O presente trabalho investiga algumas repercussões que a perspectiva objetivante da ciência tem no ensino de ciências, no que diz respeito à relação homemnatureza. A ciência, que sustentou o progresso, também engendrou problemas absolutamente cruciais para o futuro da humanidade. Sua perspectiva objetivante, levada ao extremo, compôs uma forma de ver o mundo de maneira independente dos sentimentos humanos. Com a objetivação da visão de mundo, a relação homem-natureza se firma como uma relação de prepotência daquele sobre esta, ao mesmo tempo em que deixa o ser humano desamparado diante de uma natureza que não o contém. A racionalidade científica que legitimou tal visão de mundo, apagou a natureza por meio da negação da tradição, transformando-a em naturezaextensão, e fez surgir um sujeito do conhecimento que não tem história nem lugar. No contexto de uma natureza anônima, a relação do homem com esta é direcionada para a experiência EU-ISSO, que prescinde de qualquer envolvimento pessoal. Um dos caminhos para se retomar o vínculo relacional do homem com a natureza pode ser a reabilitação de saberes não científicos, que conformam maneiras outras de habitar o mundo e de se relacionar com a natureza. No ensino de ciências, a perspectiva objetivante da ciência é revelada na concepção absolutista que os professores tem da ciência, na desconsideração dos saberes dos estudantes e nos currículos que não tocam o viver cotidiano. Tal configuração praticamente encerra a possibilidade da aprendizagem das ciências pela maioria dos alunos, e por isso, o ensino de ciências pouco tem contribuído para a construção de uma relação positiva com a natureza. A abordagem cultural do ensino de ciências, que pressupõe reabilitar saberes outros, não científicos, pode ser uma alternativa viável para superar os efeitos da perspectiva objetivante no ensino e, por considerar a cultura dos alunos, pode contribuir para a construção da relação homem-natureza nos contextos culturais locais. Para tanto, faz-se necessário também reabilitar no ensino o lugar, como estratégia para consolidar identidades e práticas culturais integradas ao meio, em profundo envolvimento pessoal com a natureza. / This research investigates some repercussions that the objectifying perspective of science has in science teaching regarding the man-nature relationship. Science, which sustained progress, has also engendered absolutely crucial issues for the future of humanity. The objectifying perspective, taken to its extremes, has a way of seeing the world independently of human feelings. With the objectification of the world\'s view, the man-nature relationship is established as a relation of oppression - man against nature, and at the same time, it leaves a helpless human being in face of a nature which he does not belong. The scientific rationality legitimizes the world\'s view, that excludes nature through the denial of tradition, turning it into natureextension, and raising a subject of knowledge that has no history or place. In the context of an anonymous nature, its relation to man is directed to the I-IT experience, which dismisses any personal involvement. A way to reclaim the relational bond between man and nature may be the rehabilitation of non-scientific knowledge, that expresses other ways of inhabiting and relating to the world and nature. In science teaching, the objectifying perspective of science is revealed in the teachers\' absolutist conception of science, in disregard to the students\' knowledge and curricula that does not consider the everyday life. This configuration practically closes the science learning potential of most students, and, therefore, the teaching of science has had little contribution to building a positive relationship with nature. The cultural approach of science teaching, which presupposes rehabilitate other sort of knowledge, not scientific, can be a viable alternative to overcome the effects of the objectifying perspective in teaching, and by considering the students\' culture it can contribute to the construction of man-nature relationship in local cultural contexts. Therefore, it is necessary to rehabilitate the place, in teaching, as a strategy to consolidate identities and cultural practices, integrated to the environment, in deep personal involvement with nature.

