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This article aims to analyze the relationship between expert evidence and wrongful convictions. It is a topic that is still little explored in Brazil, but with a wide debate in the USA. For this reason, it is used as the basis of the American model to answer the following questions: 1) What are the main American associations and databases related to the reversals of wrongful convictions? 2) What are the reflexes of the American approach in United Kingdom, Canada and Brazil? 3) How do expert evidence relate to wrongful convictions? 4) Are there criteria applicable to expert evidence that can be implemented in Brazil in order to reduce the chance of expert errors and misinterpretation by the judges? It is expected to present the point and the counterpoint in the use of expert evidence, to address the merits of associations that seek to reverse wrongful convictions and to suggest criteria to improve the way the experts dialogue with the judges., Este artigo pretende analisar a relação entre as provas periciais e as condenações injustas. Trata-se de tema ainda pouco explorado no Brasil, mas com amplo debate nos EUA. Por essa razão, utiliza-se como base o modelo estadunidense para responder às seguintes questões: 1) Quais são as principais organizações e bases de dados estadunidenses relacionadas às reversões de condenações injustas? 2) Quais os reflexos da abordagem estadunidense no Reino Unido, no Canadá e no Brasil? 3) Como as provas periciais relacionam-se às condenações injustas? 4) Existem critérios aplicáveis às provas periciais que possam ser implantados no Brasil com vistas a diminuir a chance de erros periciais e interpretações equivocadas por parte dos julgadores? Espera-se apresentar o ponto e o contraponto no uso da prova pericial, abordar o mérito de organizações que buscam reverter condenações injustas e sugerir critérios para aprimorar a forma como os peritos dialogam com os julgadores.

Contains fulltext : 214204.pdf (publisher's version ) (Open Access), Background: Apathy is the neuropsychiatric syndrome that correlates most highly with Huntington's disease progression, and, like early patterns of neurodegeneration, is associated with lesions to cortico-striatal connections. However, due to its multidimensional nature and elusive etiology, treatment options are limited. Objectives: To disentangle underlying white matter microstructural correlates across the apathy spectrum in Huntington's disease. Methods Forty-six Huntington's disease individuals (premanifest (N = 22) and manifest (N = 24)) and 35 healthy controls were scanned at 3-tesla and underwent apathy evaluation using the short-Problem Behavior Assessment and short-Lille Apathy Rating Scale, with the latter being characterized into three apathy domains, namely emotional, cognitive, and auto-activation deficit. Diffusion tensor imaging was used to study whether individual differences in specific cortico-striatal tracts predicted global apathy and its subdomains. Results: We elucidate that apathy profiles may develop along differential timelines, with the auto-activation deficit domain manifesting prior to motor onset. Furthermore, diffusion tensor imaging revealed that inter-individual variability in the disruption of discrete cortico-striatal tracts might explain the heterogeneous severity of apathy profiles. Specifically, higher levels of auto-activation deficit symptoms significantly correlated with increased mean diffusivity in the right uncinate fasciculus. Conversely, those with severe cognitive apathy demonstrated increased mean diffusivity in the right frontostriatal tract and left dorsolateral prefrontal cortex to caudate nucleus tract. Conclusions: The current study provides evidence that white matter correlates associated with emotional, cognitive, and auto-activation subtypes may elucidate the heterogeneous nature of apathy in Huntington's disease, as such opening a door for individualized pharmacological management of apathy as a multidimensiona

Contains fulltext : 214204.pdf (publisher's version ) (Open Access), Background: Apathy is the neuropsychiatric syndrome that correlates most highly with Huntington's disease progression, and, like early patterns of neurodegeneration, is associated with lesions to cortico-striatal connections. However, due to its multidimensional nature and elusive etiology, treatment options are limited. Objectives: To disentangle underlying white matter microstructural correlates across the apathy spectrum in Huntington's disease. Methods Forty-six Huntington's disease individuals (premanifest (N = 22) and manifest (N = 24)) and 35 healthy controls were scanned at 3-tesla and underwent apathy evaluation using the short-Problem Behavior Assessment and short-Lille Apathy Rating Scale, with the latter being characterized into three apathy domains, namely emotional, cognitive, and auto-activation deficit. Diffusion tensor imaging was used to study whether individual differences in specific cortico-striatal tracts predicted global apathy and its subdomains. Results: We elucidate that apathy profiles may develop along differential timelines, with the auto-activation deficit domain manifesting prior to motor onset. Furthermore, diffusion tensor imaging revealed that inter-individual variability in the disruption of discrete cortico-striatal tracts might explain the heterogeneous severity of apathy profiles. Specifically, higher levels of auto-activation deficit symptoms significantly correlated with increased mean diffusivity in the right uncinate fasciculus. Conversely, those with severe cognitive apathy demonstrated increased mean diffusivity in the right frontostriatal tract and left dorsolateral prefrontal cortex to caudate nucleus tract. Conclusions: The current study provides evidence that white matter correlates associated with emotional, cognitive, and auto-activation subtypes may elucidate the heterogeneous nature of apathy in Huntington's disease, as such opening a door for individualized pharmacological management of apathy as a multidimensiona

