Academic Skills Plus Essay Example for Free

Scholastic Skills Plus Essay Atwood composes: â€Å"What I mean by ‘science fiction’ is those books that slip from H. G. Wells’s The War of the Worlds, which treats of an attack by tentacled, parasitic Martians shot to Earth in metal canisters †things that couldn't in any way, shape or form happen †though, for me, â€Å"speculative fiction† implies plots that drop from Jules Verne’s books about submarines and inflatable travel and such †things that truly could happen however just hadn’t totally happened when the writers composed the books. I would put my own books in this subsequent classification: no Martians.† (From In different universes, p.6) In view of these comments, is it valuable to recognize sci-fi and theoretical fiction? In addressing this inquiry you should seriously think about Le Guin’s proposal that individuals who allude to their fills in as ‘speculative fiction’ as opposed to ‘science fiction’ are essentially attempting to shield themselves from a portion of the negative implications related with sci-fi (see In different universes)? Talk about comparable to in any event two works. ‘Science fiction’ is regularly characterized as a wide scholarly classification identified with anecdotal stories. It contains numerous subgenres, for example, space show, cyberpunk, perfect world, oppressed world, elective narratives and theoretical fiction. In spite of the fact that there are a broad number of subgenres, a few essayists, as Margaret Atwood, have been attempting to separate ‘speculative fiction’ from ‘science fiction’. Perhaps this broadness of subgenres existing under the class ‘science fiction’ is actually the motivation behind why Atwood discovered fascinating to introduce this separation. At the point when we consider sci-fi stories, a wide range of things can came up to our brain, for example, outsiders, intergalactic travel, computerized reasoning and idealistic (or tragic) social orders. Taking into account that, as we can see in these models, these points can contrast a great deal from one another and it ma y be justifiable that Atwoodâ wanted to separate (something beyond characterizing distinctive subgenres) the sort of fiction identified with more ‘plausible’ (things that could truly occur, as she says). Certainly, ‘speculative fiction’ books have a totally extraordinary situation from cyberpunk, outsiders or space drama works and this could alert a longing to separate them in an all the more fundamentally way. Be that as it may, it is conceivable to avow that this differentiation among ‘science’ and ‘speculative fiction’ isn't valuable and that there is no explanation behind making it, particularly thinking about that theoretical fiction is only one more subgenre of sci-fi. This proposal will be upheld by various focuses introduced all through this article. Right off the bat, it will be contended that the subgenre ‘speculative fiction’ fits impeccably into the definitions and necessities identified with ‘science fiction’. Besides, it will be examined that Atwood’s meaning of ‘speculative fiction’ is ambiguous and can change as indicated by translation, and furthermore that it tends to be utilized to characterize as theoretical fiction different books that she unmistakably had named having a place with ‘science fiction’. Consequently, her definition can be viewed as not satisfactory, which makes it not helpful by any means. At long last, it will be introduced that Atwood appears to strengthen this division uniquely on the grounds that distinctive ‘speculative fiction’ from ‘science fiction’ is advantageous for her. There are a few confirmations for that, for instance, Le Guin once said Atwood was attempting to shield herself from negative implications related with ‘science fiction’. This is even recognizable thinking about that huge numbers of her endeavors to characterize the class contained incongruity and clichã ©s. Right off the bat, it will be talked about that ‘speculative fiction’ fits impeccably into the definitions and imperatives identified with the ‘science fiction’ subgenres, which makes pointless and not valuable the qualification between them. It was expressed before that ‘science fiction’ has a major number of subgenres and unmistakably they contrast impressively from one another. Be that as it may, regardless of their singularities, every one of them share one sort of strong component for all intents and purpose, which brings each subgenre to be characterized as a major aspect of the class ‘science fiction’. To characterize this basic component saw in all the sci-fi subgenres, it is helpful to consider two Suvin’s definitions about sci-fi: SF is, at that point, an abstract kind whose important and adequate conditions are the nearness and communication of antagonism and cognition,â and whose primary proper gadget is an innov ative structure option in contrast to the creators exact condition (Suvin 1979, p. 7) and â€Å"Science Fiction is recognized by the account predominance or authority of an anecdotal novum (curiosity, advancement) approved by psychological logic† (Suvin 1979, p. 63). Thinking about these two definitions, it is conceivable to confirm then that the fundamental and adequate conditions to recognize one sci-fi work are: the nearness of a ‘novum’ and the nearness of a ‘cognitive logic’, the intelligent consistency which makes the ‘novum’ become some portion of our insight about genuine articles. In light of this, we can break down the book The Handmaid’s Tale from Atwood. She obviously have arranged this book as not being ‘science fiction’, be that as it may, it is anything but difficult to distinguish the ‘novum’ and furthermore the ‘cognitive logic’ in her book. The ‘novum’ is spoken to by the entire arrangement of political association in the Republic of Gilead portrayed on the book and the ‘cognitive