O presente trabalho investiga algumas repercussões que a perspectiva objetivante da ciência tem no ensino de ciências, no que diz respeito à relação homemnatureza. A ciência, que sustentou o progresso, também engendrou problemas absolutamente cruciais para o futuro da humanidade. Sua perspectiva objetivante, levada ao extremo, compôs uma forma de ver o mundo de maneira independente dos sentimentos humanos. Com a objetivação da visão de mundo, a relação homem-natureza se firma como uma relação de prepotência daquele sobre esta, ao mesmo tempo em que deixa o ser humano desamparado diante de uma natureza que não o contém. A racionalidade científica que legitimou tal visão de mundo, apagou a natureza por meio da negação da tradição, transformando-a em naturezaextensão, e fez surgir um sujeito do conhecimento que não tem história nem lugar. No contexto de uma natureza anônima, a relação do homem com esta é direcionada para a experiência EU-ISSO, que prescinde de qualquer envolvimento pessoal. Um dos caminhos para se retomar o vínculo relacional do homem com a natureza pode ser a reabilitação de saberes não científicos, que conformam maneiras outras de habitar o mundo e de se relacionar com a natureza. No ensino de ciências, a perspectiva objetivante da ciência é revelada na concepção absolutista que os professores tem da ciência, na desconsideração dos saberes dos estudantes e nos currículos que não tocam o viver cotidiano. Tal configuração praticamente encerra a possibilidade da aprendizagem das ciências pela maioria dos alunos, e por isso, o ensino de ciências pouco tem contribuído para a construção de uma relação positiva com a natureza. A abordagem cultural do ensino de ciências, que pressupõe reabilitar saberes outros, não científicos, pode ser uma alternativa viável para superar os efeitos da perspectiva objetivante no ensino e, por considerar a cultura dos alunos, pode contribuir para a construção da relação homem-natureza nos contextos culturais locais. Para tanto, faz-se necessário também reabilitar no ensino o lugar, como estratégia para consolidar identidades e práticas culturais integradas ao meio, em profundo envolvimento pessoal com a natureza. / This research investigates some repercussions that the objectifying perspective of science has in science teaching regarding the man-nature relationship. Science, which sustained progress, has also engendered absolutely crucial issues for the future of humanity. The objectifying perspective, taken to its extremes, has a way of seeing the world independently of human feelings. With the objectification of the world\'s view, the man-nature relationship is established as a relation of oppression - man against nature, and at the same time, it leaves a helpless human being in face of a nature which he does not belong. The scientific rationality legitimizes the world\'s view, that excludes nature through the denial of tradition, turning it into natureextension, and raising a subject of knowledge that has no history or place. In the context of an anonymous nature, its relation to man is directed to the I-IT experience, which dismisses any personal involvement. A way to reclaim the relational bond between man and nature may be the rehabilitation of non-scientific knowledge, that expresses other ways of inhabiting and relating to the world and nature. In science teaching, the objectifying perspective of science is revealed in the teachers\' absolutist conception of science, in disregard to the students\' knowledge and curricula that does not consider the everyday life. This configuration practically closes the science learning potential of most students, and, therefore, the teaching of science has had little contribution to building a positive relationship with nature. The cultural approach of science teaching, which presupposes rehabilitate other sort of knowledge, not scientific, can be a viable alternative to overcome the effects of the objectifying perspective in teaching, and by considering the students\' culture it can contribute to the construction of man-nature relationship in local cultural contexts. Therefore, it is necessary to rehabilitate the place, in teaching, as a strategy to consolidate identities and cultural practices, integrated to the environment, in deep personal involvement with nature.

While some research has been done on the influence of music lyrics on sexual behaviors in general, none has explored the lyrical influence on sexting. The goal of the current study is to explore the longitudinal influence of sexual and sexually objectifying lyrics on adolescent sexting behaviors. Participants were 125 14-year-old adolescents who were recruited from high schools in Texas. Participants completed questionnaires on music preferences, sexual behaviors and impulsivity and were given BlackBerry devices through which frequency of sexual text message utterances was obtained. Music preferences were then quantitatively analyzed using the Linguistic Inquiry Word Count (LIWC) software. Logistic regression analyses were conducted to explore the influence of both sexual and sexually objectifying lyrics on sexting behavior. Additionally, biological sex and impulsivity were explored as moderators. Analyses revealed that 40.65% of adolescents participated in some form of sexting at Time 3 (42.81% at Time 1) but that music lyrics had little direct influence on sexting. However, biological sex appeared to moderate the relationship between sexual lyrics and sexting such that males were much more likely to participate in sexting when exposed to sexual lyrics where females were not. These and other results are discussed as well as implications for parents and the need for further research on sexting and the behavioral influence of musical lyrics.

