122,860 research outputs found
What’s wrong with ‘mental’ disorders? : a commentary on ‘What is a mental/psychiatric disorder? : from DSM-IV to DSM-V’ by Stein et al
No full textThe editorial by Stein et al. (2010) is timely and
relevant given the development of DSM-V and the
likely impact that such a development will have on
mental health services in the USA. The revision of the
DSM will also affect international psychiatric research
and global practice thanks to the interplay between the
development of DSM and ICD (Fulford & Sartorius,
2009). The editorial by Stein and colleagues is very rich
and there are many themes suitable for further examination
and discussion. For this response, however,
we have chosen to focus on two themes: the use of the
term ‘mental’ and the idea of psychiatric disorders
being ‘in’ an individual
Delusional beliefs and reason giving
No full textDelusions are often regarded as irrational beliefs, but their irrationality is not sufficient to explain what is pathological about them. In this paper we ask whether deluded subjects have the capacity to support the content of their delusions with reasons, that is, whether they can author their delusional states. The hypothesis that delusions are characterised by a failure of authorship, which is a dimension of self knowledge, deserves to be
empirically tested because (a) it has the potential to account for the distinction between endorsing a delusion and endorsing a framework belief; (b) it contributes to a
philosophical analysis of the relationship between rationality and self knowledge; and (c) it informs diagnosis and therapy in clinical psychiatry. However, authorship cannot provide a demarcation criterion between delusions and other irrational belief states
Timo Bortolotti a Gambara: la ricerca dell'essenziale
No full textAnalisi delle opere gambaresi di Timo Bortolotti
Testa di Fabio Filzi
No full textLa testa riporta a grandezza naturale le fattezze di Fabio Filzi (Pisino 1884 – Trento 1916), studente di Economia presso l’Ateneo triestino e sottotenente volontario degli alpini durante la prima guerra mondiale, venne impiccato a Trento insieme a Cesare Battisti per aver cospirato contro il governo austriaco. In epoca fascista i contorni della sua vicenda diverranno uno dei simboli dell’irredentismo italiano più utilizzati, basti pensare alla sua collocazione insieme alle figure di Damiano Chiesa e dello stesso Battisti nel sacello del piacentiniano Monumento alla Vittoria di Bolzano, inaugurato nel 1928 (cfr. U. Soragni, Il Monumento alla Vittoria di Bolzano, Vicenza, Neri Pozza, 1993). Non stupisce quindi che l’Ateneo triestino, nel quadro di una sua progressiva fascistizzazione messa in atto a partire dalla metà degli anni Trenta, dedicasse alla memoria del giovane studente un ricordo monumentale nell’allora aula magna dell’Ateneo, collocata in palazzo Dubbane in via dell’Università 7. Così infatti recita il biglietto d’invito alla cerimonia di scoprimento del busto in esame, firmato dall’allora rettore Manlio Udina e datato 14 dicembre 1934: “giovedì 20 dicembre corr., alle ore 19, nell’Aula Magna Principe Umberto di Savoia di questa R. Università, verrà scoperto il busto al Martire Fabio Filzi, opera dello scultore Prof. Timo Bortolotti, offerto dalla Compagnia Volontari Giuliani e Dalmati – Sezione di Trieste dell’Associazione Nazionale Volontari di Guerra”. In quello stesso ‘34 Filzi era stato insignito dall’ateneo giuliano anche della laurea ad memoriam in Economia insieme a Emo Tarabocchia, anch’esso caduto durante la grande guerra. Tramite per la commissione a Bortolotti, la cui attività è concentrata tra Milano e Brescia e di cui non si conoscono altre presenze a Trieste, doveva probabilmente essere stato il pittore giuliano Piero Marussig, che agli inizi degli anni Trenta assieme allo scultore e ad Achille Funi aveva fondato in via del Vivaio a Milano una Scuola d’arte aperta a tutti e che continuava a tenere contatti con l’artista lombardo. Un altro esemplare dell’immagine del martire triestino sarà realizzato alla metà del 1935 per l’Associazione dei Mutilati milanesi (cfr. Panzetta 1996, con bibliografia precedente) e da questa offerto in seguito al Museo del Buonconsiglio di Trento dove è tuttora conservato. Il gesso preparatorio, segnalato da Alfonso Panzetta (1996, p. 142), per le due redazioni conosciute del busto si trova invece in collezione privata.BronzoFirmato e datato in basso a destra “Timo Bortolotti XII”Edificio Centrale, Rettorat
Lino Giuseppe Bortolotti, L'immancabile costitutivo di ogni ente
No full textD. P. Lino Giuseppe Bortolotti, L'immancabile costitutivo di ogni ente. In: Revue Philosophique de Louvain. Troisième série, tome 62, n°74, 1964. p. 382
Recent History and memory. An approximation to the analysis of the memories and theirs conflicts
No full textBortolotti, Mariana. Universidad Nacional de Rosario; Argentina
Inflationary quantum spectrum of the quasi-isotropic Universe