logic’ is given by certain similitudes that can be seen between our general public and the general public depicted on the book. Similarly, for the book of H. G. Wells, The War of the Worlds, we can likewise distinguish the ‘novum’, which is given by the Martians and their innovation; and the ‘cognitive logic’, given by the likenesses existing between the two social orders. In this manner, it very well may be certified that the two books The Handmaid’s Tale and The War of the World has a place with the class ‘science fiction’, repudiating Atwood’s past recommendation. This demonstrates in spite of the fact that Atwood’s book can be named ‘speculative fiction’, it genuinely has a place with ‘science fiction’, driving us to confirm again that ‘speculative fiction’ is only one more subgenre of ‘science fiction’. It clarifies then that the division among ‘science’ and ‘speculative’ fiction isn't helpful and not legitimate. Furthermore, it will be introduced that Atwood’s meaning of ‘speculative fiction’ is uncertain and furthermore can be utilized to characterize as theoretical fiction different books that were ordered as ‘science fiction’ by her. So as to show these focuses, we will dissect Atwood (2011) definition about ‘speculative fiction’ as â€Å"things that truly could happen however just hadn’t totally happened when the writers composed the books.† This is an ambiguous and off base thought. It could incorporate various definitions in light of the fact that the scope of things that could truly happen is exceptionally needy of each person’sâ beliefs and thoughts, what makes this definition amazingly abstract. Likewise, with only a couple of special cases, it is unimaginable to expect to state without a doubt what is and what won't occur. Moreover, Atwood even gives us another definition: Oryx and Crake isn't sci-fi. Sci-fi is the point at which you have synthetic compounds and rockets. (Watts 2003, p. 3). Considering the two definitions given by her, it could be comprehended that she considers rockets and synthetic substances as things that truly couldn't occur, as they have a place with sci-fi. Notwithstanding, it is realized that rockets and synthetic substances are not things difficult to occur, particularly on the grounds that these days we can see a few instances of them. The two definitions become opposing at that point. Thinking of her as first definition, books about this topic would be delegated theoretical fiction; in any case, she chose to utilize these two subjects to embody ‘science fiction’. Atwood’s definitions about ‘speculative fiction’ are uncertain, in this manner, what is the reason in utilizing a loose and overcast definition? It is just not valuable to recognize ‘science’ from ‘speculative fiction’ at that point. Thirdly, it will be introduced that Atwood appears to fortify this division uncommonly on the grounds that distinctive ‘speculative fiction’ from ‘science fiction’ is helpful for her. Le Guin (2009) states that Atwood was attempting to shield herself from negative meanings related with sci-fi and furthermore â€Å"from being consigned to a class despite everything evaded by hard headed perusers, analysts and prize-awarders†. Considering Le Guin’s comments, it is conceivable to see that ‘science fiction’ was not an abstract sort with impressive eminence in the scholarly crowd. This could decrease her notoriety on the high scholarly society. One potential explanation behind ‘science fiction’ being thought little of is that sci-fi could be identified with certain works created for mass crowd like Star Trek and Dr Who and educated people would relate her books to these works. At that point it would be intriguing for her to separate the association between her books and the class ‘science fiction’ once it was not all that increased in value by the scholarly crowd. Furthermore, this is additionally seen by thinking about that as some of her comments about ‘science fictio

Black Holes Essay -- essays research papers fc

On the off chance that hypotheses of their reality are valid, dark openings are the most remarkable power in the known physical universe. Numerous individuals are natural with the term dark gap, however hardly any individuals really know anything about them. A dark gap shapes as an aftereffect of a gigantic star coming up short on fuel to consume (Chaisson, 193). When the star is no more applying outward power by consuming off gases, it starts to fall under it’s own exceptional, internal gravity (Chaisson, 193). It resembles gradually letting the freshen up of an inflatable. When the star is compacted to a specific size, while it’s mass, or weight, remains the equivalent, it’s gravity turns out to be amazing to such an extent that nothing can get away from it (Hawking, 87). This basic size to weight proportion is known as the Schwarzchild Range (Hawking, 87). When a dark opening is made along these lines, an undetectable region, or line around it exists. In the event that any item crosses this line, it can no longer get away from the gravitational power of the dark opening (Hawking, 87). This line is known as the occasion skyline (Hawking, 87). On the off chance that dark gaps are demonstrated to exist, past hypothetical material science, at that point they would most likely be a typical inconsistency in this universe. In 1915, Albert Einstein set forth the primary genuine suggestion of such an inconsistency in his â€Å"Theory of Relativity† (Bunn, Black Holes FAQ). During the 1930s, three physicists, specialists Volkoff, Snyder and Oppenheimer, had the option to demonstrate the legitimacy of dark gaps numerically. From that point forward, dark gaps have gotten a significant and vital piece of science and the over all comprehension of the universe. It has been demonstrated, numerically, that dark openings have endless, gravity based, get away from speeds