Thesis (LLM)-- Stellenbosch University, 2012. / ENGLISH ABSTRACT: The purpose of this study was to determine whether an individual can and/or should be allowed to consent to objectifying treatment. This necessitated the determination of the meaning of dignity, the meaning of freedom and the relationship between dignity and freedom. It was found that both the right not to be objectified and the right to consent to objectification could be found within human dignity. This is due to the broad definition of dignity in terms of which dignity has two, sometimes contradicting, components. One component safeguards autonomy and the right to choose, which supports consent to objectification, whereas the other promotes individual self-worth by prohibiting objectifying treatment. By investigating the meaning of freedom it was found that freedom as a constitutional value, and possibly also a free-standing constitutional right, could incorporate the right to consent to objectifying treatment. Three possible solutions to this tension between human dignity and freedom were identified and critically analysed. The first was that an individual cannot and should not be allowed to consent to objectification. This solution is primarily based on the notion that dignity is supreme to freedom and that freedom should yield to communitarian dignity. Furthermore, it is contended that consent to objectification is often invalid due to economic coercion and undue influence. The second possible solution was that, although an individual might not be able to validly consent to objectifying treatment, such consent should still be allowed under certain circumstances. The example of invalid consent due to economic coercion introduced in the previous solution was examined in relation to prostitution. The contention regarding this approach is that, since our government is unable to fulfil the socio-economic needs of those who consent due to economic coercion, such consent should be allowed and strictly regulated. The third possible approach was that circumstances do exist in which individuals can give valid consent to objectification and that in these circumstances they should be allowed to do so. In this solution the grounds of the first approach is criticised by contending, for example, that dignity is not supreme to freedom, that a plural society should allow these type of choices and that consent to objectification is already allowed in some instances. The results of this study were that, although there are situations in which genuine consent is not possible, it can be given under certain circumstances. An individual who cannot give genuine consent to objectification should not be allowed to do so, unless transitional measures dictate otherwise. However, an individual who is capable of giving valid consent to objectification should be allowed to do so. Finally, regardless of whether such consent is genuine or not, strict regulation thereof is required. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of 'n individu kan toestem en/of toegelaat behoort te word om toe te stem tot objektiverende behandeling. Dit genoodsaak dat die betekenis van menswaardigheid en vryheid, asook verhouding tussen hierdie twee begrippe vasgestel word. Daar is bevind dat beide die reg om nie te geobjektifeer te word nie en die reg om toe te stem tot objektivering gevind kan word binne die begrip van menswaardigheid. Hierdie is te danke aan die breë definisie van menswaardigheid in terme waarvan menswaardigheid uit twee, soms weersprekende, komponente bestaan. Een komponent beskerm outonomie en die reg om te kies, wat toestemming tot objektivering ondersteun, terwyl die ander komponent individuele waarde bevorder deurdat dit objektiverende behandeling verbied. Tydens die ondersoek aangaande die betekenis van vryheid is bevind dat vryheid as 'n grondwetlike waarde, en moontlik ook 'n vrystaande grondwetlike reg, die reg om toe te stem tot objektiverende behandeling kan inkorporeer. Drie moontlike oplossings vir hierdie spanning tussen menswaardigheid en vryheid is geïdentifiseer en krities ontleed. Die eerste is dat 'n individu nie kan toestem en ook nie toegelaat behoort te word om toe te stem tot objektivering nie. Hierdie oplossing is hoofsaaklik gebaseer op die veronderstelling dat vryheid onderworpe is aan menswaardigheid en dat individuele vryheid moet toegee tot die menswaardigheid van die gemeenskap. Verder word dit beweer dat toestemming tot objektivering dikwels ongeldig is as gevolg van die ekonomiese dwang en onbehoorlike beïnvloeding. Die tweede moontlike oplossing was dat, alhoewel 'n individu nie noodwendig instaat is om geldige toestemming tot objektiverende behandeling te verskaf nie, sodanige toestemming onder sekere omstandighede steeds toegelaat behoort te word. Die voorbeeld van ongeldig toestemming as gevolg van ekonomiese dwang wat in die vorige oplossing bekendgestel is, is ondersoek aan die hand van prostitusie. Die bewering ingevolge hierdie benadering is dat, aangesien ons regering is nie in staat is om die sosio-ekonomiese behoeftes van diegene wat toestem tot objektivering as gevolg van ekonomiese dwang te vervul nie, sodanige toestemming toegelaat en streng gereguleer behoort te word. Die derde moontlike benadering is dat daar wel omstandighede bestaan waar individue geldige toestemming kan gee tot objektivering en dat hulle in hierdie omstandighede toegelaat behoort te word om dit te gee. In terme van hierdie oplossing word die gronde waarop die eerste benadering gebaseer is gekritiseer, deur byvoorbeeld te argumenteer dat menswaardigheid nie verhewe is bo vryheid nie, dat in ons huidige diverse samelewing sulke soort keuses aanvaar behoort te word en dat toestemming tot objektivering reeds in sommige geval toegelaat word. Die resultate van hierdie studie was dat, alhoewel daar omstandighede bestaan waaronder geldige toestemming nie moontlik is nie, dit wel onder sekere omstandighede gegee kan word. 'n Individu wat nie daartoe instaat is om geldige toestemming tot objektivering te gee nie, behoort nie toegelaat word om dit te doen nie, tensy oorgangsmaatreëls anders bepaal. Waar 'n individu egter in staat is om geldige toestemming tot die objektivering te gee, behoort dit toegelaat word. Ten slotte is streng regulering van toestemming tot objektiverende behandeling nodig ongeag of sodanige toestemming geldig is of nie.

