BackgroundData processing of health research databases often requires a Data Protection Impact Assessment to evaluate the severity of the risk and the appropriateness of measures taken to comply with the European Union General Data Protection Regulation. We aimed to define and apply a comprehensive method for the evaluation of privacy, data governance and ethics among research networks involved in the EU Project Bridge Health.MethodsComputerised survey among associated partners of main EU Consortia, using a targeted instrument designed by the principal investigator (...) and progressively refined in collaboration with an international advisory panel. Descriptive measures using the percentage of adoption of privacy, data governance and ethical principles as main endpoints were used for the analysis and interpretation of the results.ResultsA total of 15 centres provided relevant information on the processing of sensitive data from 10 European countries. Major areas of concern were noted for: data linkage, access and accuracy of personal data and anonymisation procedures. A high variability was noted in the application of privacy principles.ConclusionsA comprehensive methodology of Privacy and Ethics Impact and Performance Assessment was successfully applied at international level. The method can help implementing the GDPR and expanding the scope of Data Protection Impact Assessment, so that the public benefit of the secondary use of health data could be well balanced with the respect of personal privacy. (shrink)

The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative and quantitative workload, are positively associated with work-family conflict in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms (...) of support from supervisor, job autonomy, and participation in decision making, to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining work-family conflict, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with work-family conflict. Secondly, job resources, including support from supervisor and participation in decision making, buffered this association, which was stronger when resources were low. On the contrary, job autonomy did not buffer the association between workload and work-family conflict. Overall, the results of this study are consistent with the Job Demands-Resources model and contribute to to the understanding of work–family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely support from supervisor and participation in decision making, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing work-family conflict among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of work-family conflict. (shrink)

Ci sono domande che rimangono tali per secoli e anche se non trovano risposta riescono a mantenere vivo il nostro interesse, diventando col tempo dei veri e propri rompicapi. Una di queste è quella formulata da William Molyneux nel 1688, conosciuta come il Quesito di Molyneux. In questo caso l’interesse non riguarda solo la domanda in sé ma anche la sua infinita storia. 1. La storia del Quesito di Molyneux Il Quesito di cui parleremo in queste pagine fa la sua (...) comparsa, per la prima volta, in... (shrink)

L’esperienza dei professionisti di cura evidenzia la necessità di imparare a “stare” realtà, a non fuggirla, specie quando ci si trova in situazioni difficili e faticose. Partendo da una riflessione sul valore del “qui e ora” in prospettiva fenomenologica, propongono alcune attenzioni da consolidare nella formazione, contrastando forme difesa, di fuga e di distanziamento dalla realtà: valorizzare l’esserci più che il fare, coltivare la consapevolezza del limite, curare l’inizio e la fine di una relazione d’aiuto.Knowledge and practical experience of health (...) professionals suggest that it is necessary be able to stay in the situation, in particular, in highly complex situations where needs to find concrete possibilities. Using the phenomenological framework of here now as a starting point, this work proposes attitudes and best practices for training are at odds with natural and instinctive defense mechanisms such as escape and detachment from reality. This paper assesses and values what the present means and as a form of appreciation rather than self-defense. It encourages awareness of one’s limits, paying special attention on how to open and close a helping relationship. (shrink)

Il senso comune tende a credere all’esistenza delle illusioni ottiche e percettive ma difficilmente sostiene la tesi di un ragionamento illusorio. Nel campo della psicologia del ragionamento si parla piuttosto di errori di ragionamento, che l’esperienza può correggere e modificare. Per questo nel tempo si è consolidata la credenza che esista una netta distinzione tra le une e le altre. Le prime sarebbero più forti, le seconde più deboli e con possibilità di correzione. In questo lavoro intendo dimostrare, attraverso la (...) presentazione e analisi di una topologia delle illusioni, che esiste, in realtà, una struttura universale sottostante a ogni tipo di illusione. Questa stessa struttura è quella che ci permette di parlare di un criterio universale per identificare le illusioni, una parte fondamentale del mondo esterno. (shrink)