and a huge impact on light, time and even the very texture of space. All bodies in space have gravity. Concurring to Einstein’s â€Å"Theory of Relativity†, this is on the grounds that bodies with an enormous mass, or weight, really twist space (Chaisson, 77). For instance, if a two dimensional sheet of material, extended and suspended at four corners, speaks to space, and a bowling ball is set in the middle, the sheet will twist descending. On the off chance that a golf ball is, at that point set at the edge of the sheet and permitted to move unreservedly it will be pulled in toward the bowling ball, except if the golf ball is going at a speed sufficiently extraordinary to not be affected by the bend. This basic speed is known as a break speed. This is the speed at which an article must head out to e... ... the conditions are substantial, wormholes most without a doubt don't exist. On the off chance that they did it would likely send shudders up the sci-fi community’s spine. In the book, Generally Speaking, the Author, Eric Chaisson says, â€Å"The universe of science is covered with numerically exquisite hypotheses that clearly have no premise in reality† (182). Albeit dark gaps have not been convincingly demonstrated to exist, there is solid proof, in the noticeable universe, that they do. Dark gaps are very essential to the universe of cosmology. They permit for the investigation of regular particles under very remarkable natural factors. Researchers have immensely expanded their insight into the universe and the properties of issue through the investigation of a dark gaps consequences for light, time and the texture of the space. Works Cited Bunn, Ted â€Å"Black Holes FAQ.† NSF Science and Innovation Center (September 1995): Online. Web. http://physics7.berkeley.edu/Bhfaq.HTML Chaisson, Eric. Generally Speaking: Relativity, Dark Holes, and the Fate of the Universe. New York: W.W. Norton and Company, 1988. Selling, Stephen. A Brief History of Time: From the Big Bang to Black Holes. New York: Bantam Books, 1988. Manthe 5

The Decipline of Teams Case Study Example | Topics and Well Written Essays - 1250 words

The Decipline of Teams - Case Study Example Starting there he/she will have the option to choose the appropriate individuals who have the necessary aptitudes or the individuals who have related abilities and are equipped for improving them so as to achieve the command of the group all things considered. Generally, the diary is an understanding into the possibility of hierarchical groups as it discloses what should be done to guarantee groups proceed true to form. Essentially, it goes about as a benchmark for the best group practice that ought to be actualized in firms to guarantee expanded execution. Groups exist in about all organizations, yet the demonstration of changing the groups to substantial outcomes or execution is the thing that needs a larger part of the association. The Journal expounds on the missteps that are frequently dedicated in associations that frustrate the adequacy of groups. From that thought, it offers arrangements on the best practice undoubtedly to guarantee a change in execution in those specific ass ociations. More or less, the diary makes a top to bottom investigation of how associations can have the option to assemble group execution through the usage of various procedures that will reform execution in the given firms (Woodcock and Francis, 2008).Describe in detail the principle issues talked about in the diary articleThe Journal explains in detail the contrasts between a working gathering and a group in an association. Generally, not all gatherings are groups but rather then a few gatherings will in general have the attributes of groups or rather work in a way that is comparable.

Diversity in instructional methods toward meaningful learning Essay Example for Free

Assorted variety in instructional techniques toward important learning Essay Theoretical There is decent variety in instructional techniques that instructors can use to realize important learning. This paper talks about five of them; specifically incorporated request approach, 5-model of request, the dance sawing approach, pretending and WebQuest. These instructional strategies are student focused techniques that consider earlier information, demeanor and aptitudes and advance improvement of new information and relate them to an assortment of settings. Every one of them likewise manage genuine circumstances that basically create relational connections, critical thinking aptitudes and substance information among others. The teachers’ undertakings are to plan and complete proficiently the instructional structures to have significant learning among different students, instructional strategies and learning situations. Decent variety in Instructional Methods Toward Meaningful Learning Diversity is a fundamental element of achievement of all endeavors in life including training. There are various types of students as there are educators, instructional strategies and learning situations; however there is just a single objective in training and this is for a viable and important learning. Instructors should set conditions for understudies so they could think fundamentally and freely and relate new information learned with an assortment of settings for significant learning. It is the errand of the instructors to coordinate the students, the learning situations, the information to be educated and the instructional strategies. Adapting seriously implies that students relate new information to what they definitely know. Significant learning is non-discretionary, non-verbatim, considerable intentional exertion to interface new information with higher request ideas in subjective structures. It is a learning identified with encounters with occasions or protests and full of feeling duty to relate new information