This diploma thesis is concerned with the question of the right conceptual approach towards consciousness. It opens up with the thesis that the crucial characteristic of consciousness - its subjective aspect - is profoundly elusive. To understand the nature of this elusiveness we get a loose inspiration from Karl Jaspers (of the continental tradition) and his idea of "subject-object dichotomy" whose main point is a realisation that the conscious subject is in principle unobjectifiable and can never be properly grasped by objectifying thinking. This main idea is then applied to various modern theories of consciousness (coming from the analytical tradition) in order to explore and demonstrate to what extend each of the theories misses or acknowledges the specific irreducibility of consciousness to objectively describable phenomena. Thus we observe that J. J. C. Smart omits subjectivity from his identity theory altogether since he understands reality as objectively graspable in all its aspects. Colin McGinn comes with an interesting explanation of our problems with grasping consciousness as part of the physical world and asserts that we are "cognitively closed" with respect to the solution of the mind-body problem. However, he concludes that a possible solution delivered in objectifying terms exists...

Made available in DSpace on 2016-04-25T20:20:55Z (GMT). No. of bitstreams: 1 Maria Goreti Juvencio Sobrinho.pdf: 2137374 bytes, checksum: 0a761a08f2b7644dd084f19a3b6bb75c (MD5) Previous issue date: 2012-12-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work is the result of an inquiry on the insertion of Brazil in global economy and on Brazilian foreign policy during Fernando Henrique Cardoso s administration (1995-2002). The research intends to show that in the context of ever intensifying capitalist globalization, under its influence and pressure, the colonial way of objectifying Brazilian capitalism is concluded. The process of implementation of industrial capitalism initiated in 1930 thus comes to an end. Throughout capitalist development, with its vicissitudes, conflicts, and struggles (which brought up different proposals aimed both at the full establishment of capitalism and the issue of social integration), Brazilian capitalism has actually consolidated as a subordinate and autocratic system. In its recent reinsertion in capitalist globalization through a broad restructuration of its productive apparatus, which reshaped some of its features, Brazilian capitalism accumulation and international subordination are still supported by labor force super-exploitation that tends in turn to be spread throughout capital system / O presente trabalho resulta de uma investigação acerca da inserção internacional da economia brasileira e da política externa do governo Fernando Henrique Cardoso (1995-2002). Ao longo desta pesquisa desenvolve-se a tese segundo a qual, no contexto da aceleração da mundialização do capital, sob suas influências e pressões, ocorre o acabamento da via colonial de objetivação do capitalismo brasileiro. Encerra-se o período aberto em 1930, ao longo do qual se desenvolveu o capitalismo industrial brasileiro, que, em meio às suas vicissitudes, lutas e conflitos (no interior dos quais foram divisadas propostas distintas, tanto para a entificação do verdadeiro capitalismo quanto para a questão da integração social), acabou consolidando-se sob a forma subordinada e autocrática. Em sua reinserção na mundialização do capital, por meio de um amplo processo de reestruturação do seu aparato produtivo, que reconfigura as suas feições, o capitalismo brasileiro continua sustentando a sua acumulação e subordinação externa na superexploração da força de trabalho, que, por sua vez, tende a se generalizar por todo o sistema do capital

