This doctoral thesis examines the role of animals in nineteenth-century science and Victorian Gothic fiction of the latter half of the century. It is interdisciplinary in its exploration of the interrelationship between science writings and literary prose and it seeks to place the Gothic animal body in its cultural and historical setting. This study is interested in the ways in which Gothic literature tests the limits of the human by using scientific ideas about disease, evolution, species confusion, and disability. In analysing the animal trope in Gothic scientific fiction, this thesis conceptualises the ways in which the Gothic mode functions in relation to, while setting itself apart from, contemporary scientific theories about humankind‘s place in the natural world. Chapter 1, 'Man‘s Best Fiend: Evolution, Rabies, and the Gothic Dog‘, focuses on the dog as an animal whose ability to carry and communicate deadly diseases to humans exemplified the breakdown of the animal-human boundary. I read late-nineteenth-century vampire and werewolf narratives as literary manifestations of social hysteria associated with dogs and rabies. In Chapter 2, 'Shaping Evolution: Amphibious Gothic in Edward Bulwer-Lytton‘s The Coming Race and William Hope Hodgson‘s The Boats of the “Glen Carrig”, I examine the role of the frog in Victorian science as the background to Gothic fiction‘s portrayal of the Gothic body as an amphibious being. The next chapter explores the spider‘s function in Victorian natural history as the background to its role as a protean and unstable Gothic trope in fiction. Chapter four, 'Geological Underworlds: Mythologizing the Beast in Victorian Palaeontology‘, looks at ways in which the dinosaur in science influenced the literary imaginations of Gothic writers Arthur Conan Doyle, Arthur Machen, and Bram Stoker. Under the title "Monsters Manufactured!": Humanised Animals, Freak Culture, and the Victorian Gothic‘, the final chapter concludes the study with a discussion of freak culture, making key links between unusually-shaped people in society and human/animal hybrids in the Gothic fiction of H. G. Wells, Richard Marsh, and Wilkie Collins.

Quiconque scrute le statut de l’éloquence chez Hume ne peut se dispenser d’interroger les analyses de l’auteur dans le Traité de la nature humaine, tout en accordant une attention soutenue aux Essais moraux, politiques et littéraires, et à l’Enquête sur l’entendement humain. L’examen de la verve au sein de la philosophie humienne peut s’avérer risquée et complexe, d’autant que la fragmentation dans la manière d’aborder le sujet s’accompagne de considérations qui peuvent obscurcir plutôt qu’éclaircir la compréhension d’un certain nombre de problèmes. Le présent travail cherche à démontrer que, chez Hume, l’’éloquence peut être comprise sous le prisme d’une activité délibérée et amusante de « connaissance de soi de l’imagination (esprit), puisque celle-ci se replie sur elle-même lorsqu’elle se représente une myriade d’existences possibles. De cette manière, l’éloquence quitte son statut de pratique risquée et hasardeuse pour se faire la garante d’une propédeutique scientifique, c’est-à-dire d’une discipline d’initiation à la science humienne de l’homme. / Anyone who scrutinizes the status of eloquence in Hume cannot dismiss questioning the author's analyses in A Treatise on Human Nature, while paying close attention to the Moral, Political, and Literary Essays, and to An Inquiry Concerning Human Understanding. Examination of the verve within humian philosophy can be risky and complex, especially as the fragmentation in the approach to the subject is accompanied by considerations that may obscure rather than clarify the understanding of a number of problems. This work seeks to demonstrate that, in Hume, eloquence can be understood under the prism of a deliberate and amusing activity of “self-knowledge of the imagination (spirit)”, since it is withdrawn on itself even when it represents a myriad of possible existences. In this way, eloquence abandons its status of risky and hazardous practice to make itself the guarantor of a scientific propaedeutic endeavor, that is to say, a discipline of initiation to the humian science of man.

