Psychotic-like experiences are a phenomenon that occurs in the general population experiencing delusional thoughts and hallucinations without being in a clinical condition. PLEs involve erroneous attributions of inner cognitive events to the external environment and the presence of intrusive thoughts influenced by dysfunctional beliefs; for these reasons, the role played by metacognition has been largely studied. This study investigates PLEs in a non-clinical population and discriminating factors involved in this kind of experience, among which metacognition, as well as psychopathological features, (...) seems to have a crucial role. The aim of this study was to extend the knowledge about the relationship between metacognition, psychopathology, and PLEs, orienting the focus on metacognitive functioning. The sample consisted of 207 Italian participants voluntarily recruited online, who gave consent to participate in the study. The average age of the sample was 32.69 years. Subjects affected by psychosis, neurological disease, and drug addiction were excluded from the analyses. The following scales were used to investigate PLEs: Peters et al. Delusions Inventory, Launay-Slade Hallucinations Scale-Extended Revised, Prodromal Questionnaire-Brief, and Revised Hallucination Scale. To assess general psychopathological features, the Behavior and Symptom Identification Scale was administrated. The Metacognition Self-Assessment Scale was chosen to evaluate metacognitive functioning. From hierarchical regression analyses, it emerged that the presence of anxiety, depression, and impulsive/addictive symptoms constitute a remarkable vulnerability factor for PLEs, in line with previous evidence regarding the relationship between general psychopathology and PLEs. Metacognition negatively predicts PLEs, and its presence does not affect the significance of psychopathological variables, suggesting that metacognitive abilities seem to play a protective role for the occurrence of PLEs among non-clinical individuals, and such ability operates as an independent predictor along with other variables. These results are explained by the role of metacognitive functions, which allow individuals to operate many mental processes such as interpreting sensorial events as real or illusory, understanding behaviors, thoughts, and drives of others, and questioning the subjective interpretation of facts. (shrink)

In recent years, several Vygotskian computer-based learning activities (VCBLAs) were designed in the context of (mathematics) education and implemented on Moodle platform. However, Moodle does not allow users to visualize all chats on a single browser page, and they are forced to open multiple browser windows and switch among them very frequently. This paper describes the features of a plugin for Moodle, called “Quick Chat,” which allows to manage in a single browser window both the narrative flow of a VCBLA (...) and all chats. Some results of an experimentation with PhD students, engaged in solving two mathematical tasks, are shown. (shrink)

Wittgenstein and Quine are usually regarded as standing in opposition to each other, as the former is an antinaturalist who defends the separation of science and philosophy while the latter naturalistically insists on the continuity of science and philosophy. On the other hand, they both claim to provide an analysis of our conceptual scheme “from within” and reject the very idea of a first philosophy. Wittgenstein’s investigations take normativity into account, whereas Quine appears to be uninterested. Can naturalism, in some (...) form, countenance normativity or is it bound to be reductionist about it? I suggest that Wittgenstein’s conceptual analysis should be read as exemplifying a form of non-reductionist ontological naturalism that sees man as a natural species, while admitting that the normativity that inheres in the rules we follow cannot be understood on the basis of natural science. (shrink)

Entrevista de Marilena Chaui conce­dida a Silvana de Souza Ramos, no dia 08 de setembro de 2022, nas dependências do Instituto de Estudos Brasileiros (IEB/USP), instituição que abriga o Fundo Gilda de Mello e Souza.

Abstract: In responding to the cases that motivate epistemic contextualism, invariantists sometimes use a warranted assertability maneuver (WAM), according to which we mistakenly judge an assertion to be true because we confuse conversational propriety with truth. I argue that no invariantist WAM against Stewart Cohen's Airport Case can succeed. The problem is that such a WAM is inconsistent with the known ways of accounting for the evidence that motivates the knowledge account of assertion.