Made available in DSpace on 2016-04-26T14:54:04Z (GMT). No. of bitstreams: 1 Maria Goreti Juvencio Sobrinho.pdf: 2137374 bytes, checksum: 0a761a08f2b7644dd084f19a3b6bb75c (MD5) Previous issue date: 2012-12-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work is the result of an inquiry on the insertion of Brazil in global economy and on Brazilian foreign policy during Fernando Henrique Cardoso s administration (1995-2002). The research intends to show that in the context of ever intensifying capitalist globalization, under its influence and pressure, the colonial way of objectifying Brazilian capitalism is concluded. The process of implementation of industrial capitalism initiated in 1930 thus comes to an end. Throughout capitalist development, with its vicissitudes, conflicts, and struggles (which brought up different proposals aimed both at the full establishment of capitalism and the issue of social integration), Brazilian capitalism has actually consolidated as a subordinate and autocratic system. In its recent reinsertion in capitalist globalization through a broad restructuration of its productive apparatus, which reshaped some of its features, Brazilian capitalism accumulation and international subordination are still supported by labor force super-exploitation that tends in turn to be spread throughout capital system / O presente trabalho resulta de uma investigação acerca da inserção internacional da economia brasileira e da política externa do governo Fernando Henrique Cardoso (1995-2002). Ao longo desta pesquisa desenvolve-se a tese segundo a qual, no contexto da aceleração da mundialização do capital, sob suas influências e pressões, ocorre o acabamento da via colonial de objetivação do capitalismo brasileiro. Encerra-se o período aberto em 1930, ao longo do qual se desenvolveu o capitalismo industrial brasileiro, que, em meio às suas vicissitudes, lutas e conflitos (no interior dos quais foram divisadas propostas distintas, tanto para a entificação do verdadeiro capitalismo quanto para a questão da integração social), acabou consolidando-se sob a forma subordinada e autocrática. Em sua reinserção na mundialização do capital, por meio de um amplo processo de reestruturação do seu aparato produtivo, que reconfigura as suas feições, o capitalismo brasileiro continua sustentando a sua acumulação e subordinação externa na superexploração da força de trabalho, que, por sua vez, tende a se generalizar por todo o sistema do capital

212 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T17:51:47Z No. of bitstreams: 1 Tese Fabio zoboli_seg.pdf: 2920040 bytes, checksum: b20287acfcdf2bfa23a2e81cc92c2aac (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T20:16:22Z (GMT) No. of bitstreams: 1 Tese Fabio zoboli_seg.pdf: 2920040 bytes, checksum: b20287acfcdf2bfa23a2e81cc92c2aac (MD5) / Made available in DSpace on 2013-04-30T20:16:22Z (GMT). No. of bitstreams: 1 Tese Fabio zoboli_seg.pdf: 2920040 bytes, checksum: b20287acfcdf2bfa23a2e81cc92c2aac (MD5) Previous issue date: 2007 / No transcorrer de seu complexo devir histórico o ser humano se deparou com diversas problemáticas e perplexidades que dizem respeito a sua própria existência. Uma delas, talvez a mais paradoxal de todas, é a episteme de ser humano fundada na cisão corpo/mente. A educação física, como parte da educação escolar, historicamente teve como função, a partir dessa episteme dualista, o cuidado para com o corpo – res extensa. A partir dessa perspectiva a presente pesquisa teve como principal objetivo: Compreender de que forma nas diversas práxis de educação física se articulam a episteme fundada na cisão corpo/mente. A preocupação em se estabelecer tal pesquisa se deve ao fato de deduzirmos haver em tal episteme a origem de vários problemas da educação física. Reconhecemos nela também uma desumanização, sobretudo como realidade histórica da condição humana. Condição esta que tem e teve, nas práxis das várias ciências que as sustentaram e disseminaram sua humanidade, até certo ponto roubada. Deste modo nossa pesquisa se orientou sob o seguinte pressuposto: A episteme de cisão corpo/mente – construída historicamente – articula-se nas práxis de educação física através de jogos de poder/saber, regimes de verdade, símbolos culturais e imaginários sociais subjetivando e objetivando os sujeitos contribuindo assim para a manutenção e reprodução do sistema de produção econômica. Percebeu-se através da pesquisa a existência de técnicas, táticas e práxis que se estruturam e se perpetuam a partir desta episteme de cisão. Assim apresentamos: a mente como alvo no processo de ensino/aprendizagem; o condicionamento da mente, a imobilização e o controle do corpo no ambiente escolar; a episteme de cisão corpo/mente: o desporto e a biologização da educação física; a biologização humana e o homem máquina na educação física; bem como a (in)exclusão e a episteme de cisão corpo/mente. Tratou-se de uma pesquisa qualitativa que abordou o tema sob o viés de um estudo bibliográfico. / Salvador