The main problem addressed in animal ethics is on what grounds and to what extent we owe animals moral consideration. I argue that many animals deserve direct moral consideration in virtue of their agency, selfhood and autonomy. I start by providing an account of agency and selfhood that admits of degrees, from minimal to complex, among animal species that is supported by current research on consciousness and the mental capacities of animals. I posit that agency and selfhood are morally valuable as they allow for subjective mental experiences that matter to conscious individuals. I then develop a view of autonomy that corresponds to my view of agency and selfhood, whereby the degree to which an individual is self-aware indicates the degree to which that being is autonomous. I argue that autonomy not only consists in the rational and reflective capacities of humans, but also at a more minimal level where autonomy is simply the ability to make choices. I support this view of autonomy as choice with an account of ???naturalized autonomy??? and explain some of the implications of this view for animals. After considering the views of Peter Singer, Tom Regan and Bernard Rollin on animal ethics, I analyze the flaws in their reasoning and argue that my own view provides a stronger account for the direct moral consideration of animals. This is due to my inclusion of agency, selfhood and autonomy, which these philosophers mainly neglect. I review some current reinterpretations of Kant???s moral arguments that claim animals ought to be considered ends-in-themselves. I present reasons why the inclusion of selfhood would strengthen this claim and further develop my argument for respecting the autonomy of animals. I conclude that a theory of animal ethics based on agency, selfhood and autonomy provides the strongest account for the direct moral consideration of animals, as it is empirically informed and provides a moral middle path between animal welfare and animal rights.

Thesis advisor: Bonnie Jefferson / Images of crime and authorities' attempts to protect society from evil, which saturate dramatic programming on television, have the potential to influence public perception of crime and of crime-solving tools used in the real world. Although "Criminal Minds," a popular broadcast series, shares this potential, it distinguishes itself from others of its genre through its use of criminal profiling as its crime solving mechanism. Using standards provided in Douglas et al.'s "Crime Classification Manual: A Standard System for Investigating and Classifying Violent Crimes, Second Edition," the "Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition," and the "Hare Psychopathy Checklist Revised" as theoretical frameworks, this Communication thesis examines how the criminal profiling depictions of two "Criminal Minds" episodes conform to established criminal profiling conventions utilized by law enforcement. Overall, the results of these analyses suggest that the criminal profiling portrayals in the episodes "L.D.S.K." and "Fear and Loathing" adhere to legitimate real life criminal profiling considerations. / Thesis (BA) — Boston College, 2010. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Communication Honors Program. / Discipline: Communication Department.

It is widely known that Aboriginal men and women are overrepresented in the Canadian prison system. A long history of colonial violence and its contemporary manifestations has placed a disproportionate number of Canadian Aboriginal peoples at the bottom of the socioeconomic scale. In many ways, Canadian prisons have become the means through which society has chosen to respond to this history. Examining Indigenous men’s experiences and creative writing in a provincial correctional institution provides an opportunity to develop a deeper understanding of how these men consider and respond to the very real impact colonialism has on their lives. Through participant interviews I analyze the Inspired Minds: All Nations Creative Writing program at Saskatoon Correctional Centre and the way in which it has informed, challenged and changed participant experiences and relationships. Indigenous masculinity and transformative learning theory are utilized to better understand and interpret the experiences of program participants. Indigenous masculinity presents a lens which highlights how their lives have been impacted and shaped through community experiences with ongoing colonialism. Further it allows for a nuanced understanding of how heteropatriarchal masculinity is reinforced and perpetuated within the prison and how the classroom works to challenge these representations. Transformative learning theory allows for a deep understanding of the way in which the prison classroom can challenge the above norms by providing a contested learning environment. Inspired Minds: All Nations Creative Writing provides evidence that arts and education based programs can challenge the toxic, hegemonically masculine institution of the prison by creating a classroom space wherein participants are able to become active learners through the utilization of transformative learning principles.