This dissertation is a defense of moderate invariantism, the traditional epistemological position combining the following three theses: invariantism, according to which the word ‘know’ expresses the same content in every context of use; intellectualism, according to which whether one knows a certain proposition does not depend on one’s practical interests; and antiskepticism, according to which we really do know much of what we ordinarily take ourselves to know. Moderate invariantism needs defending because of seemingly powerful arguments for contextualism, the view (...) that, like ‘I’ and ‘now’, ‘know’ expresses different contents in different contexts. It has been argued that only contextualism can properly reply to skeptical arguments, and that only contextualism can account for our tendency to go from judging that a knowledge claim is true to judging that it is false in response to shifts in the context of use. Moderate invariantist replies to these arguments have largely failed. I propose new replies on behalf of moderate invariantism, while critiquing earlier, less successful attempts. Chapter one is introductory. In chapters two and three, I examine contextualist replies to skeptical arguments arising from radical skeptical hypotheses (such as the possibility that one is a brain in a vat) and from considerations involving lotteries. I argue that if contextualism can adequately respond to these arguments, then there are equally effective replies available to the moderate invariantist. In the next two chapters, I examine Stewart Cohen’s “Airport Case,” which elicits intuitions about knowledge claims that supposedly only contextualism can accommodate. In chapter four, I argue that none of the invariantist replies to the case that depend on denying the intuitions succeed; in chapter five, I accept the intuitions, but argue that contextualism does not follow from them. Finally, in chapter six, I evaluate two interesting invariantist critiques of contextualism; according to the first, contextualism collapses into the radical position that every English expression is context-sensitive; according to the second, ‘know’ fails a test for context-sensitivity involving indirect speech reports. (shrink)

In Beyond Rigidity, Soames attempts to defend Millianism by articulating a novel account of the semantics and pragmatics of sentences containing names. Soames uses this account both to respond to the objection that Millianism unintuitively allows the unrestricted substitution of coreferential names in propositional attitude contexts, and to generate a positive argument for Millianism. I argue that the positive argument fails, and that Soames’s account of the semantics and pragmatics of sentences containing names is inconsistent with Millianism.

Australasian Journal of Philosophy, Volume 89, Issue 4, Page 753, December 2011.

A tradição judaico-cristã crê na existência de um ser supremo transcendente que, por um ato de vontade, cria o mundo e os seres humanos, dando a estes o livre-arbítrio para escolher entre o bem e o mal. QUando Espinosa (1632-77) afirma: "Deus, ou seja, a Natureza", ele subverte essa crença. DEmonstra que o ser absoluto é imanente ao universo e que todas as coisas são efeitos necessários de sua ação.SÃo inúmeras as interpretações da obra de Espinosa; alguns consideram até que, (...) para ele, a liberdade humana é impossível. NEste livro que é fruto de mais de trinta anos de estudos, Marilena Chaui opõe-se a tal visão e mostra que a imanência de Deus à Natureza é a condição necessária para a existência dos seres individuais e para a sua liberdade.PRêmio Jabuti 2000 de Melhor Livro de Ciências Humanas e Educação. (shrink)

This contribution intends to explore patients’ lived experience, with a focus on the temporal dimension. On the basis of a qualitative study that led me to interview persons with Parkinson’s disease (PD), caregivers, and medical professionals, I develop an empirical and philosophical investigation of the temporalities surrounding the implementation of deep brain stimulation (DBS) in Greece. I raise the issue of access to DBS medical care, and show how distinct temporalities are implied when the patients face such a matter: that (...) of linear time, linked with the medical discourse, the bureaucratic time linked to administrative and financial hurdles in the implementation and maintenance of DBS, and the technological time of the body/technology fusion. I consider initially the impact of technology and health care settings on the lived experience of patients and the enactment of multiple bodies which are interrelated with the social world. I then expand my analysis in order to show that this experience cannot be a solipsistic one, or specific to one physician/patient relationship. It is fully socially shaped. (shrink)

Marilena Vlad Cet article se focalise sur le concept de lumière dans les traités du Pseudo-Denys l’Aréopagite Sur les noms divins et La théologie mystique. Le but de l’analyse est de montrer que la lumière n’est pas seulement un nom divin, mais qu’elle a un rôle beaucoup plus complexe dans la pensée de Denys. Premièrement, c’est la lumière qui rend possible le déploiement de tous les noms divins. En outre, elle explique le sens et le fonctionnement du nom divin (...) de « bien ». La lumière est l’essence de ce nom, aussi que de tous les autres noms divins, qu’elle parcourt et unit en une structure originaire. Enfin, son ultime suppression — qui identifie la lumière à son contraire absolu, la ténèbre — engage la suppression de tous les autres noms divins et lumières théologiques, ce qui ouvre vers les plus hauts mystères de la théologie. (shrink)

