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The Defendant
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Access to Justice in Magistrates' Courts : A Study of Defendant Marginalisation
This book examines access to justice in summary criminal proceedings by considering the ability of defendants to play an active and effective role in the process. ‘Access to justice’ refers not just to the availability of legally aided representation, but also to the ability of defendants to understand and effectively participate in summary criminal proceedings more generally.It remains a vital principle of justice that justice should not only be done, but should also be seen to be done by all participants in the process. The book is based on socio-legal research. The study is ethnographic, based on observation conducted in four magistrates’ courts in South East England and interviews with both defence lawyers and Crown prosecutors. Setting out an argument that defendants have always been marginalised through particular features of magistrates’ court proceedings (such as courtroom layout and patterns of behaviour among the professional workgroups in court), the political climate in relation to defendants and access to justice that has persisted since 2010 has further undermined the ability of defendants to play an active role in the process. Ultimately, this book argues that recent governments have demanded ever more efficiency and cost saving in criminal justice.In that context, principles that contribute to access to justice for defendants have been seriously undermined.
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Food Information, Communication and Education : Eating Knowledge
Food Information, Communication and Education analyses the role of different media in producing and transforming knowledge about food. ‘Eating knowledge’, or knowledge about food and food practice, is a central theme of cooking classes, the daily press, school textbooks, social media, popular magazines and other media.In addition, a wide variety of actors have taken on the responsibility of informing and educating the public about food, including food producers, advertising agencies, celebrity chefs, teachers, food bloggers and government institutions. Featuring a range of European case studies, this interdisciplinary collection advances our understanding of the processes of mediatization, circulation and reception of knowledge relating to food within specific social environments.Topics covered include: popularized knowledge about food carried over from past to present; the construction of trustworthy knowledge in today’s food risk society; critical assessment of nutrition education initiatives for children; and political and ideological implications of food information policy and practice.
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Action Research in Education : Learning Through Practitioner Enquiry
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University
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When does the defendant find out about a charge?
The defendant typically finds out about a charge when they are formally charged by law enforcement or when they receive a summons to appear in court. This usually occurs after an investigation has been conducted and the prosecuting attorney has determined that there is enough evidence to bring charges against the defendant. The defendant may also be informed of the charges against them during their arraignment, where they are formally presented with the charges and have the opportunity to enter a plea.
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Why is a defendant not liked by witnesses and prosecutors?
Defendants are not liked by witnesses and prosecutors because they are seen as the individuals who have allegedly committed a crime or wronged someone, leading to the legal proceedings. Witnesses may feel intimidated or fearful of retaliation from the defendant, while prosecutors are tasked with proving the defendant's guilt, which can create a sense of opposition. Additionally, the defendant's actions may have caused harm or distress to others, further contributing to negative perceptions.
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What could happen if the defendant does not speak with the experts?
If the defendant does not speak with the experts, they may miss out on valuable insights and information that could potentially help their case. Experts can provide crucial analysis and testimony that could be used to support the defendant's position. Without consulting with experts, the defendant may not have a strong defense strategy and could be at a disadvantage in court. It is important for the defendant to communicate with experts to ensure they have the best possible chance of presenting a strong case.
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Why was the defendant disinvited from the court two days before the trial?
The defendant was disinvited from the court two days before the trial because they violated the terms of their bail or pre-trial release. This could include failing to comply with court-ordered conditions, such as attending required meetings or staying away from certain individuals. The court may have deemed the defendant's actions as a risk to the judicial process or public safety, leading to their disinvitation from the court proceedings.
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Cultural Learning Styles in Language Education : A Special Reference to Asian Learning Styles
This book presents a nuanced look at the relationship between language learning styles and culture to illuminate how these important constructs are understood, employed and play out in the real world.Through the lens of different learning style dimensions—cognitive, affective, process-centred, environment-centred and cultural—Li unpacks and examines the commonly accepted tensions between learning styles, culture, teacher assumptions and teaching approaches.With a focus on Asian learning styles and Chinese learners, Li addresses the past and current debates and reconceptualises the roles and tensions between students’ learning, students’ cultural backgrounds and teaching styles.Li adeptly navigates this controversial arena to demystify preconceptions and provide avenues for innovative and effective classroom practices in language teaching.Ideal for pre-service ESL/EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in the classroom.