<p>My purpose with this study was partly to examine how some Swedish science teachers teach and their knowledge of the science curriculum, and how this affects their teaching. I also aimed to compare the Swedish and Irish science curriculum. The method I undertook to achieve this study was to carry out six interviews with science teachers in Sweden. I also completed a text analyse of both the Swedish & Irish science curriculum. The results of the interviews showed that the teachers think the curriculum is important but they do not always keep to it. They know that their pupils do not reach the standards for fifth grade but they are not concerned about this. They aim to teach science as outlined in the curriculum. However, they are satisfied with how they teach in relation to the curriculum today. The science curriculums in Sweden and in Ireland are composed in different ways but their didactic ways of thinking are quite similar. They want the pupils to think scientifically about nature and therefore reach a sustainable development.</p> / <p>Syftet med detta examinationsarbete var delvis att undersöka hur några svenska naturvetenskapslärare uppfattar och förhåller sig till kursplanerna i de naturvetenskapliga ämnena och hur de styr undervisningen. Jag syftade även att jämföra de svenska och irländska kursplanerna för naturvetenskap. För att ta reda på detta valde jag att genomföra kvalitativa intervjuer med sex naturvetenskapliga lärare i Sverige samt en textundersökning av kursplanerna. Ur intervjuerna framgick det att lärarna tycker kursplanerna är viktiga men de följer inte alltid dem. De vet att deras femteklassare inte når upp till målen men det bekymrar dem inte heller. De vill undervisa mer naturvetenskap som kursplanerna uppmanar men är samtidigt tillfredställda med hur de förhåller sig till dem idag. Kursplanerna, i Sverige och på Irland, är utformade olika men har samma didaktiska grundtanke, bland annat att ge eleverna ett naturvetenskapligt förhållande till naturen och därigenom nå en hållbar utveckling.</p>

第三人效果研究已經過三十餘年的發展，但比較第三人效果認知對於行為層面預測力的研究仍然相當有限。本研究以霧霾調查紀錄片《穹頂之下》為研究主題，從心理學利己、利他動機的視角出發，探討第三人效果認知層面與行為層面間的關係。本研究在上海、深圳兩地進行問卷調查，共訪問926名大學生，研究結果顯示，受訪者會傾向於認為環保資訊對他人產生的影響大於對其自身產生的影響；然而，本研究發現，「對自己影響的認知」比「對他人影響的認知」更能顯著預測受訪者的蒐集資訊與響應性行為。同時，本研究結果顯示，「議題與個人的關聯程度」、「對訊息的涉入程度」均會影響「對自己影響的認知」和「對他人影響的認知」對行為意願的預測力。這些研究發現對於豐富第三人效果的理論框架有一定貢獻，同時亦為環境保護資訊的傳播提供了一定的實踐啟示。 / The third-person effect (TPE) hypothesis has been developed for over 30 years. However, very limit amount of TPE research have focus on comparing the predictive power of "perceived influence on self" and "perceived influence on others". This research fills the research gap by examining the relation between perceptual and behavioral components in the context of a Chinese documentary concerning haze weather, Under the Dome. Using the data from a survey concerning public opinion towards the haze documentary involving a sample of 939 college students in Shanghai and Shenzhen, results indicate that respondents tend to perceive the haze documentary have a larger influence on others than on themselves regardless of their perceived desirability of the documentary, and the perceived influence on self is a better predictor of the behavioral component compared to the perceived influence on self. Furthermore, issue relevance and media message involvement both have an influence on the predictive power of perceived influence on self and perceived influence on others. The research findings can contribute to the theoretical framework of TPE, as well as provide empirical implication for pro-environment communication. / Detailed summary in vernacular field only. / 張晓. / Thesis (M.Phil.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 64-82). / Abstracts in English and Chinese. / Zhang Xiao.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-16T13:52:40Z No. of bitstreams: 1 Josiane Rosa da Silva.pdf: 683681 bytes, checksum: 7cd215b73fecdcd551c6704d69ae95d6 (MD5) / Made available in DSpace on 2016-09-16T13:52:40Z (GMT). No. of bitstreams: 1 Josiane Rosa da Silva.pdf: 683681 bytes, checksum: 7cd215b73fecdcd551c6704d69ae95d6 (MD5) Previous issue date: 2016-04-28 / The work deals with the relationship between technology and knowledge, realizing that the former are not merely accessories and devices, but interfere in the course of culture. Just as language, developed by human intelligence, it facilitated the communication between individuals of a society, unfolding into many languages that make up the identity of people and their culture, so the technology is a creation of man that returns on he and turns. In today's world, we experience a profound cultural change in the way to acquire and produce knowledge is collaborative. Among the cognitive aspects involved in the transformations brokered by digital culture, the work highlights the memory, and its implications in the constitution of culture and of individual and collective identity. The individual is reflected and portrayed on the other. The process of training and consecutive alternation of the subject is not of his own conscience, but it's consolidated socially, through the interactions of words, the virtual world. The paper questions how the use of digital relates to memory tools, taking into account the notion of mind extended by technologies. To do so, it resorted to extensive literature review, which highlighted Vilém Flusser, James Gleick, Jaques Le Goff and Andy Clark / O trabalho versa sobre as relações entre tecnologia e conhecimento, compreendendo que as primeiras não são meramente acessórios e aparatos, mas interferem no curso da cultura. Do mesmo modo como a linguagem, desenvolvida pela inteligência humana, propiciou a comunicação entre os indivíduos de uma sociedade, desdobrando-se em inúmeros idiomas que constituem a identidade de povos e a sua cultura, também a tecnologia é uma criação do homem que retorna sobre ele e o transforma. No mundo contemporâneo, vivenciamos uma mutação cultural profunda, em que o modo de adquirir e produzir o conhecimento é colaborativo. Dentre os aspectos cognitivos implicados nas transformações agenciadas pela cultura digital, o trabalho destaca a memória, e suas implicações na constituição da cultura e da identidade individual e coletiva. O indivíduo reflete-se e retrata-se no outro. O processo de formação e alternância consecutiva do sujeito não ocorre de sua própria consciência, mas é algo consolidado socialmente, através das interações, dos vocábulos, do mundo virtual. O trabalho interroga o modo como a utilização das ferramentas digitais relacionase com a memória, levando em conta uma noção de mente estendida pelas tecnologias. Para tanto, recorreu-se à revisão bibliográfica extensa, em que se destacam Vilém Flusser, James Gleick, Jaques Le Goff e Andy Clark

