Revistes UdG (Universidad de Girona)
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La violència del sistema de protecció a la infància i l’adolescència, una descripció
Get PDFAquest text presenta algunes reflexions al voltant de vulneracions de drets que es donen en el sistema de protecció a la infància i l’adolescència en relació a jo- ves migrats sense referents familiars a Catalunya. El contingut d’aquest text és fruit de l’experiència de molts anys de treball amb aquests joves. D’una banda, de l’experiència d’anys de treball en diferents tipolo- gies de centres des de posicions professionals diverses; d’altra banda, a través del contacte directe amb més de 300 joves migrats a les comarques gironines, que ens han proporcionat molta informació sobre la realitat que viuen durant les diferents etapes del seu pas pel sistema de protecció a la infància i adolescència: quan són dins del sistema de protecció, i quan són expulsats, abandonats al carrer i condemnats a la marginalitat i l’exclusió; i finalment també és fruit de l’anàlisi aca- dèmica i documental en base a la qual podem soste- nir existeix vulneració sistemàtica de drets dels joves migrats sense referents familiars a Catalunya per part del sistema de protecció a la infància i l’adolescència.This text presents some reflections on violations of rights that occur in the system of pro- tection for children and adolescents in relation to young migrants without family relatives in Catalonia. The content of this text is the result of many years of experience working with these young people. On the one hand, the experience of years of work in different types of centers from different professional positions; on the other hand, through direct contact with more than 300 young migrants in the Girona region, who have provided us with a lot of information about the reality they live during the different stages of their passage through the system of protection for children and adolescents: when they are within the system of protection, and when they are expelled, abandoned on the street and condemned to marginalization and exclusion; and finally it is also the result of academic and documentary analysis on the basis of which we can argue that there is a systematic violation of the rights of young migrants without family references in Catalonia by the system of protection for children and adolescents
Strong, Weak, or Apparent Naturalization? Relative Plausibility Theory and Conceptual Analysis
No full textThis article focuses on the adoption of naturalized epistemology as a framework for the relative plausibility theory developed by Ron Allen. It questions both the distinctness of Allen’s way of theorizing from a common version of conceptual analysis and the compliance of relative plausibility theory with the “naturalistic” methodological requirement expressed by the “Results Continuity” thesis.
El testimonio único de la víctima en el proceso penal desde la perspectiva de género (2).: Respuesta a los comentarios sobre «El Testimonio único de la víctima en el proceso penal desde la perspectiva de género», publicados en Quaestio facti, 1/2020
No full textIn this paper, the author responds to the objections raised by Raymundo Gama, Roberta Casiraghi, Federico José Arena and Olga Fuentes Soriano to one of the theses formulated in the article «Single victim’s testimony and gender perspective in the criminal procedure (1)». Specifically, the thesis that the sole uncorroborated testimony is not sufficient for proof of guilt in a criminal proceeding as it cannot distort the presumption of innocence. The author concludes that approaching the law and its institutions with the tools provided by feminism can be a powerful engine of change for the achievement of a more equal legal system. At the same time, the author highlights that an uncritical reception of the contributions of gender perspective can contribute to the degradation of the constitutional criminal procedure model, masking the true roots of the problem of gender inequality.En el presente trabajo el autor da respuesta a las objeciones planteadas por Raymundo Gama, Roberta Casiraghi, Federico José Arena y Olga Fuentes Soriano a una de las tesis formuladas en el artículo «El testimonio único de la víctima en el proceso penal desde la perspectiva de género (1) ». En concreto, la tesis de que el testimonio único no corroborado no es suficiente para desvirtuar la presunción de inocencia. El autor concluye que el abordaje del derecho y sus instituciones con las herramientas que suministra el feminismo puede suponer un potente motor de cambio para la consecución de un derecho legal y judicial más igualitario. Al mismo tiempo, destaca que una acrítica recepción de los aportes de la perspectiva de género puede dar lugar a que acabe convirtiéndose en un instrumento más al servicio de la degradación del modelo constitucional procesal penal, enmascarando las verdaderas raíces del problema de la desigualdad de género
A Critical Method for the Evaluation of Evidence: François Gorphe’s (1889-1959) Contribution to a Science of Proof à la française
No full textIn his 1924 book La critique du témoignage, the French judge François Gorphe (1889-1959) advocated the need that evaluation of evidence be based on the best scientific knowledge available. Drawing upon an extensive knowledge of the experiments conducted by contemporary forensic psychologists, Gorphe urged judges to consider forensic psychology when interrogating witnesses and, ultimately, when evaluating evidence. Gorphe imposed himself as one of the main promoters of a science of proof in France. This paper examines Gorphe’s contributions and the audience they received among forensic psychologists and criminologists in France and abroad. Despite their originality and anchoring in international scientific discussions, Gorphe’s views have not encouraged the creation of an academic domain interested in evidential reasoning in French law faculties. The paper concludes with an examination of the reasons for the limited posterity of Gorphe’s approach
Evidence Assessment and Standards of Proof: a Messy Issue