No full textWe investigate the quantum dynamics of the quasi-isotropic inflationary solution. This is achieved by deriving the Lagrangian and Hamiltonian for both the FLRW background and the inhomogeneous correction, via an expansion of the Einstein–Hilbert action up to second order in the perturbation amplitudes. Then we implement a semiclassical WKB scenario for which the inhomogeneous component of the Universe is treated as a “small” quantum subsystem, evolving on the classical isotropic background. Starting from the Wheeler–DeWitt equation, we recover a Schrödinger dynamics for the perturbations, in which the time dependence of the wave function emerges thanks to the classicality of the background, and we solve it for an inflationary phase. The main result of this paper is to show that, while the scalar component of the power spectrum has the standard scale invariant profile, the tensor one results to be not constrained by the inflationary expansion, apart from an overall normalization factor which guarantees a small tensor-to-scalar ratio. This means that the spatial distribution of the quasi-isotropic correction to the metric remains preserved, with the consequence that some information about the pre-inflationary Universe survives to the de Sitter expansion
Technology enhanced active and collaborative learning in distance higher education: Students’ perception
No full textThis paper focuses on the three year-degree e-Learning course in Psychological Sciences and Techniques delivered by Sapienza and Unitelma Sapienza University of Rome. In designing the course, a decision was made to integrate classic e-Learning with a participatory and collaborative approach, safeguarding the strengths of both models. To this end, the degree course is based on three fundamental pillars: a theoretically anchored Learning Design, an experienced and continuously supported team of teachers and tutors, a flexible and rich Learning Management System. The study presents the data relating to the opinions of the first graduates of the course (a.y. 2019-2020), collected through a semi-structured questionnaire in which different dimensions relating to the overall experience were investigated. 22 students answered the questionnaire so far. Results show how the students strongly appreciated the experience, considering the online course to be worthy of a face-to-face course, both from the point of view of the quality of teaching and the possibility of learning knowledge and skills useful both in academic and professional life
Inflationary quantum spectrum of the quasi-isotropic Universe
No full textWe investigate the quantum dynamics of the quasi-isotropic inflationary solution. This is achieved by deriving the Lagrangian and Hamiltonian for both the FLRW background and the inhomogeneous correction, via an expansion of the Einstein–Hilbert action up to second order in the perturbation amplitudes. Then we implement a semiclassical WKB scenario for which the inhomogeneous component of the Universe is treated as a “small” quantum subsystem, evolving on the classical isotropic background. Starting from the Wheeler–DeWitt equation, we recover a Schrödinger dynamics for the perturbations, in which the time dependence of the wave function emerges thanks to the classicality of the background, and we solve it for an inflationary phase. The main result of this paper is to show that, while the scalar component of the power spectrum has the standard scale invariant profile, the tensor one results to be not constrained by the inflationary expansion, apart from an overall normalization factor which guarantees a small tensor-to-scalar ratio. This means that the spatial distribution of the quasi-isotropic correction to the metric remains preserved, with the consequence that some information about the pre-inflationary Universe survives to the de Sitter expansion
L’approccio trialogico per la formazione dei futuri insegnanti
No full textIl contributo descrive un percorso di formazione per futuri insegnanti basato sull’approccio trialogico all’apprendimento ed espone uno studio di caso mirato a rilevarne gli effetti su partecipazione, gradimento e percezione di apprendimento. Il contesto della ricerca è il Modulo di Tecnologie Didattiche del Tirocinio Formativo Attivo. I corsisti (N=48) hanno lavorato online divisi in gruppi di 10-12 persone, rivestendo alcuni ruoli.
Il corpus dei dati è rappresentato dalle note (N=795), dalle tesine finali (N=48) e dalle risposte (N=22) al questionario finale. Sui dati sono state realizzate analisi quali-quantitative.
I risultati mostrano: partecipazione attiva (91,7%), maggiore nel caso degli studenti con ruolo (f = 4,35; p < .05); elevato gradimento del corso - in particolare, dell’attività collaborativa finale (4,71 su 5); percezione di aver sperimentato concretamente tecniche di apprendimento collaborativo (39,6%).The paper describes a course for future teachers based on the trialogical approach to learning and the case study aimed to detect the effects of participation, satisfaction and learning perception. The research context is the module of Educational Technology of the Tirocinio Formativo Attivo. The students (N = 48) have been working online in groups of 10-12 people and covering some roles.
The data corpus is represented by the notes (N = 795), the individual report (N = 48) and the answers (N = 22) to the final questionnaire. On the data, quali-quantitative analysis were made.
The results show: active participation (91.7%), greater in the case of students with role (f = 4.35; p <.05); high appreciation of the course – in particular, of the final collaborative activity (4.71 out of 5); perception of having experienced concretely specific collaborative learning techniques (39.6%)
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