In Difference and Repetition, Deleuze defines his transcendental empiricism as an “apodictic” aesthetics, by which he means a science not simply of the sensible, but of the being of the sensible. Yet, to the extent that the sensibility which is at stake in the Transcendental Aesthetics is a sensibility without sensation, Kantian aesthetics is not apodictic. Sensation is the only contact we have with the being of the sensible, namely that which is exterior with respect to the interior of representation. (...) But transcendental idealism is a subjectivism. Indeed, if one connects what Heidegger considers to be the greatest achievement of Kant’s Copernican revolution with the achievement that Kant held highest in this regard, then the two main precepts of Kant’s subjective phenomenalism fall into place. The first is that we cannot feel outside of us – this amounts to non-sensuous sensibility as transcendental idealism; the second is that we can feel inside – this amounts to non-sensuous sensibility as empirical realism. The aim of this article is to show how Kant's treatment of sensation prevented him from refuting Berkeley’s idealism. (shrink)

This essay analyzes two Menippean fragments, quotations of Varro by Seneca and Tertullian respectively. The first of these describes the image of the Stoic god satirically as “round, without head, without prepuce.” This can be read as a caustic rebuttal of the main attributes of the god, such as are presented in fr. 583 B., there considered the rational origin of the whole. The latter fragment, fr. 582 a-b B. mentions a multitude of Ioves without heads and can be interpreted (...) as an ironic reference to the Stoic view of the deity: the Stoic god is at the same time singular and multiple because it is the sole source of generation of the whole. The allusion to the acephalous character of the deities in both fragments suggests an attribution of the passages to the same, lost satire, where a discussion about the nature of the gods took place. In particular, the comparison with some passages of Cicero’s De Natura Deorum permits the identification of the speaker with an Epicurean philosopher who opposes the Stoic conception of the divine. (shrink)

One of the ways of analysing the relationship between music and emotions in through musical expressiveness. As the theory I discuss in this paper puts it, expressiveness in a particular kind of music's secondary quality or, to use the term which gives the theory its name, a _disposition_ of music to arouse a certain emotional response in listeners. The most accurate version of the dispositional theory is provided by Derek Matravers in his book _Art and Emotion_ and in other papers: (...) what I will try to do, then, is to illustrate Matravers theory and claim that it is a good solution to many problems concerning music and its capacity to affect our inner states. (shrink)

Con la proposta teoretica di Guglieminetti, che ragiona intorno alla categoria della relazione verificandone il carattere fondamentale o attributivo, mi pare sia opportuno entrare in rapporto procedendo appunto e direttamente per aggiunte. Un tale procedimento nel modo dell’estensione presuppone l’interpretazione dell’idea di relazione che è aggiunta come essenzialità e positività.

Il genere letterario del manuale nasce all’interno delle università medievali e ne segue l’evoluzione: il contesto istituzionale dell’Università di Colonia, fondata nel 1388, è un buon esempio di come nel tardo Medioevo i testi universitari assolvano una funzione diversa rispetto al secolo precedente e siano orientati più all’utilizzo didattico che all’esposizione dottrinale. Le esigenze didattiche, il ruolo istituzionale delle diverse viae in aperta concorrenza tra loro, l’invenzione della stampa e la creazione di nuovi mercati del libro sono tutti elementi che (...) concorrono all’evoluzione dei testi universitari in forma di manuale, che assume delle forme standardizzate e tende a mettere a fuoco solo alcuni punti dottrinali. I testi sono pensati soprattutto in funzione dell’apprendimento e del superamento degli esami, perdendo di vista il commento analitico e la completezza dell’esposizione. Da questo contesto storico si possono trarre alcuni spunti di riflessione sulla funzione e l’utilità dei manuali all’interno dell’istruzione superiore e universitaria odierna. (shrink)

Italian translation with facing Greek text of Alexander's commentary on Aristotle's Metaphysics I-V, and of pseudo-Alexander's commentary on the remaining books of the Metaphysics.

The paper investigates whether it is possible to testify to the Nazi atrocities and give voice to its victims, without exploiting the testimonies and turning them into a show, thereby betraying their aim. The paper puts forward the concept of “negative testimony” through an analysis by Didi-Huberman of certain pictures from hell that have been taken by inmates of Auschwitz, and the Diary of Etty Hillesum. Negative testimony is not the affirmation that something cannot be represented; it is the testimony (...) that does not want to consolidate an awareness, rather it aims at break it, thereby ransoming what has become too obvious, advertised and, in fact, spoiled. (shrink)