No full textThe Article addresses three main questions. First: Why do some scholars and decision-makers take evidence assessment criteria as standards of proof and vice versa? The answer comes from the fact that some legal systems are more concerned with assessment criteria and others with standards; therefore jurists educated in different contexts tend to emphasize what they are more familiar with, and to assimilate to it what they are less familiar with. Second: Why do systems differ in those respects? Here the answer stems from the historical, institutional and procedural differences that explain why some systems are more concerned with assessment criteria and others with standards of proof. And third, assuming that both criteria and standards are necessary to legal decision-making about facts: How can a system work if it neglects one of these things? Here the Article argues that there is a functional connection between criteria and standards. The functional connection account is distinguished from a functional equivalence account, and some systems and jurisdictions are referred to in greater detail to support the functional connection claim
Fundamental Rights, Judicial Discretion and Criminal Process: How the Regulation of Rights Affects the Achievement of the Procedure Goals
No full textThis paper explores how fundamental rights can be regulated, and analyzes how this activity can have an impact in the achievement of the goals of the criminal procedure. In order to do so, the paper first shows that the analysis of those rights must pay close attention to the disagreements that arise in discussions about their possible regulations. After that, it shows that the distinction between «rules» and «standards» can be used to identify two models that represent the main alternatives available, and shows that those models differ in how much discretion they grant to the courts. Also, the paper argues that one model can be related with the idea of imposing strong limits to the state’s power, while the other can be related with the improvement of the fact-finding accuracy of the procedure.Este trabajo analiza las formas en que pueden reglamentarse los derechos fundamentales y el modo en que esto puede incidir en el cumplimiento de los objetivos del proceso penal. Para esto, primero se muestra que el análisis del tema debe ser sensible a los desacuerdos que pueden generarse al precisar las exigencias de los derechos y discutir sobre sus posibles reglamentaciones. Luego, mediante la tipología conocida como «reglas» (normas más precisas) y «estándares» (normas más vagas), se exponen dos modelos que permiten identificar las principales alternativas disponibles según reduzcan o amplíen, respectivamente, la discrecionalidad judicial para tomar decisiones en el proceso. Asimismo, se argumenta que un modelo puede ser atractivo para imponer límites más fuertes al poder estatal, mientras que el otro puede encontrarse en mejores condiciones para aumentar la eficiencia del proceso en la búsqueda de la verdad
Les activitats econòmiques dels jueus del comtat d'Empúries (1321-1325)
Get PDFThe county of Empúries was undoubtedly one of the wealthier and more dynamic lands in the Crown of Aragon, and its capital, Castelló, enjoyed a period of splendour from the mid-13th century. The Jews were one of the groups that contributed to the economic and commercial growth, as this article analyses, focus-ing in particular on the Jewish community of Castelló and their role in the trade in cereals and coral. The data presented underlines the economic importance of this group, as well as their integration into the so-cial life of Castelló
University teaching in virtual learning environments
No full textThis article addresses the possibilities of using virtual learning environments implemented since the spread of Covid-19 in the university environment and its implications in the redefinition of teaching roles and methodological procedures. The interest of this research arises from the need to incorporate technological solutions and take advantage of the potential of virtual teaching for the development of educational processes from a constructivist approach. Within this framework, the objective of the research is to show the importance of the effective integration of virtual learning environments for the development of significant learning and to determine the possibilities offered by the didactic application of this teaching modality to improve and expand the knowledge construction process. Through a qualitative approach, the research is based on a documentary review of the literature that highlights the usefulness of valuing virtual environments as a powerful didactic tool for the construction of teaching scenarios based on the virtual modality. Likewise, the new teaching roles that university teaching implies in this educational model are exposed. It is concluded that the use of Virtual Learning Environments demands new teaching roles (accompanist, tutor, designer of educational scenarios and learning motivator) and enables constructivist learning from different types of interactivity (individual, instrumental and social).Este artículo aborda las posibilidades del uso de los entornos virtuales de aprendizaje implementados desde la propagación del Covid-19 en el ámbito universitario y sus implicaciones en la redefinición de los roles docentes y los procedimientos metodológicos. El interés de esta investigación nace de la necesidad de incorporar soluciones tecnológicas y aprovechar el potencial de la enseñanza virtual para el desarrollo de los procesos educativos desde un enfoque constructivista. En este marco, el objetivo de la investigación es mostrar la importancia que tiene la integración efectiva de los Entornos virtuales de aprendizaje para el desarrollo de un aprendizaje significativo y determinar las posibilidades que ofrece la aplicación didáctica de esta modalidad de enseñanza para mejorar y ampliar el proceso de construcción del conocimiento. Mediante un enfoque cualitativo, la investigación está basada en una revisión documental de la literatura que resalta la utilidad de valorar los entornos virtuales como una poderosa herramienta didáctica para la construcción de escenarios de enseñanza basados en la modalidad virtual. Asimismo, se exponen los nuevos roles docentes que implica la enseñanza universitaria en este modelo educativo. Se concluye que el uso de los Entornos virtuales de aprendizaje demanda nuevos roles docentes (acompañante, tutor, diseñador de escenarios educativos y motivador de aprendizajes) y posibilita un aprendizaje constructivista a partir de distintos tipos de interactividad (individual, instrumental y social)