with earlier learning. The different instructional structures towards important learning ought to recognize results, direct the advancement of guidance content and build up its viability. Endeavors to consider important learning in the various phases of instructional plan are basic. Gagne et al. (1992) distinguished the various phases of instructional structures as: characterizing instructional objectives; leading instructional examination; recognizing passage practices and student attributes; creating execution goals; choosing an instructional strategy; amassing instructional materials and arranging developmental and summative assessments. He and his associates additionally refered to that momentum instructive hypothesis and investigates bolster the utilization of instructional techniques that make understudies dynamic students. Among the various instructional techniques accessible to instructors to investigate and utilize, the usually used methodology towards development of new information definitively are the issue â€based learning and request approach, agreeable learning, and innovation procedures. Every one of these strategies has its own preferences and weaknesses, however when utilized viably can augment learning. Issue Based and Inquiry Approach Students in the issue based and learning request approach participate in important learning through being effectively associated with their own learning and reproducing these dependent on their encounters. They further take an interest in dynamic examination, a greater amount of coordinating information as opposed to isolating them with the goal that profound comprehension create from securing of new realities. In this technique, understudies are given significant issues by instructors which request must be finished. The general strides in this request approach are: distinguishing the issues, get-together of information, sorting out the information in endeavor to break down the issues and investigations of the methodologies to use to tackle the issues. Coordinated Inquiry In the Integrated Inquiry arranging process, a model of request approach created by K. Murdoch, groupings of exercises and encounters are created to expand on and challenge understudy recognitions. These arrangements start with students’ earlier information and encounters and travel through intentional procedures wherein that information is expanded, tested and refined. Understudies have their own related involvements that they bring to their classes and educators ought to know about how to address this circumstance. Exercises and learning encounters in this model are assembled as: tuning on, discovering, sifting through, going further, making ends and taking activities (Murdoch, 1999). Moreover, making arrangements for appraisal is a significant component of getting ready for Integrated Inquiry. Murdoch (1999) features the requirement for the assortment and investigation of data about what and the how understudies have learned. The appraisal in the Integrated Inquiry model is to decide how to improve understudy learning as these new data assist educators with altering their arrangements of work to suit the necessities of the students. Students’ contribution in getting ready for evaluation as in choosing reactions to specific learning encounters and structuring exhibits of comprehension are exceptionally empowered. Thusly, educators are likewise entrusted to recognize and configuration learning encounters that will give data to evaluation purposes. The qualities of this model are focussed on appraisal of learning in setting and empowering an assortment of exhibits of understanding dependent on the learning encounters that understudies embrace. Students that may profit most from this Integrated Inquiry Approach are those equipped for defining objectives in their own learning and fundamentally contribute in deciding how evaluation could be successfully done. 5-E Model In the book â€Å"Activities for Teaching Science as Inquiry† via Carin, Bass Contant (2005) numerous research center examinations were refered to as request way to deal with learning. They concentrated on the 5-E Instructional Model with the five principle segments distinguished as Engagement, Exploration, Explanation, Elaboration and Evaluation. Every one of these parts is student focused. This investigatory strategy possibly time and asset devouring however it permits the students to create basic reasoning and critical thinking abilities experientially. The utilization of this strategy isn't restricted to showing sciences, which are viewed as not simple subjects. This experiential learning carries more open doors for students to deliver better understanding and longer maintenance of information learned. Agreeable Learning Cooperative learning is an instructional technique that happens in a little gathering of students of various degrees of capacity and in conditions of obligation not just for their own comprehension of the subject yet in addition for his co-students. It carries all the more significance to learning since it gives shared psychological arrangements of data between understudies, persuading them to get familiar with the materials, guaranteeing that they build their own insight, giving developmental criticism, creating social and gathering aptitudes vital for progress outside the homeroom. Agreeable inclining advances learning and scholastic accomplishment, builds maintenance and fulfillment with their learning encounters among understudies, creates abilities in oral correspondence, social aptitudes, advances understudy confidence and cultivates common obligation. Despite the fact that this technique encourages understudies figure out how to be increasingly persistent, not so much basic but rather more empathetic, a few understudies may discover trouble with this strategy. Understudies who work