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Knowledge, Information, and Business Education in the British Atlantic World, 1620–1760
Accurate information is essential to successful business activity.The early modern period saw an increase in printed commercial information, including newspapers, printed exchange rates, and educational texts--part of the 'print revolution' that permeated all aspects of the early modern world.Rather than relying on externally-produced printed works, commercial agents retained agency in creating and sharing their own business and educational information, which was shared in other forms and prioritised and valued over printed material.This book explores the ways that merchants and other commercial agents learned about business in the early modern British Atlantic World.It considers how they acquired, dispersed, stored, and used information, as well as considering their contribution to creating and shaping that information.Prioritising a wide range of manuscript material held in disparate collections, including merchants' correspondence, letter-books, notebooks, family papers, exercise books, and ships' logs, Talbott explores the ways that knowledge, information, and business education was created, circulated, and used in the early modern British Atlantic World.It offers a new perspective on the exchange of business information in a period dominated by discussions of print, prioritising manuscript and oral forms of exchange.In doing so, it presents a more holistic account of the ways that networks of knowledge operated in early modern business, centralising the creation, circulation, and use of business information specifically by those individuals most involved in--and most affected by--its production.
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Cooperative Learning in Physical Education : A research based approach
Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content.It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings.It explores Cooperative Learning in physical education from three main perspectives.The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education).The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context.The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.
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Handbook of Research on Knowledge and Organization Systems in Library and Information Science
Due to changes in the learning and research environment, changes in the behavior of library users, and unique global disruptions such as the COVID-19 pandemic, libraries have had to adapt and evolve to remain up-to-date and responsive to their users.Thus, libraries are adding new, digital resources and services while maintaining most of the old, traditional resources and services.New areas of research and inquiry in the field of library and information science explore the applications of machine learning, artificial intelligence, and other technologies to better serve and expand the library community.The Handbook of Research on Knowledge and Organization Systems in Library and Information Science examines new technologies and systems and their application and adoption within libraries.This handbook provides a global perspective on current and future trends concerning library and information science.Covering topics such as machine learning, library management, ICTs, blockchain technology, social media, and augmented reality, this book is essential for librarians, library directors, library technicians, media specialists, data specialists, catalogers, information resource officers, administrators, IT consultants and specialists, academicians, and students.
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Why was the defendant disinvited by the court two days before the trial?
The defendant was disinvited by the court two days before the trial because they failed to comply with the court's orders and deadlines. This lack of compliance may have included not submitting required documents, not showing up for scheduled meetings or hearings, or not following court procedures. As a result, the court decided to disinvite the defendant from the trial due to their failure to adhere to the necessary legal requirements.
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Can a suspect and/or defendant remain silent, or must they speak under certain conditions?
In most legal systems, a suspect or defendant has the right to remain silent and cannot be compelled to speak. This right is protected under the principle of "the right to remain silent" or "the right against self-incrimination." However, there may be certain circumstances where a suspect or defendant may be required to provide information, such as during a police investigation or court proceedings. It is always advisable for individuals to seek legal advice before deciding whether to remain silent or speak in any legal situation.
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Do prosecutors not feel guilty when they plead guilty, even though the defendant is obviously innocent?
Prosecutors are bound by ethical guidelines to seek justice, not just convictions. If a prosecutor believes that a defendant is innocent but still accepts a guilty plea, they may feel conflicted and guilty about the situation. However, there may be various reasons why a prosecutor would accept a guilty plea from an innocent defendant, such as lack of evidence or pressure to secure a conviction. Ultimately, it is up to the prosecutor to weigh the ethical implications and make a decision based on the circumstances of the case.
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Do all the evidence have to be disclosed to the defendant in a criminal trial beforehand?
In the United States, the prosecution is generally required to disclose all evidence to the defendant in a criminal trial beforehand. This is known as the principle of "discovery" and is intended to ensure a fair trial and allow the defendant to adequately prepare their defense. Failure to disclose evidence to the defendant can result in a mistrial or the exclusion of the evidence at trial. However, there are some exceptions to this rule, such as in cases where the evidence is classified or would compromise the safety of a witness.
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