físicas na construção de um papel. / This thesis aims to analyze and present possibilities to facilitate body awareness actor for the performance of the scene, leaning on the concepts of anatomy and kinesiology. It starts from the assumption that the actor, to know its structure, stimulates your body perception and awareness of movements needed to create the role. In the Performing Arts field the research is based on the idea of providing the actor's training through body techniques that lead to increase the knowledge of himself to achieve readiness needed for staging and its axis is the work of physical actions referenced by Method of Physical Actions of Stanislavsky, Grotowski Laboratory Theatre and the Theatrical Anthropology Barba. Beyond references and theorists cross the search, characterized as a case study with a descriptive and qualitative approach, discusses and questions, through reports of actors and practical experiments carried out in rehearsal rooms, if the inclusion of content related to organic construct the human body in the context of preparation, from the point of view of anatomy and kinesiology, with the support of Pilates and Global Postural Reeducation (RPG), may provide the actor to access the body awareness in order to facilitate the composition process of physical actions over the development of a scenario.

When Paul writes ‘we too were enslaved under the elements of the world', he means that the elements that compose the cosmos also compose and compromise the flesh and enslave human persons through their bodies (Gal 4.3). This thesis demonstrates that early Jews used the phrase στοιχεῖα τοῦ κόσμου to refer to the material elements – earth, water, air, and fire – and not to elemental spirits or elementary principles. Greek medical tradition understood the material elements to mediate the stimuli (παθήματα) and desires of the body which enslave the soul, and it prescribed a variety of regimens (including νόμος) as παιδαγωγοί to guide a person to wholeness. In his philosophy according to the cosmic elements, Philo promotes the law of Moses – including circumcision and the calendar – as the effective way to be ‘redeemed from slavery' to the flesh, to attain righteousness, and to live in harmony with the cosmos. Paul's epistle to the Galatians opposes this sort of ‘redemptive nomism'. Paul accepts that weak στοιχεῖα compose the weak σάρξ and that they mediate sinful stimuli and desires that lead to the actions of the flesh. However, he denies that the law can make people alive or righteous. Instead, Paul prescribes crucifixion with Christ and new life with the Spirit as the final cure for sin's infection of the flesh made of weak στοιχεῖα. Through faith, Christ will be formed in believers as the Spirit guides them away from the desires of the flesh and produces his fruit in their lives.

O corpo, no decorrer da História, principalmente da Filosofia ocidental, passou por gradativo ganho de importância, até chegar ao entendimento do mesmo como corpo próprio ou o corpo que se é. Na Educação Física, da mesma forma, o passar dos tempos lhe trouxe também relevância. Nesse viés, o homem, com forte presença dos anseios sociais, age em relação ao (seu) corpo de maneira que se mostra evidente uma significativa influência do contexto social no processo de sua estruturação. Kant, em sua doutrina da educação, traz a disciplina como característica importante para a constituição do mesmo homem e, mais, descreve a importância da sociedade e do próprio homem para a estruturação de um e outro, ou seja, do homem e da sociedade, numa relação necessária para tal. Percebe-se que o cuidado, no sentido de atenção que o homem tem com seu corpo, um corpo próprio e que é no mundo, perde espaço mediante o contexto social que envolve o ser humano e refere-se mais a um corpo que está no mundo, semelhante a um objeto. Assim, a presente pesquisa tem o propósito de investigar os aportes da disciplina kantiana para o cuidado com o corpo na contemporaneidade. O estudo está situado na linha de pesquisa da História e Filosofia da Educação do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul. São analisados, mediante pesquisa bibliográfica, o corpo na História ocidental, a partir de quatro pensadores, a saber: Platão, Santo Agostinho, Descartes e Merleau-Ponty e também na história da Educação Física. Posteriormente, é realizada uma incursão na doutrina educacional kantiana, principalmente no que tange à disciplina, com a finalidade de estruturar as suas contribuições à forma de agir do homem com seu corpo. Por fim, observa-se a Educação Física dentro da Educação, a disciplina e o corpo e o corpo na sociedade atual, em sua condição de exposição. É realizado, então, o cruzamento das ideias kantianas com o contexto social atual, com a finalidade de apontar as contribuições do pensamento kantiano. O estudo está dividido em parte introdutória, seguida do capítulo que aborda o corpo na Filosofia ocidental e na Educação Física; o capítulo que enfoca a doutrina educacional de Kant e o capítulo que tem como cerne o corpo na sociedade atual, além das considerações finais. Constatou-se que o contexto social influencia significativamente o comportamento do homem e, muitas vezes, de forma pouco saudável. Entra em cena a autonomia objetivada por Kant, motivada pela confusão na determinação dos atos do homem. Seriam as atitudes do homem autônomas, ou impelidas pela sociedade? Nesse viés, a disciplina kantiana surge como possibilidade de reeducação da juventude, com a finalidade de afastar o homem de hábitos ruins, da comodidade e conduzi-lo a um caminho de autodeterminação e mais saudável fisicamente. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-04T18:53:47Z No. of bitstreams: 1 Dissertacao Leonardo De Ross Rosa.pdf: 524494 bytes, checksum: 950158653e3feef1123da4149fc1ddc1 (MD5) / Made available in DSpace on 2014-06-04T18:53:47Z (GMT). No. of bitstreams: 1 Dissertacao Leonardo De Ross Rosa.pdf: 524494 bytes, checksum: 950158653e3feef1123da4149fc1ddc1 (MD5) / The importance of human body has gradually increased throughout History, especially Western Philosophy, until it reached the understanding of being a body itself or being one s body. Likewise, in Physical Education, time has brought it more relevance. From that point of view, man, as a strong presence in social expectations, acts towards his Body in such a way that shows the significant influence of the social context in the process of its structuring. Kant, in his doctrine for education, treats discipline as an important characteristic in constituting that same man and moreover describes the importance that society and man himself have in structuring each other, that is, man and society in a relationship which is necessary for that. One can observe that the kind of care in the sense of paying attention to something that the man can have with his corporeal body and the body that is in the world, loses some space by means of the social context that involves human beings and refers more specifically to a body that is in the world, similarly to an object. Thus, the study described here has the purpose of investigating the principles of Kantian discipline regarding the body in contemporaneity. The study was carried out according to one of the research lines of the Graduate Program in Education at the University of Caxias do Sul, which is History and Philosophy of Education. Upon bibliographic research, the Body in Western History is analyzed according to four thinkers, which are Plato, Saint Augustine, Descartes, and Merleau-Ponty, and also according to history of Physical Education. Later, the study approaches the Kantian educational doctrine, especially in what relates to discipline, with the purpose of structuring its contributions as for the way man acts with his body. And, finally, Physical Education is considered in the field of Education, considering discipline and the body, and the body itself in society today, in its condition of being more exposed. At the end, concepts from Kant s ideas are crossed with the current, aiming to point out contributions from Kant. The study has been divided in five parts: the introduction, followed by a chapter that deals with the Body in Western Philosophy and in Physical Education; then another chapter that focuses on Kant s educational doctrine and a chapter centered on the Body in today s society, and ends with some final remarks. It was possible to observe that the social context influences man s behavior significantly and that, many times, such influence is not very healthy. The autonomy described by Kant is highlighted, motivated by the confusion in determination by man s actions. Would man s attitudes be autonomous or impelled by society? From that point of view, Kantian discipline emerges as a possibility of reeducating young people, with the purpose of keeping man away from bad habits, self-indulgence, and guiding him towards a path where self-determination and physical health are part of.