alone discover trouble in sharing answers while forceful understudies will in general dominate and more brilliant understudies to act better than the rest. Educators who will utilize helpful ought to set up their understudies how to function in bunches for this strategy to be effective. Dance Sawing Approach The â€Å"Jig Sawing† Approach is an agreeable learning methodology wherein understudies turns into a â€Å"expert† in a specific territory, at that point imparts their learning information to different individuals from the gathering that in the long run all individuals from the gathering become familiar with the ideas. In the Modified Jigsaw, the class is partitioned into equivalent master gatherings, with every one of these gatherings chipping away at detached bits of the movement. When every master bunch has finished the errands, they report their discoveries as gathering to the class. Gathering report takes into account more noteworthy adaptability in understudy introduction style and forestalls the chance of inadvertently distortion of data (Beaudrie et al. 1998). This technique best suits heterogenous students across disciplines. It gives chances to students to show different skills. In addition, understudies are progressively agreeable to trade thoughts with their co-students as a result of their dynamic open relationship. Pretending Another instructional technique for intrigue is pretending. It additionally manages taking care of issues yet through activities. In pretending, issues are recognized, investigated through activities and talked about. The understudies contribution to their pretending their earlier information, qualities and perspectives. A pretending procedure appears to work best when there are various right ways to deal with taking care of issues. It urges thinking and inventiveness to create and rehearse new practices in non-compromising setting. It gives chances to understudies to investigate further their sentiments; acquire experiences about their mentalities and furthermore upgrade their critical thinking abilities. It additionally advances successful relational relations. The learning in these pretending exercises are important as they are held longer and planned to be useful to the genuine of the students. Terms which are utilized, frequently reciprocally with pretending are reproduction, game, pretend, reenactment game, pretend recreation, and pretending game. Pretending progressively advances successful relational connections and social exchanges among students. Innovation Supported Approach Technology gives a lot of hardware to tending to the issues on improving understudy l

Analyzing Reading Analysis Essay Samples

Analyzing Reading Analysis Essay SamplesExamining a great deal of reading analysis essay samples, it's clear that the essays that are written by those who excel in the subject matter seem to express a natural understanding of the issues and events surrounding their topic. And the essay samples also reveal that students often use this as the basis for the argument that they present.There are a few things that a writer must do if they expect to get more out of the material they've written or that the reader is given as a result of the writing. First of all, the reader must be convinced that what is being presented is accurate, it should be clear and concise. The last thing the reader will want to have happen is for someone to misconstrue the content of the essay or misrepresent its intended message.Another aspect of reading analysis essay samples, one that would appear to go without saying, is the fact that the essay writer must write clearly and precisely. It should be recognized that this doesn't mean that the essay needs to be one hundred percent legible, because a relatively clear language does wonders for any writer. A good clear writing style however, is a must for effective presentation.Additionally, in order to get the desired effect out of any writing, there needs to be a certain level of discipline on the part of the writer. Just as you should never forget to breathe when you're working on a project, you also need to keep in mind the fact that you should not be allowing distractions to interfere with your focus on your words. You shouldn't let yourself drift away for a second or two as you try to accomplish the writing.Not only should you try to be disciplined during the writing of your essay, but you should also strive to maintain focus. One of the best ways to achieve this is to have a paper outline that you use as a guide. By having a plan in place to keep you focused on your tasks, you are more likely to achieve a high level of success in your essay writing.One other facet of writing essays that are worth mentioning in connection with these reading analysis essay samples is the fact that you should be cautious about putting too much emphasis on each paragraph. While it is important to make sure that each paragraph contains all of the information required, it is also important to make sure that each paragraph contains the necessary information.Reading analysis essay samples as a way to help writers get their material finished can be extremely helpful. These reading analyses can help teachers, classmates, and even family members of writers keep track of how their writing stands up to critical analysis. One of the best parts of utilizing these types of analytical essays as a means to further your writing skills is that you will be able to see the types of mistakes that others make that you never think to make.Even though writing a good essay may seem like it's beyond the grasp of many of us, there are plenty of reading analysis e ssay samples that can assist you in this area. Making sure that you spend a little time reading the tips and suggestions provided in the essays is a very smart move in terms of improving your own writing skills.