Contains fulltext : 214204.pdf (publisher's version ) (Open Access), Background: Apathy is the neuropsychiatric syndrome that correlates most highly with Huntington's disease progression, and, like early patterns of neurodegeneration, is associated with lesions to cortico-striatal connections. However, due to its multidimensional nature and elusive etiology, treatment options are limited. Objectives: To disentangle underlying white matter microstructural correlates across the apathy spectrum in Huntington's disease. Methods Forty-six Huntington's disease individuals (premanifest (N = 22) and manifest (N = 24)) and 35 healthy controls were scanned at 3-tesla and underwent apathy evaluation using the short-Problem Behavior Assessment and short-Lille Apathy Rating Scale, with the latter being characterized into three apathy domains, namely emotional, cognitive, and auto-activation deficit. Diffusion tensor imaging was used to study whether individual differences in specific cortico-striatal tracts predicted global apathy and its subdomains. Results: We elucidate that apathy profiles may develop along differential timelines, with the auto-activation deficit domain manifesting prior to motor onset. Furthermore, diffusion tensor imaging revealed that inter-individual variability in the disruption of discrete cortico-striatal tracts might explain the heterogeneous severity of apathy profiles. Specifically, higher levels of auto-activation deficit symptoms significantly correlated with increased mean diffusivity in the right uncinate fasciculus. Conversely, those with severe cognitive apathy demonstrated increased mean diffusivity in the right frontostriatal tract and left dorsolateral prefrontal cortex to caudate nucleus tract. Conclusions: The current study provides evidence that white matter correlates associated with emotional, cognitive, and auto-activation subtypes may elucidate the heterogeneous nature of apathy in Huntington's disease, as such opening a door for individualized pharmacological management of apathy as a multidimensiona

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[EN] Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.

[EN] Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.

[EN] Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.

[EN] Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.

[EN] Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.

En este trabajo se presentan los resultados obtenidos en la aplicación de la metodología Aprendizaje Basado en Problemas (ABP) de forma integrada y simultánea en tres asignaturas de distintas áreas de conocimiento del 2º curso del Grado en Ingeniería Ambiental. La experiencia se ha llevado a cabo en la Escuela Técnica Superior de Ingeniería (ETSI) de Bilbao (UPV/EHU) en el curso académico 2013/14. Los estudiantes, organizados en equipos, han analizado un problema propio de su futura labor profesional desde las perspectivas de las asignaturas implicadas y han elaborado un informe razonado sobre la posición adoptada, las alternativas contempladas y las soluciones técnicas de la propuesta. La aplicación de la metodología ha aumentado significativamente el ratio presentados/matriculados en las tres asignaturas, que resulta de un aumento de la motivación. Además, la tasa de rendimiento (aprobados/matriculados) de las tres asignaturas es superior a la tasa de rendimiento promedio del 2º curso del grado. Los resultados obtenidos en las encuestas de satisfacción revelan que el 78% del alumnado implicado repetiría la experiencia y afirma que le ha servido bastante para desarrollar competencias necesarias en la práctica profesional. Asimismo el 100% del alumnado considera que el sistema de evaluación del ABP ha sido adecuado.

En este trabajo se presentan los resultados obtenidos en la aplicación de la metodología Aprendizaje Basado en Problemas (ABP) de forma integrada y simultánea en tres asignaturas de distintas áreas de conocimiento del 2º curso del Grado en Ingeniería Ambiental. La experiencia se ha llevado a cabo en la Escuela Técnica Superior de Ingeniería (ETSI) de Bilbao (UPV/EHU) en el curso académico 2013/14. Los estudiantes, organizados en equipos, han analizado un problema propio de su futura labor profesional desde las perspectivas de las asignaturas implicadas y han elaborado un informe razonado sobre la posición adoptada, las alternativas contempladas y las soluciones técnicas de la propuesta. La aplicación de la metodología ha aumentado significativamente el ratio presentados/matriculados en las tres asignaturas, que resulta de un aumento de la motivación. Además, la tasa de rendimiento (aprobados/matriculados) de las tres asignaturas es superior a la tasa de rendimiento promedio del 2º curso del grado. Los resultados obtenidos en las encuestas de satisfacción revelan que el 78% del alumnado implicado repetiría la experiencia y afirma que le ha servido bastante para desarrollar competencias necesarias en la práctica profesional. Asimismo el 100% del alumnado considera que el sistema de evaluación del ABP ha sido adecuado.

En este trabajo se presentan los resultados obtenidos en la aplicación de la metodología Aprendizaje Basado en Problemas (ABP) de forma integrada y simultánea en tres asignaturas de distintas áreas de conocimiento del 2º curso del Grado en Ingeniería Ambiental. La experiencia se ha llevado a cabo en la Escuela Técnica Superior de Ingeniería (ETSI) de Bilbao (UPV/EHU) en el curso académico 2013/14. Los estudiantes, organizados en equipos, han analizado un problema propio de su futura labor profesional desde las perspectivas de las asignaturas implicadas y han elaborado un informe razonado sobre la posición adoptada, las alternativas contempladas y las soluciones técnicas de la propuesta. La aplicación de la metodología ha aumentado significativamente el ratio presentados/matriculados en las tres asignaturas, que resulta de un aumento de la motivación. Además, la tasa de rendimiento (aprobados/matriculados) de las tres asignaturas es superior a la tasa de rendimiento promedio del 2º curso del grado. Los resultados obtenidos en las encuestas de satisfacción revelan que el 78% del alumnado implicado repetiría la experiencia y afirma que le ha servido bastante para desarrollar competencias necesarias en la práctica profesional. Asimismo el 100% del alumnado considera que el sistema de evaluación del ABP ha sido adecuado.