The severe balance of payments crisis of 1947 threatened the Labour administration's ability to fund the totality of its post-war reconstruction programmes. The government's solution was to call for an increase in individual and collective industrial productivity to boost exports and increase income. One of their initiatives was the launch of an industrial human science research programme. The expectation was that this would yield information and techniques which would increase human efficiency and, hence, productivity, on the shop floor and in management. The human science research programme, which comprised both ergonomics and human relations studies, was of low financial value and produced knowledge and techniques that were capable of supporting an array of non-human science technologies. This thesis examines the derivation and management of the human science research programme and how this contributed to the emergence, growth and shaping of ergonomics, the study of the worker in their working environment. By tracing the development and growth of the human science research programme, I show how the learned society for ergonomics, the Ergonomics Research Society (ERS), played a marginal role in promoting the science. Instead, it was the actions of engineers in academia, and organisations such as the Department of Science and Industrial Research (DSIR), Medical Research Council (MRC) and the Trades Union Congress (TUC), that were responsible for the institutionalisation and professionalisation of ergonomics in the middle years of the twentieth century. This study also throws new light on the management of a low-value research programme during this period by showing how the level of responsibility was delegated down from central government to committees which comprised academics, industrialists and union officials only. I argue that this resulted in a flexible and agile research programme which addressed important issues of productivity and shaped the science of ergonomics.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-16T11:35:29Z No. of bitstreams: 1 marthaloureschoucairdeoliveira.pdf: 936740 bytes, checksum: b0378624c406af6d8e3eff627c5af38f (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-26T20:21:21Z (GMT) No. of bitstreams: 1 marthaloureschoucairdeoliveira.pdf: 936740 bytes, checksum: b0378624c406af6d8e3eff627c5af38f (MD5) / Made available in DSpace on 2016-09-26T20:21:21Z (GMT). No. of bitstreams: 1 marthaloureschoucairdeoliveira.pdf: 936740 bytes, checksum: b0378624c406af6d8e3eff627c5af38f (MD5) Previous issue date: 2010-11-16 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação versou sobre temática da família no campo das Ciências Humanas no mundo contemporâneo. A família vem sendo significada a partir de focos distintos que remetem a dimensões espaciais e temporais, as quais englobam o histórico, o social, o econômico, o político e o psíquico. Este estudo contemplou uma revisão de literatura concernente ao tema, tendo por proposta uma abordagem das problemáticas relacionadas à noção de família no Ocidente contemporâneo. Tem-se, aqui, a pretensão de compreender a família com uma visão ampla de uma instituição que está envolvida por mudanças e transformações induzidas por eventos ou processos que escancaram arranjos e desarranjos, continuidades e descontinuidades em que, de um lado, tendências ainda se constituem em relações de poder, aqui associado a formas de violência reveladas por uma hierarquia que regula, submete, cria laços de dependência, impõe limites, priva, coage e proíbe e, de outro, o despontar de uma organização social, que vem cultivando práticas e discursos marcados pela pluralidade, heterogeneidade, flexibilidade e contextualidade, que se inscrevem nos relacionamentos sociais. Pretende-se, com essa visão, abranger a análise instigadora do lugar enunciado que a família assume na sociedade contemporânea. Nesse sentido, constatam-se os limites dos discursos das Ciências Humanas em suas tentativas de apreender o significado da funcionalidade da família no contexto atual, no Ocidente. Esses limites, muitas vezes, são impostos pela situação, pelo contexto em que os próprios discursos são produzidos, considerando que todo discurso é histórico e ideológico. / This dissertation is about the theme of the family in the field of Human Science in the contemporary. The family is being signified from the different focus that send to special and time dimensions, which comprise the historical, the social, the economic, the politic and the psychic. This study included a review of literature concerning the theme, taking on a proposal the approach of the problems relating to the concept of the family in the West contemporary.Here, there is a pretension to understand the family with a wide vision of an institution that is involved by changes and transformations induced by events or processes which open arrangements and derangements, continuities and discontinuities, where in one of side, tendencies still compose in relations of power, here associated to the forms of violence revealed by a hierarchy which regulates, submits, creates links of dependence, imposes limits, deprives, constrains and prohibits, and another, the arising of a social organization, which is cultivating practices and speeches marked by plurality, heterogeneity, flexibility and contextually that fall in social relationships. It is intending with this vision, to cover the analysis instigator of the place statement that the family assumes in the contemporary society. In this sense, notice the limits from Human Sciences speech in their attempts to learn the meaning of the functionality of the family in the current context, in the West. These limits, often are imposed by the situation, by the context, in which the own speeches are produced, considering that every speech is historical and ideological.

<p>The traditional paradigm of causality presupposed by the natural sciences is not equipped to handle the new ways of thinking coming in the wake of what has been called the "interpretive tum" in philosophy and the social sciences. This dissertation initiates a new paradigm of causality, one that seeks to be more adequate to the needs of twenty-first century philosophical and scientific thinking. The dissertation begins by reviewing the central problems of the old paradigm and attempting to indicate precisely how it is inadequate. Next, with the aid of David Hume's deconstruction of causality, this dissertation seeks to ground the proposed paradigm in the meaning of causality as accessible to everyday lived experience (as opposed to basing it upon an a priority idea). Then, the analysis of causality so far achieved is brought within the phenomenological ontology of Maurice Merleau-Ponty, which provides a non-dualist way of thinking the relationship between subject and object (as well as between objects and between subjects). The discussion seeks to show how a new manner of conceiving such relationships overcomes the intractable difficulties arising from thinking causality in traditional terms. Finally. the dissertation indicates some ways that the new paradigm might be deployed in both human and natural sciences and considers some of the implications of the new paradigm for changes in Scientific thinking.</p> / Doctor of Philosophy (PhD)