Burden of Proof - Free Essay Example

The legal or persuasive burden of proof is defined as the ‘burden of persuading the tribunal of fact, to the standard of proof required and on the whole of the evidence, of the truth or sufficient probability of every essential fact in issue’. In our scenario, the claimant will bear the legal burden of proving each element of his claim and this entitles him to call evidence first, giving evidence through witnesses, who will also be cross-examined. The legal burden of proof can only be judged in the light of all the evidence presented in a case, and this can only be done once the defendants have also presented their case. The prosecution has the legal burden to prove its case beyond reasonable doubt and to disprove beyond reasonable doubt the defences that an accused raises. In simple terms, there is an obligation of proving or disproving facts at issue. The burden is ‘legal’ in the sense that it is imposed by a legal rule and ‘persuasive ’ in the sense that the party bearing the burden will lose on that issue if he fails to discharge the burden by persuading the tribunal of fact to the relevant standard. In Jayasena, Lord Devlin said that the prosecution discharges the evidential burden â€Å"†. In Ching, reasonable doubt is described as a doubt to which you can give a reason as opposed to a mere fanciful sort of speculation. The evidential burden of proof is the burden of adducing evidence fit for consideration by the jury and there is the need to adduce sufficient evidence to satisfy a judge that the matter can be left to the jury to decide. There is an obligation upon both prosecution and defence to present sufficient evidence in support of their case. If the defence fails to discharge the evidential burden, the judge relieves the prosecution from the burden of disproving it. According to Lord Devlin, this requirement may be conveniently called ‘evidential burden’. The prosecution do es not have to disprove every possible defence in advance, so if a party has an evidential burden, it does not mean that they actually have to prove anything. The prosecution discharges the evidential burden by establishing a prima facie case, that is enough evidence to entitle, but not compel, the tribunal to find in favour of claimant, had it been no further evidence. In this case, the claimant has thereby defeated a submission of ‘no case to answer’, while the defendant is not obliged to give evidence or call any witnesses. In established the principle of ‘golden thread’, according to which ‘throughout the web of the English Criminal Law one golden thread is always to be seen, that it is the duty of the prosecution to prove the prisoner’s guilt’. Where the accused pleads one of the exceptions, insanity, he bears the persuasive burden which is discharged on a balance of probabilities. However, if the defendant’s defence invol ves pleading issues, such as non-insane automatism, provocation or self-defence, the onus of disproving them rests on the prosecution. This formulation creates difficulties to juries as to the nature of reasonable doubt. As a result, a second formulation was put forward by Lord Goddard, the ‘satisfied so that you feel sure’. In Summers he stated ‘ if the jury told that it is their duty to regard the evidence and see that it satisfies them so that they can feel sure when they return a verdict, that is much better than using the expression ‘reasonable doubt’. When the defence bears the legal burden on an issue, they must prove it on balance of probabilities , as illustrated by Lord Denning in Miller. As the prosecution must disprove the defence ‘beyond reasonable doubt’, the defendant is required to demonstrate to a judge that a jury might have a reasonable doubt as to whether his defence will be disproved by the prosecution. The evident ial burden will have been discharged if the defence was ‘a reasonable possibility’ worth leaving to the jury to consider, but not if ‘no reasonable jury, properly directed as to the law, could fail to find the defence disproved’. Therefore, the defendant must to call witnesses or give evidence to substantiate any defence and then it is for the prosecution to illustrate beyond reasonable doubt that the defendant did not act in self-defence and acted with the necessary mental element. Question 2 a confession is defined as inclusive of any statement that partly or wholly adverse to someone who made it, whether made to someone in authority or not, or made in words or otherwise. A confession may be oral, in writing, by conduct or in any other way of communicating information. As stated in, if the defendant accepts an accusation made by the victim of the crime, or by someone else who is on an equal footing, then to the extent that he has accepted it, the st atement becomes his own. However, any breach of the procedure may be used as ground for excluding a confession. First, as soon a police officer has grounds to suspect that a person has committed an offence and wishes to question him, the necessary steps needs to be follow, including access to legal advice, as anything said is considered as evidence under. The admissibility and relevance of a confession are questions to be decided by the judge, whereas the weight to be given to the confession is a question for the jury. The defendant cannot be compelled to testify as this may be regarded as a breach of the legal procedure. If the witness is wrongly compelled to answer such a question, his answer may not be admitted as evidence against him at his later prosecution. Under the defence may represent to the court that the confession may to be obtained by suasion and should automatically excluded, even if it turns out to be true. As defined in the method of questioning may amount to opp ression. For example, in the deliberate misuse of the truth about the defendant’s mother health by the police could amount to harsh or improper treatment and therefore oppression. Finally, the Court of Human Rights restated the importance of the right to silence and privilege against self-incrimination under Article 6 ECHR regarding access to justice and fair procedure. Pursuant, there is the legal advice privilege, according to which communications passing between lawyer and client, materials prepared for the purposes of litigation and advice given are privileged. To quote the words of Lord Taylor, ‘’, being sure that nothing will be revealed without his consent. It arises out of a relationship of confidence between lawyer and client. Thus, the privilege must prevail over purely procedural