Thesis. 1977. Ph.D.--Massachusetts Institute of Technology. Dept. of Linguistics and Philosophy. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES. / Vita. / Includes bibliographies. / Ph.D.

A Tese constitui uma reflexão sobre emergentes comportamentos coletivos e individuais associados às TICs – Tecnologias da Informação e Comunicação - e que a partir de abordagem de pesquisa baseada na Perspectiva Eco-Sistêmica (construtivista, interacionista, sociocultural, afetiva e transcendente), procura reproduzir um caminho de referencias e reflexões teóricas e pessoais, individuais e coletivas. Pode-se considerar como ponto de partida desta Tese, a visualização de comportamentos individuais e coletivos relacionados às TICs associados a uma crescente necessidade de expressão e compartilhamento. Embora a Tese não esteja limitada ao aspecto musical, a reflexão que resultou neste trabalho, teve como principio a observação de uma intensa e crescente atividade musical, que não se limitavam apenas a trocas e escuta de arquivos, mas também a comportamentos protagonistas, criativos, não hierárquicos, relacionados à intervenção sobre os arquivos, composições coletivas, manipulação de códigos abertos e comunidades open code, e que são investigados pela linha de pesquisa em Música Ubíqua, que constitui uma das referências da Tese.Todos esses comportamentos, de forma geral, associados aos jovens, mas cada vez mais generalizados na sociedade e ampliados a todas as áreas. Comportamentos tribais segundo Maffesoli, ligados a uma visão cíclica que manifesta a necessidade humana de expressão de seus anseios, que são caracterizados por um estar junto, um presenteísmo, e um reenraizamento como necessidades profundas humanas, em resposta a uma sociedade estagnada pela racionalidade excessiva. Comportamentos que frisam, segundo Heidegger, o aspecto relacional do ser-aí como essencialmente ser-com-o-outro, e do jogo como parte da existência e dessa relação. Jogo, que por sua vez, se associa diretamente às nossas formas de relação com às TICs. Comportamentos emergentes que, para Johnson, estão ligados a padrões observáveis em diversos sistemas na natureza e na sociedade. Todos esses aspectos são relacionados à visão complexa de Morin sobre homo, em todas suas faces de manifestação no mundo: sapiens,faber,demens, ludens,mythologicus, que por sua vez impregnam nossas próprias relações com o mundo que construímos, e com a tecnologia que retroage sobre o mundo e sobre nós. Comportamentos que trazem potencialmente consigo um profundo questionamento do que somos, de nossos determinismos e possibilidades, de nossas constituições física, cerebral, mental, espiritual. De nossos limites e possibilidades. De nossos avanços e recuos. Trazem a possibilidade de reflexão sobre a ciência, e as tecnociências, que produzimos e que nos produz. Todas relações que refletem na forma como vemos, refletimos e fazemos educação em todos os níveis. A ideia das Diásporas mentais e das Mentes diaspóricas, procura sintetizar este movimento complexo, que nos potencializa a possibilidade de ser ao mesmo tempo, em vários espaços, tempos, que nos desimpede de limitações físicas, locais, sociais, que reafirma nossa identidade complexa, física e não-física, cerebral e mental, espiritual, contraditória e consensual, coletiva e individual. / The thesis is a reflection on emerging collective behavior and individual associated with ICT - Information and Communication Technologies -, and that from a research approach based on the Eco-Systemic Perspective (constructivist, interactionist, socio-cultural, emotional and transcendent), seeks to reproduce a path of references and theoretical personal, individual and collective reflections. The visualization of individual and collective behaviors related to ICTs associated with a growing need for expression and sharing may be considered as the starting point of this thesis. Although the thesis is not limited to the musical aspect, the reflection that resulted from this work had as a principal an intense and growing musical activity observation , which was not limited to file listening and exchanges, but also to the observation of protagonist, creative, not hierarchical behavior , related to the intervention on archives, collective composition, manipulation of open codes and open code communities, which are investigated by the line of research on Ubiquitous Music, which is one of the Thesis´ references. All these behaviors are generally associated with youth, but also are increasingly widespread in society and extended to all areas. Tribal behaviors according to Maffesoli, linked to a cyclical view that expresses the human need for their desires´ expression, which are characterized by a being together, a presenteeism, and a rerooting as a deep human need, in response to a stagnant society by an excessive rationality. Behaviors that, according to Heidegger, emphasize the relational aspect of being-there as essentially as being-with-the-other, and the game as part of the existence and this relationship. A game, which in his turn is directly associated to our way of relating to ICTs. Emergent behaviors that for Johnson are linked to the observable patterns in many systems in nature and in society. All these aspects are related to the complex view of Morin on homo in all its facets of manifestation in the world: sapiens, faber, demens, ludens, mythologicus, which in turn permeate our own relationship with the world we have built, and with the technology that retroacts on the world and on us. Behaviors that potentially bring with them a deep questioning of what we are, our possibilities and determinism, of our physical, brain, mental and spiritual constitution, of our limits and possibilities, our advances and retreats. Behaviors that bring the possibility of reflection on science, and technosciences, that we produce and that produce us, all relationships that reflect the way we see, reflect and make education at all levels. The idea of Mental Diasporas and Diasporic Minds, seeks to synthesize this complex movement, which enhances the possibility of us being at the same time in different spaces and times, which disengages us from physical, local and social limitations, which reaffirms our complex physical and non-physical, mental and cerebral, spiritual, contradictory and consensual, collective and individual identity.