_ Source: _Volume 11, Issue 1, pp 46 - 70 In this article, I analyze the idea of “stepping into the void”, which can be traced in the thinking of both Proclus and Damascius, but which sets their perspectives apart. Thus, I show how Proclus warns us that to speak about the absolute principle, taking it as an object of thought, is a negative “stepping into the void” that should be avoided. On the contrary, I show that Damascius starts from (...) this warning and tries to prove that the only adequate manner in which we can trace the absolute principle and approach it is precisely through “stepping into the void,” yet, this time, in a positive sense, as a constant attempt to understand that the principle is an absolute void which reverses our discourse. (shrink)

Dans cet article, nous nous concentrons sur le problème du principe premier chez Damascius. La question est celle de savoir dans quelle mesure la discursivité – le fait d’en parler – affecte ce problème et l’accès de notre pensée. Bien que le principe premier se veut indicible, toute tentative de le suggérer ne nous rend qu’une image discursive et donc inadéquate de lui. Toute tentative de raffiner notre perspective sur le principe ne fait que nous en éloigner d’avantage. Quelle est (...) alors la solution de Damascius? Comment peut‑on toujours parler du principe, tout en le reconnaissant indicible? Quel est le rôle du discours dans la saisie du principe? Peut‑il devenir plus qu’une entrave? Nous analysons la manière dont Damascius comprend son propre discours sur le principe et comment il transforme ce discours inévitablement inadéquat, en une manière de produire la conscience du principe. Le principe n’est pas décrit, mais plutôt rendu manifeste par un véritable “travail d’enfantement” (ὠδίς) de la pensée. Nous analysons les manières de ce travail d’enfantement, afin de montrer comment l’indicible se manifeste à travers lui, sans recevoir une expression concrète, qui risquerait de le transformer en objet de notre pensée. Nous montrerons que le travail d’enfantement n’est pas le signe de l’impossibilité de saisir le principe et d’un indépassable tourment qui accablerait la pensée à cause de cette incapacité. Au contraire, il représente une manière indirecte, non‑descriptive, mais très technique et rigoureuse, dont on peut obtenir la conscience de l’indicible, dans le cadre du discours et par sa médiation. (shrink)

Cet ouvrage part d’une question simple dans son énoncé et pourtant complexe dans sa solution : c’est la question du principe unique et absolu du tout. Pourquoi et comment en parler? En quoi résident sa nécessité, son importance et son sens pour la pensée? Cette question trouve une réponse radicale à la fin de la tradition néoplatonicienne, notamment chez Damascius, dans son Traité des premiers principes. Bien que ce problème ait toujours été présent sous le calame des philosophes héritiers de (...) Platon (à commencer par Plotin), ce n’est qu’à la fin de cette tradition – et dans sa phase éminemment critique – que le principe premier a été abordé frontalement, par l’entremise du doute radical, afin d’en acquérir une certitude ultime et d’identifier sa présence subtile dans la réalité, ainsi que dans la pensée elle-même. (shrink)

John Krosbein is thought to have been active in the second half of fourteenth century and as such his commentary on De plantis is an isolated case, which lengthens the Pseudo-Aristotelian text's re...

Dans cet article, nous discutons la manière dont Damascius introduit dans son discours le principe absolument incoordonné et au-delà du tout. Après l’aporie fondamentale du principe (qui montre l’impossibilité de décider si le principe est au-delà du tout ou bien inclus dans le tout) et après l’apparent échec de la solution offerte par Damascius (qui consiste dans l’«un-tout avant le tout»), le discours risque de régresser à l’infini, en proposant toujours un nouveau principe, qui se voit inévitablement réintégré dans le (...) tout. Nous analysons comment Damascius surmonte ce problème, sans recourir à une solution purement argumentative, mais une qui s’appuie sur la divination, comprise comme une véritable méthode philosophique. (shrink)

This article discusses the problem of the ineffable in Damascius’ treatises De principiis and In Parmenidem. I argue that the ineffable—which is the ultimate principle proposed by Damascius—is also the theme that underlies the whole frame of the reality, in his perspective. Each level of reality that he discusses comes into play on the background of the original attempt to suggest the ineffable principle. Each of them—One, unified, soul, material forms, matter and sensible realm—tries to approximate and suggest the previous (...) level and thus, eventually, the ineffable itself. Consequently, each level of reality develops its own degree of ineffability, and therefore presents itself to our mind in an aporetical manner. It is impossible for our mind to reveal in an exhaustive and noncontradictory fashion even the levels closest to us. The aporiai that are specific for every part of reality are eventually consequences of the original aporia of an absolute and unique principle that governs everything. (shrink)