subordinate legislation. The only limitations imposed are in relation to the relevant legal context as held in Balabel and Three Rivers. Finally, it is submitted that no br each of confidentiality and no loss of privilege is involved when they are present during interviews or involved in preparing or transmitting communications with the client. Question 3 Opinion evidence is not admissible because it is for the tribunal of fact, and not for the witnesses, to form its opinion on the evidence. They must confine themselves to their personal perception of facts and not make any inferences from those directly observed facts. The opinion of expert-witnesses is helpful when the jury or the judge are unable to form an opinion based on bare facts and require additional expert assistance or when matters arise which concern other sciences or faculties. Although the ‘helpfulness principle’ of an expert witness has been criticized , expert opinion evidence to be admissible it must be able to provide the court with information which is probably outside of jury’s or a judge experience and knowledge, but it must also be evidence which gives t he court the help it needs in forming its conclusions. There is no closed category where evidence cannot be placed before a jury, as ‘it would be wrong to deny to the law of evidence the advances to be gained from new techniques and new advances in science’ . An expert’s opinion in order to be reliable it have to be illustrated by admissible evidence. In Hodges was held that part of an expert’s experience and expertise might lie in his knowledge of unpublished material and in his evaluation of it. In R v Gilfoyle, the court suggested that if an opinion given by an expert may not be independently reconsidered by any criteria, this may to hinder its admittance. This is why provides that a jury shall not to make a determination [on unfitness to be tried]†¦except on the written or oral evidence of two at least medical registered practitioners. In our scenario, Dr. Khan’s opinion will not be admissible in evidence, because the method used is a n innovative one, which cannot be independently reviewed yet and in any case it is essential that another registered medical practitioner confirms Dr Khan’s opinion. Question 4 (a)provides that ‘any person who without legal authority or presumable excuse and whereof the proof shoul lie on him, has into his possession any offensive weapon in any public area shall to be regarded guilty of violation †¦Ã¢â‚¬â„¢. In R v Williams , it was concluded that imposes a legal burden on the defendant and it was then for the prosecution to make the jury sure that the appellant was not aware and did no has any reason to be suspected that it was readily convertible. Pursuant toan imitation weapon is one that looks as a such weapon; and it can be easily be converted into a weapon which a shot may be discharged. S. 1(6) mentions ‘readily convertible’ as requiring someone without special skills to converting it and for the work involved no tools or outfit other t han such as are in common use by individuals performing manufacture and maintenance works in their own homes. The burden of proof on the defendant relies on the plea of diminished responsibility, as per section William has the legal burden of proof and to establish, on the balance of probabilities, that he has not been aware that the imitation firearm could be converted to fire live ammunition and thus he had no intention to use it and thus he may be able to rely upon this defence at trial. (b)In Bowers , it was held that clearly allows an adverse inference to be drawn from silence at a police interview where an accused had not given evidence, as to hold otherwise would permit an accused to preclude the drawing of such inferences by choosing not to give evidence. permits conclusion to be assumed when a accussed remain silent at the time he questioned. , the defendants silent was inadmissible, but the jury had to conclude to an unfavorable conclusion because of defendants silen ce at charge according to section 34(1)(b). Subsequently, this section cannot be applied to William case. In criminal proceedings, the general rule is that everybody has to be regarded innocent until guilty is proven. The prosecution has to illustrate that the defendant committed an offence by establishing ‘beyond reasonable doubt’ all elements of the violation. permits the jury and the court to conclude to such presumptions as may be regarded proper from the defendant failure or refusal to give evidence and answer any question without good reason. Conclusion is not permitted when the court understands that the mental or physical condition of the defendant makes him undesirable to provide evidence. Based on the 5-step test established in Cowan , if jury’s conclusion show that the silence only can appreciably be ascribed to the defendants no answers or none that would stand up to cross-examination, they may conclude to an hypothetical presumption. Also in , it was held that a jury had not directed that reasons might be provided for not giving other evidence than the inability to explain or answer the prosecution case. Therefore, ay be able to be applied in our case. (c)Where a suspect disputes identification, the prosecution will have to prove that the defendant is, beyond all reasonable doubt, the person who committed the offence. This is because it has not been clear so far whether the statement that the accused person was the person who committed the offence is admissible as evidence, or merely evidence confirming the evidence of the identifying witness at trial. According to the admissibility of a witness statement about identification is based on whether the evidence are given to the best of his belief and he states the truth. Building on that, the Court of Appeal in Turnbull provided guidance regarding disputed identification evidence and specified that a mistaken witness possible can be persuasive, but notice is required if the prosecution depends fully on the regularity of the identification of the defendant which the defense claims to be incorrect. Also the jury must take into account all the conditions in which identification was made, such as distance, light, impediments, witnesses’ previous accusations and the time between original observation and formal identification. In our scenario, given the circumstances at the night of the crime, William can argue based on Turnbull that there is a high probability that the witnesses’ statement may be not accurate as they cannot be absolutely sure about what they saw.

