Direito canônico e processo penal: colaboração processual na busca pela verdade

Este artigo objetiva demonstrar a possibilidade real de colaboração processual entre o estado laico e os Tribunais Eclesiásticos. Como objetivos específicos tem-se mitigar alguns pontos desconhecidos, aproximando as possibilidades práticas e teóricas acerca de complementação e colaboração processual. Como resultados da pesquisa notou-se que mesmo diante de evidentes singularidades, é possível a colaboração entre as duas instituições, cujo livre convencimento para julgar suas lides com base nas provas licitamente obtidas na instrução processual, tanto na esfera processual penal quanto na esfera eclesial são regidas por um mesmo objetivo, visando o princípio da busca pela verdade real. This article aims to demonstrate the real possibility of procedural collaboration between the secular state and the Ecclesiastical Courts. As specific objectives, some unknown points have been mitigated, approaching practical and theoretical possibilities about complementation and procedural collaboration. As a result of the research, it was noted that even in the face of obvious singularities, collaboration between the two institutions is possible, whose free conviction to judge their disputes based on the evidence lawfully obtained in the procedural instruction, both in the criminal procedural sphere and in the ecclesial sphere. governed by the same objective, aiming at the principle of the search for the real truth.

Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products

ABSTRACT Background Cost is a barrier to creating educational resources, and new educational initiatives are often limited in distribution. Medical training programs must develop strategies to create and implement cost-effective educational programming. Objective We developed high-quality medical programming in procedural instruction with efficient economics, reaching the most trainees at the lowest cost. Methods The Just-In-Time online procedural program was developed at the University of Toronto in Canada, aiming to teach thoracentesis, paracentesis, and lumbar puncture skills to internal medicine trainees. Commercial vendors quoted between CAD $50,000 and $100,000 to create 3 comprehensive e-learning procedural modules—a cost that was prohibitive. Modules were therefore developed internally, utilizing 4 principles aimed at decreasing costs while creating efficiencies: targeting talent, finding value abroad, open source expansion, and extrapolating efficiency. Results Procedural modules for thoracentesis, paracentesis, and lumbar puncture were created for a total cost of CAD $1,200, less than 3% of the anticipated cost in utilizing traditional commercial vendors. From November 2016 until October 2018, 1800 online instructional sessions have occurred, with over 3600 pageviews of content utilized. While half of the instructional sessions occurred within the city of Toronto, utilization was documented in 10 other cities across Canada. Conclusions The Just-in-Time online instructional program successfully created 3 procedural modules at a fraction of the anticipated cost and appeared acceptable to residents based on website utilization.

Classifier constructions as procedural referring expressions in American Sign Language

The present paper comments on signs of American Sign Language in the perspective of relevance theory. The main claim is that classifiers encode procedural instructions to help the addressee pick out the intended referent for the procedural referring expressions made with classifier constructions. The author explains how three classes of classifiers differently manipulate concepts to instruct the addressee to create ad hoc concepts though the use of inference, narrowing, and broadening. It is also claimed that classifier constructions do not encode a conceptual meaning, but a procedural instruction. The discussion includes illustrations of how the speaker’s using classifier constructions instead of lexical signs may increase the number of cognitive effects on the part of the addressee.

Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades?

Background/Context Although there is relative agreement on the pattern of the achievement gap, attributing changes in the gap to schooling is less clear. Our study contributes to understanding potential teacher and teaching effects on achievement and inequality. Purpose/Objective/Research Question/Focus of Study We intend our work to contribute to understanding the school's role in addressing the achievement gap. We investigate the extent to which specific aspects of teacher quality (degree in math, experience, certification, math courses, and professional development) and teaching quality (time spent on math instruction and conceptual, basic procedural, and advanced procedural instruction) influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. Research Design, Data Collection and Analysis In this secondary analysis, we examine the first four waves of data from the National Center for Education Statistics’ Early Childhood Longitudinal Study (2000), a nationally representative longitudinal sample of students who were kindergartners in 1998. We use multilevel growth models to estimate relationships. Findings/Results We found evidence that lower achieving students are initially assigned to teachers who emphasize basic instruction, and higher achieving students are assigned teachers who emphasize more advanced instruction. The use of advanced procedural instruction and time spent on math were related to achievement growth for traditionally disadvantaged populations—Black students and low-SES students. Other types of instruction and teacher quality variables were not related to achievement growth. Conclusions/Recommendations We found weak or no effects for teacher quality and type of instruction, which suggests that these aspects of teacher and teaching quality may operate as sorting variables. This may explain a part of the findings of past cross-sectional and gain studies that would likely interpret correlations between teachers and teaching as part of the effect of instruction. We found that low achievers tend to get teachers who spend less time on instruction, a variable we found significant in influencing achievement growth. If, as our study found, time on instruction matters, and disadvantaged students are more likely to get the weakest teachers who spend less time on instruction, we can identify an area in which schooling exacerbates the achievement gap but has the potential to ameliorate it.