Na perspectiva da Psicologia Histórico-Cultural, o trabalho, exigência para que o homem sobreviva, lhe possibilita desenvolver-se, apropriar-se da cultura humana histórica e coletivamente elaborada, para atender às demandas que suas tarefas lhe impõem. Em um processo coletivo, por meio de sua inserção nas relações produtivas, ao aprender o que lhe é necessário para executar suas atividades, o homem se humaniza, e vai criando o que necessita e pode, para atender suas necessidades, o que permite afirmá-lo enquanto produto e produtor da (...) cultura, da ciência e da tecnologia. E essa é a função básica da escola, preparar o aluno para, na medida em que se humaniza, assumir um lugar, uma posição reconhecida socialmente. Nesse processo, o Trabalho Colaborativo/Ombreado entre os professores da Educação Especial, do ensino comum e da equipe pedagógica escolar, envolvendo confiança e credibilidade entre os pares, é essencial ao desenvolvimento psicointelectual dos estudantes com deficiência/necessidades educativas especiais. Para melhor caracterizar o Trabalho Colaborativo, apresenta-se o resultado de uma pesquisa efetuada na Biblioteca Digital de Teses e Dissertações na qual se buscou identificar suas características, limites e desafios. A essência do Trabalho Colaborativo entre os professores está numa relação de apoio, na qual todos assumem a responsabilidade no processo de aprendizagem dos conteúdos escolares, o que exige espaço e tempo para sua consecução, além de uma fundamentação teórica que articulada a uma prática pedagógica lhe dê consistência. Se executado dessa forma, o Trabalho Colaborativo/Ombreado caracteriza-se como essencial à inclusão escolar. Conclui-se que, para efetivá-lo, torna-se imperiosa a definição clara e consciente dos objetivos para a escolarização, pois há muita diversidade entre as especificidades da deficiência ou das necessidades educacionais especiais. No entanto, essa forma de atuação articulada encontra diferentes entraves que se constituem em seus limites e desafios exigindo vontade política para minimizá-los, permitindo sua organização adequada. Discutem-se esses desafios e apresenta-se um exemplo no qual, pelo trabalho colaborativo pôde-se estabelecer condições para que uma aluna que, pelo vestibular conquistou uma vaga no curso de Medicina mas adquiriu uma tetraplegia no decorrer do curso, pudesse terminar sua graduação. (shrink)

Negli ultimi vent’anni si è instaurato nella filosofia analitica un clima confusamente naturalistico, in cui non sempre si è distinto tra il progetto di riportare ricerche tradizionalmente filosofiche entro l’ambito delle scienze naturali e l’idea che la filosofia stessa sia “continua con la scienza”, cioè che non ci sia una distinzione di principio tra ricerche scientifiche e ricerche filosofiche. Questa seconda idea si contrappone alla tradizionale immagine, che vuole la filosofia come un’i...

A pesquisa em história da filosofia visa compreender de onde o filósofo fala, a quem se dirige, contra quem escreve, por que decidiu escrever e os efeitos de sua escrita, unificando texto e contexto. Por isso, se distingue da leitura rigorosa que caracteriza o procedimento estrutural. Inaugurada como disciplina filosófica por Hegel, a história da filosofia foi interpretada de maneiras diferentes pela posição relativista, pela posição estrutural francesa e por Merleau-Ponty. Este propõe a noção de “impensado” das obras de pensamento, (...) como o excesso da obra, aquilo que dá a pensar e mantém a obra aberta. É esse impensado que nos abre a possibilidade de interrogar nosso próprio presente. Claude Lefort, aluno de Merleau-Ponty, vê como um enigma da obra de pensamento a possibilidade de suscitar discursos. E conclui que se escrever e interpretar são o mesmo, ler e interpretar também são o mesmo. (shrink)