My purpose with this study was partly to examine how some Swedish science teachers teach and their knowledge of the science curriculum, and how this affects their teaching. I also aimed to compare the Swedish and Irish science curriculum. The method I undertook to achieve this study was to carry out six interviews with science teachers in Sweden. I also completed a text analyse of both the Swedish &amp; Irish science curriculum. The results of the interviews showed that the teachers think the curriculum is important but they do not always keep to it. They know that their pupils do not reach the standards for fifth grade but they are not concerned about this. They aim to teach science as outlined in the curriculum. However, they are satisfied with how they teach in relation to the curriculum today. The science curriculums in Sweden and in Ireland are composed in different ways but their didactic ways of thinking are quite similar. They want the pupils to think scientifically about nature and therefore reach a sustainable development. / Syftet med detta examinationsarbete var delvis att undersöka hur några svenska naturvetenskapslärare uppfattar och förhåller sig till kursplanerna i de naturvetenskapliga ämnena och hur de styr undervisningen. Jag syftade även att jämföra de svenska och irländska kursplanerna för naturvetenskap. För att ta reda på detta valde jag att genomföra kvalitativa intervjuer med sex naturvetenskapliga lärare i Sverige samt en textundersökning av kursplanerna. Ur intervjuerna framgick det att lärarna tycker kursplanerna är viktiga men de följer inte alltid dem. De vet att deras femteklassare inte når upp till målen men det bekymrar dem inte heller. De vill undervisa mer naturvetenskap som kursplanerna uppmanar men är samtidigt tillfredställda med hur de förhåller sig till dem idag. Kursplanerna, i Sverige och på Irland, är utformade olika men har samma didaktiska grundtanke, bland annat att ge eleverna ett naturvetenskapligt förhållande till naturen och därigenom nå en hållbar utveckling.

The purpose of this evaluation is to develop a framework that will help in planning and implementing the mobile sport exhibition, increase visitor satisfaction and aid At Bristol in building successful exhibits. The evaluation mainly focuses on visitor interaction with exhibits. It is believed that learning does occur in science centres and museums. The evaluation will therefore find out if learning occurs in the Sports exhibition and if so, the nature of the learning outcomes. The evaluation also discusses advantages and disadvantages of travelling exhibitions and identifies the characteristics of good exhibits that form the basis of the framework.From the results, an indication is that children make the larger proportion of visitors to Sportastic. Their age ranges, under 10 and 10 to 15 years constituted 21% and 30% respectively. The three most enjoyed exhibits are the Sprint Challenge (running), BATAK (test your reaction and Hot Shots (football). Visitors say these exhibits are enjoyed because they are fun, competitive, entertaining, interactive and hands-on. Skateboard Challenge and Skeleton Bob are among the exhibits least enjoyed since they are reported to be boring and uncomfortable to use. The learning outcomes from the exhibits are; increased knowledge about balancing, reaction, pulse and strength.