Greek Mythology Antigone Moral Obligation and Civil Disobedience - Free Essay Example

Sample details Pages: 4 Words: 1103 Downloads: 6 Date added: 2019/05/15 Category Society Essay Level High school Tags: Antigone Essay Civil Disobedience Essay Did you like this example? Antigone is the quintessential character who knowingly risks her life to comply with divine order, familial loyalty and social decency. Antigone, with her defensive posture of sacred laws that no human will can prohibit, is the heroine that will die to defend divine order. The conflict is with Creon, king and uncle of Antigone and Ismene, who confronts the world of politics, the world of the dead and of the gods. Don’t waste time! Our writers will create an original "Greek Mythology Antigone Moral Obligation and Civil Disobedience" essay for you Create order At the beginning, Antigone is seen as a fierce and strong woman; however, in the end we see a fragile and terrified character who accepts her death. The antagonist, Creon, represented as the dictator of human laws, fights against Antigone as she defends divine justice against Creons moral justice to the bitter end. Her actions are uncompromising. She actively participates in the decisions she has taken and obtains her strength from the nature of the divine laws, that is, honor the dead and family values. Historically, Greeks held burial of the dead as the most sacred of acts. Even after the Trojan War, an agreement and ceasefire were made to pay homage to the bodies of fallen soldiers and conduct their funerals with admirable rituals. There was extraordinary sense of identity that existed and played a significant role between the democratic city and those who fought for it. The citys and the individuals fate were one in the same and even after death, they would be remembered as honorable men continuing to live in the city. The story of Antigone begins after the armies of Argos has vanished and the two sons of Oedipus, Polynices and Eteocles, have killed each other in war. The city, represented by the Chorus, is summoned by the new ruler, Creon. It is here when Creon thanks the City for their loyal service and before announcing his first order of business, he dictates a proper burial for Eteocles to honor his loyalty as a defender of his city. He then prohibits, under punishment of death, any burial of Polynices as a punishment for his treason. The City is aware the gravity of this law is an assault on their religious laws, but ultimately, they submit to Creons law and are convinced that no one would sacrifice thei r own life to violate it. Creon believes he is the almighty ruler and his rule over every man transcends natural law. Creon is an arrogant man and his power does not allow him to see beyond his own political will. He described his power to his son,you ought to feel within your heart, subordinate to your fathers will in every way. (Fagles, 202). Creon was fully aware of the natural law and custom of burial when he issued his order. He believed he was within reason when he determined that Polynices should not be buried, as an appropriate punishment. He does not consider the moral consequences of his decisions. In the first scene, Antigone asks her sister, Ismene, to help her bury her brother Polynices. When she sees that Ismene does not have her convictions, Antigone argues that her family has suffered enough. She explains that her father, died in hatred for his actions killing his father and marrying his mother. Then his mother hung herself and their brothers killed each other in war. Ismene can only see the a uthority of the King and refuses to help Antigone. Antigone challenges Ismene to be a true sister instead of a traditional female who obeys male guardians, especially the king. (Moral and Civil Disob. Powerpoint)Rejected by her sister, Antigone acts with her conscience and buries her brother. She felt it was morally wrong to leave her brother without a proper burial. The rituals did not change the outcome of the battle or dishonor the City. Thus, Antigones rituals with Polynices body in no way harmed anyone. She accepts the consequences of defying the king and the risk to her life. Antigone followed natural law over political law.Creon believed disobeying his orders carried grave consequences Whomever the city placed on the throne should be obeyed, no matter how small the matter. He came across as a male chauvinist who believed one should never lose your sense of judgment over a woman (Fagles, 203).never let some woman triumph over us. Better to fall from power, if fall we must, in the hands of a man never be rated inferior to a woman, never. (Fagles, 205-206). When Creon finds out Antigone has disobeyed her, he orders her death.While her actions were to follow natural law, Antigones decision to contradict political law conforms to the idea of civil disobedience. Professo r Jones indicated in her Antigone outline, the main elements of Civil Disobedience include a non-violent protest of unjust actions or laws. In the play, Antigone followed her personal beliefs to defy state authority because she believed she was following a higher authority. She was not protesting the law to challenge Creons law, she was performing her moral obligation to a higher authority. She accepted the consequences because she believed no mortal had the power to contradict divine laws. The Citys response to her actions is the same goal of any civil disobedience: to question the justness of the law. The tragedy was that Creon could punish her with death, but that he was still powerless to overcome natural law and custom. Antigone is taking a position against the political rules, thus pitted against the statethe natural law of burial for everyone versus the political law of burying everyone but Polynices. The Chorus sides with Creons laws, not because they believe in them but out of fear of death. After Creon sentences Antigone to death, he is confronted by a blind prophet who foreshadows the folly of his acts. Creon realizes his mistake but is too late to save Antigone or his son. This is the triumph of natural law over his political decree. Pious Antigone loses her life but wins a moral victory against Creon. Creon loses his son, his wife and his moral authority in the process. Creons political strength was undermined by his second-guessing and lack of leadership, and ultimately failure to act. Women are shown to be submissive and unimportant in political life. Antigone took on traditional male characteristics of strength, leadership and conviction under moral authority. This is a strong woman who went beyond death by a tyrant to do what her heart dictated, that is, follow the ethical and moral laws that go beyond human beings. Because she never gave him, she remains true to her beliefs actively chooses to act in a way that guarantees her death.