This project is an exploration, through art making processes, of a relationship between the interpretation of symbols and the interpretation of everyday life experiences, with a view to evolving a metaphorical visual language that might translate these experiences. Individuation is a process within Jungian psychology that relates the interpretation of symbols to the interpretation of life experiences and places their common meanings within a definitive framework of individual human development. The archetypal pattern that this framework outlines is the development of a healthy relationship between an individual’s consciousness and the unconscious. The word metaphor originates from Greek metapherein – “to carry over, transfer; meta` beyond, over + fe`rein to bring, bear. It is the transference of the relation between one set of objects to another set for the purpose of brief explanation… the statement “that man is a fox,” is a metaphor” (Webster’s Revised Unabridged Dictionary, 2008) Due to its particular relationship to time, space, memory and light photography has proven to be an ideal way to engage, record, and present this exploration. Our personal photographs operate as visual metaphors for our personal experience, we transfer the experience into the photograph, we consider the photograph is that moment in time, that place, that experience, rather than being like that experience. The interpretation of personal photographs is entirely individual and emotional. When photographs are placed into the public arena their emotional value changes, their interpretation, purpose, and authenticity can become questionable. In this project the experience and the photographs are placed within the context of individuation, which is a model that guides the interpretation of the photographs and include the individual and emotional values as a necessary part of that interpretation. In this project the symbols and visual metaphors interpreted in the photographs operate as a narrative of the personal experience of the archetypal journey of individuation.

This project is an exploration, through art making processes, of a relationship between the interpretation of symbols and the interpretation of everyday life experiences, with a view to evolving a metaphorical visual language that might translate these experiences. Individuation is a process within Jungian psychology that relates the interpretation of symbols to the interpretation of life experiences and places their common meanings within a definitive framework of individual human development. The archetypal pattern that this framework outlines is the development of a healthy relationship between an individual’s consciousness and the unconscious. The word metaphor originates from Greek metapherein – “to carry over, transfer; meta` beyond, over + fe`rein to bring, bear. It is the transference of the relation between one set of objects to another set for the purpose of brief explanation… the statement “that man is a fox,” is a metaphor” (Webster’s Revised Unabridged Dictionary, 2008) Due to its particular relationship to time, space, memory and light photography has proven to be an ideal way to engage, record, and present this exploration. Our personal photographs operate as visual metaphors for our personal experience, we transfer the experience into the photograph, we consider the photograph is that moment in time, that place, that experience, rather than being like that experience. The interpretation of personal photographs is entirely individual and emotional. When photographs are placed into the public arena their emotional value changes, their interpretation, purpose, and authenticity can become questionable. In this project the experience and the photographs are placed within the context of individuation, which is a model that guides the interpretation of the photographs and include the individual and emotional values as a necessary part of that interpretation. In this project the symbols and visual metaphors interpreted in the photographs operate as a narrative of the personal experience of the archetypal journey of individuation.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-13T11:39:02Z No. of bitstreams: 1 Cristiano Hernandes.pdf: 2229005 bytes, checksum: c8f2da026d92eed9bc422aea1b39ec34 (MD5) / Made available in DSpace on 2017-09-13T11:39:02Z (GMT). No. of bitstreams: 1 Cristiano Hernandes.pdf: 2229005 bytes, checksum: c8f2da026d92eed9bc422aea1b39ec34 (MD5) Previous issue date: 2017-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this project is to analyze the changes on the disciplines of the human science area in the curriculum of professional technical education courses of the Liceu de Artes e Ofícios de São Paulo School between 1992 and 2012 and also how such changes occurred in the institution. The Guidelines and Bases (LDBN 9394/96) resolution and other complementary resolutions had modified the workload of high school and others integrated courses. It is intended to verify how this change occurred in the technical education of the institution, to analyze not only the workload of these disciplines compared to the others, but also the whole contents of these courses, how the area of human sciences had interpreted these changes and how the individuals involved on this process had interpreted such changes. As reference to education history field and history of school disciplines, this project used as source documents: teaching planning, quarterly or bimonthly planning of technical courses, class record books, grids, school calendars, meeting minutes of the Liceu de Artes e Ofícios de São Paulo School, grids of other institutions of technical education integrated to high school and bibliographic references about education and school curriculum / Este trabalho tem como objetivo analisar as transformações das disciplinas da área de ciências humanas no currículo dos cursos de ensino técnico profissionalizantes do Liceu de Artes e Ofícios de São Paulo entre os anos de 1992 e 2012 e também como ocorreram tais transformações dentro da instituição. A Lei de Diretrizes e Bases (LDBN 9394/96) e um conjunto de leis complementares modificaram a carga horária do ensino médio e dos cursos integrados a ele, pretende-se, assim, verificar como essa alteração ocorreu no ensino técnico da referida instituição, analisando não somente a carga horária dessas disciplinas em relação às demais, mas também os conteúdos ministrados nesses cursos como um todo e como a área de ciências humanas interpretou essas mudanças, como os agentes participantes deste processo interpretaram tais mudanças. Tendo como referência o campo de história da educação e história das disciplinas escolares, este trabalho utilizou como fonte documental os planos de ensino, planejamentos trimestrais ou bimestrais das séries do curso técnico, diários de classes, grades horárias, calendário escolar e atas de reuniões do Liceu de Artes e Ofícios de São Paulo, assim como grades horárias de outras instituições de ensino técnico integrado ao ensino médio e bibliografias de referências sobre ensino e currículos escolares