Resumo: O objetivo deste trabalho é discutir o processo de inclusão de alunos com deficiência/necessidades educacionais especiais no Ensino Superior, destacando algumas questões sobre a prática pedagógica que vem sendo realizada na Universidade Estadual do Oeste do Paraná – UNIOESTE. Fundamenta-se na Psicologia Histórico-Cultural que permite compreender como ocorre o processo de desenvolvimento do sujeito a partir do estudo dos fenômenos em sua historicidade, em um processo dialético, contemplando as dimensões da totalidade. A educação desses alunos, embasada numa legislação que (...) vem se ampliando nos últimos anos, necessita, na maioria dos casos, de algum tipo de atendimento educacional especializado como apoio e complementação do trabalho docente. As práticas pedagógicas realizadas, historicamente, na maioria das universidades ainda apresentam uma concepção de desenvolvimento humano sustentada pelo caráter biológico. Compreende-se que tais orientações são coerentes com a formação de um homem que se adequa à sociedade capitalista que preconiza por uma formação unilateral, com aquisição de competências restritas e imediatas. Como resultado, espera-se refletir sobre a importância de uma prática pedagógica inclusiva, que contribua para a construção de um sujeito crítico e consciente, que possa se apropriar do conhecimento científico e concluir seus estudos com qualidade. Palavras-chave: Inclusão; Ensino Superior; Práticas Pedagógicas Inclusivas; Psicologia Histórico-Cultural. Inclusion and higher education: pedagogical practices with students with disabilities/SEN in the perspective of historical- cultural psychology Abstract: The objective of this work is to discuss the process of inclusion of students with disabilities / special educational needs in Higher Education, highlighting some questions about the pedagogical practice that has been carried out at the State University of Western Paraná – UNIOESTE. It is based on Historical-Cultural Psychology that allows to understand how the process of development of the subject occurs from the study of phenomena in their historicity, in a dialectical process, contemplating the dimensions of the totality. The education of these students, based on legislation that has been expanding in recent years, needs, in most cases, some kind of specialized educational assistance as support and complementation of teaching work. The pedagogical practices carried out, historically, in most universities still present a conception of human development sustained by the biological character. It is understood that such guidelines are consistent with the formation of a man who fits the capitalist society that advocates unilateral training, with the acquisition of restricted and immediate skills. As a result, it is expected to reflect on the importance of an inclusive pedagogical practice, which contributes to the construction of a critical and conscioussubject, who can appropriate scientific knowledge and conclude his studies with quality. Keywords: Inclusion; University Education; Inclusive Pedagogical Practices; Historical-Cultural Psychology. Inclusión y enseñanza superior: prácticas pedagógicas con alumnos con deficiencia/NEE en la perspectiva de la psicología histórico-cultural Resumen: El trabajo objetiva discutir el proceso de inclusión de alumnos con deficiencia/Necesidades Educativas Especiales en la enseñanza superior, señalando cuestiones sobre la práctica pedagógica realizada en la Universidad Estatal del Oeste del Paraná. El estudio está fundamentado en la Psicología Histórico-Cultural que permite comprender cómo ocurre el desarrollo del sujeto desde el estudio de los fenómenos en su historicidad, en un proceso dialéctico, considerando las dimensiones en su totalidad. La educación de esos alumnos, basada en una legislación que está siendo desarrollada desde los últimos años, necesita, en la mayoría de los casos, de algún tipo de atendimiento educacional especializado con el apoyo y la complementación del trabajo docente. Históricamente, las prácticas pedagógicas realizadas en la mayoría de las universidades aún presentan una concepción del desarrollo humano apoyada en la característica biológica. Se comprende que esas orientaciones son coherentes con la formación de un hombre que se ajusta a la sociedad capitalista que sigue por una formación unilateral, con obtención de competencias restrictivas e inmediatas. Como resultado, es esperado repensar la importancia de una práctica pedagógica inclusiva, que contribuya para la construcción de un sujeto crítico y consciente, que pueda apropiarse del conocimiento científico y concluir sus estudios con cualidad. Palabras Clave: Inclusión; Enseñanza Superior; Prácticas Pedagógicas Inclusivas; Psicología Histórico-Cultural. Data de registro: 14/04/2021 Data de aceite: 19/01/2022. (shrink)

We describe an exploratory case study about the applicability of different robotic platforms in an educational context with a child with Down syndrome. The robotic platforms tested are the humanoid robot KASPAR and the mobile robotic platform IROMEC. During the study we observed the effects KASPAR and IROMEC had in helping the child with the development and improvement of her social skills while playing different interactive games with the robots. Conceptually similar play scenarios were performed with both robots and the (...) behaviour of the child was monitored during her interactions with them. (shrink)

The theory of spontaneous generation was developed by Aristotle, mainly in his biological works. In Aristotle, this issue was linked with some significant doctrines, such as that of pneuma. In medieval thought, the theory was known as generatio ex putrefactione. Albert the Great addresses it not only to explain the generation of certain animals, such as insects, but also to elucidate the generation of certain plants. Moreover, in Albert the Great’s De vegetabilibus, putrefaction is conceived as a process that simply (...) pertains to the life of plants: putredo is one of the three principles of plant generation, meaning that plants need putrefaction to germinate and grow, even if seeds initially bring them about. In Albert’s explanation, there is only a thin line between spontaneous and conventional generation in plants, so that putrefaction and generation are two symbiotic concepts in the vegetal world. (shrink)

Linguagem e liberdade: o contradiscurso de Baruch Espinosa -- Três em uma (considerações sobre o Cândido de Voltaire) -- Experiência do pensamento (homenagem a Maurice Merleau-Ponty).

This article proposes an analysis of the sources used in Albert the Great’s De vegetabilibus to explain the compilative strategy with which the Dominican master tries to reconstruct the botanical science. Following a classification of the genres, the main encyclopaedic, lexicographical, medical and pharmacological sources that influenced the work of the doctor universalis are listed. It is also aimed at analysing the interest that motivates Albert’s content choices. In this way, the work is put in relation to the main texts (...) that constituted the botanical panorama, outlining the innovation of its contribution. (shrink)

Este artigo procura analisar o Livro IV da Ética, mostrando como Espinosa, ao pensar as noções de liberdade e servidão humana, escapa às críticas que buscam encontrar em sua filosofia uma contradição entre a idéia de uma natureza absolutamente necessária (“fatalismo”) e sua pretensão de afirmar a liberdade do sábio.

This paper focuses on Socrates’ intention of examining (ἐλέγχειν) the Delphic oracle that concerns him. I argue that Socrates does not start out by refuting an apparent meaning of the oracle, as it has been suggested, but rather reacts to the perplexing posture in which the divine message places him. In this sense, the message—which becomes a lifetime mission for Socrates—has a performative sense, even though it does not have an explicit, prescriptive form. I try to show that Socrates’ philosophical (...) life can be understood as a constant attempt to examine, as well as to prove the oracle, and that Socrates’ defense is a final examination and proof of the oracle. (shrink)

In his De vegetabilibus Albert the Great elaborates a complex physiological explanation in order to describe the vital functions of plants. This explanation is based on some relevant medical doctrines, such as that of radical moisture and digestion, which Albert translates from human into plant physiology. On the basis of these doctrines, Albert develops an intricate system of moistures, by means of which he detailedly explains the generation of each part of plants, such as the leaves, flowers and fruits. In (...) this study, after briefly reconstructing the history of these doctrines, the main aspects of Albert’s plant physiology will be analysed. (shrink)

Analisando o que se poderia chamar de "sistema medo-esperança" das paixões humanas e seu papel na constituição das sociedades, este estudo busca mostrar que, para Espinosa, a paz é virtude política, porque é a capacidade de enfrentar a contigência e dobrá-la a favor dos homens. Pode-se esboçar, assim, uma resposta a um problema apontado com frequência entre os intérpretes: a finalidade da vida política seria a liberdade, como quer o Tratado teológico-político, ou segurança, como mostra o Tratado político?

The paper examines the attainment and adequacy of informed consent in an ethnographic–discursive study on gynecological visits involving doctors, patients, and nurses. Starting from a theoretical discussion on informed consent and the principles upon which it relies, the paper highlights the changes and the adjustments that these principle undergo in practice, from the planning of the research till later stages of the researcher’s fieldwork and data recording. Analyses first focus on the informed consent as a written artifact and show how (...) the description of the study indexes the prospective participants’ identity, as well as, it works in favor of the researcher’s (or, other institutional representatives such as the managers of the Hospital) accountability. Then, the authors focus on instances of audio and video recorded doctor–patient–nurse interactions in which information is reformulated by the doctors, in such a way as to anticipate and/or respond to the nurses’ and patients’ concerns with regards the project (such as, the risk of exposure to the public). The analysis of these episodes carry ethical implications, in that they alert that patients, nurses, and doctors may be not equally knowledgeable about the project and that they can be conceded unequal opportunities to have their interpretations and identity performances acknowledged and inscribed on the tape. (shrink)