This document contains a list of common phrases used in courtrooms and legal settings that a legal interpreter should be familiar with. It is divided into sections for commands, requests for information that require a yes or no answer, general requests for information, requests for permission, and common statements made in court. The list contains over 150 phrases commonly heard in legal proceedings with the goal of helping interpreters translate these phrases accurately and without hesitation in both oral and written interpretation.
The document provides vocabulary words from the story "The Medicine Bag" and instructs students to write definitions for each word on index cards while noting the part of speech. To earn full credit, nouns should be written in black and adjectives in blue. Key vocabulary words include Sioux reservation, authentic, fatigue, frail, sheepish, fringe, butte, kettle, and sage.
The document discusses obligation, permission, and prohibition in the present and past tense. It provides examples of things that are obligatory ("have to", "must"), permissible ("can", "are allowed to"), and prohibited ("can't", "aren't allowed to") in the present and past, such as having to go home, being allowed to vote, or not being allowed to speak. It also discusses suggestions and using "should", "ought to", and "ought" to make polite suggestions, with examples like suggesting trying delicious ice cream or being more careful while driving.
This document discusses the uses of auxiliaries in the English language. It explains that auxiliaries are used to ask questions, give negative answers, indicate tense, and show emphasis. The document provides examples of how auxiliaries are used for asking questions, giving negative answers, short answers, emphasis, tag questions, expressing agreement, as verb substitutes, and for "echo" questions. It also includes a table that lists the auxiliaries used for different tenses.
In this epsiode of Video Vocab we’re going to look at basic vocabulary related to the law. This is the first in a three-part series: part 1 covers basic legal terms, part 2 will look words related to a court case and part 3 will look at the vocabulary related to commercial law.
Key Vocabulary:
1. Law (civil, criminal, contract, property, trust, tort, constituational, administrative & international)
2. Lawyer (AmE = Attorney, BrE = Solicitor)
3. Defense
4. Prosecution
5. Case
This document defines basic legal terminology including attorney, misdemeanor, felony, defendant, plaintiff, alibi, cross examination, prosecutor, plea bargain, subpoena, testimony, and settlement. An attorney is a lawyer who counsels and manages court cases. A misdemeanor is a less serious crime with less than 1 year jail time, while a felony is a serious crime with over 1 year jail time. A defendant is the accused and a plaintiff files the complaint against the defendant.
This document discusses verbs related to the five senses - hear, see, smell, feel, and taste. It provides information on:
1) How these verbs are generally used as stative verbs with "can" to refer to present sensations. Continuous forms are not typically used.
2) Exceptions where hear and see can be used dynamically and in continuous forms with different meanings.
3) Common constructions using see/hear + object + infinitive/gerund verb with slightly different meanings.
4) How look, feel, smell, sound, and taste are used to describe impressions following adjectives, nouns, clauses.
5) The differences between smell/taste of and
This document discusses the use of the phrase "going to" to indicate future plans in English. It provides examples of how to form statements, negative statements, and questions using "going to" with different subjects. Examples are given such as "I am going to read a book" and "She is not going to wait for you." The document also includes an exercise asking the reader to fill in blanks using the correct form of "going to" to complete sentences about future plans.
The third conditional is used to talk about hypothetical situations and their consequences in the past that did not actually happen. It expresses that both the condition and result are impossible. The structure uses the past perfect tense (had + past participle) to talk about the impossible past condition, and would have + past participle to talk about the impossible past result. Examples are given such as "If I had won the lottery, I would have bought a car" and "If you had driven more carefully, you would not have had an accident." The third conditional can express criticism or regret about things that did not happen in the past.
The document provides vocabulary words from the story "The Medicine Bag" and instructs students to write definitions for each word on index cards while noting the part of speech. To earn full credit, nouns should be written in black and adjectives in blue. Key vocabulary words include Sioux reservation, authentic, fatigue, frail, sheepish, fringe, butte, kettle, and sage.
The document discusses obligation, permission, and prohibition in the present and past tense. It provides examples of things that are obligatory ("have to", "must"), permissible ("can", "are allowed to"), and prohibited ("can't", "aren't allowed to") in the present and past, such as having to go home, being allowed to vote, or not being allowed to speak. It also discusses suggestions and using "should", "ought to", and "ought" to make polite suggestions, with examples like suggesting trying delicious ice cream or being more careful while driving.
This document discusses the uses of auxiliaries in the English language. It explains that auxiliaries are used to ask questions, give negative answers, indicate tense, and show emphasis. The document provides examples of how auxiliaries are used for asking questions, giving negative answers, short answers, emphasis, tag questions, expressing agreement, as verb substitutes, and for "echo" questions. It also includes a table that lists the auxiliaries used for different tenses.
In this epsiode of Video Vocab we’re going to look at basic vocabulary related to the law. This is the first in a three-part series: part 1 covers basic legal terms, part 2 will look words related to a court case and part 3 will look at the vocabulary related to commercial law.
Key Vocabulary:
1. Law (civil, criminal, contract, property, trust, tort, constituational, administrative & international)
2. Lawyer (AmE = Attorney, BrE = Solicitor)
3. Defense
4. Prosecution
5. Case
This document defines basic legal terminology including attorney, misdemeanor, felony, defendant, plaintiff, alibi, cross examination, prosecutor, plea bargain, subpoena, testimony, and settlement. An attorney is a lawyer who counsels and manages court cases. A misdemeanor is a less serious crime with less than 1 year jail time, while a felony is a serious crime with over 1 year jail time. A defendant is the accused and a plaintiff files the complaint against the defendant.
This document discusses verbs related to the five senses - hear, see, smell, feel, and taste. It provides information on:
1) How these verbs are generally used as stative verbs with "can" to refer to present sensations. Continuous forms are not typically used.
2) Exceptions where hear and see can be used dynamically and in continuous forms with different meanings.
3) Common constructions using see/hear + object + infinitive/gerund verb with slightly different meanings.
4) How look, feel, smell, sound, and taste are used to describe impressions following adjectives, nouns, clauses.
5) The differences between smell/taste of and
This document discusses the use of the phrase "going to" to indicate future plans in English. It provides examples of how to form statements, negative statements, and questions using "going to" with different subjects. Examples are given such as "I am going to read a book" and "She is not going to wait for you." The document also includes an exercise asking the reader to fill in blanks using the correct form of "going to" to complete sentences about future plans.
The third conditional is used to talk about hypothetical situations and their consequences in the past that did not actually happen. It expresses that both the condition and result are impossible. The structure uses the past perfect tense (had + past participle) to talk about the impossible past condition, and would have + past participle to talk about the impossible past result. Examples are given such as "If I had won the lottery, I would have bought a car" and "If you had driven more carefully, you would not have had an accident." The third conditional can express criticism or regret about things that did not happen in the past.
This document provides a list of cohesive devices that can be used when writing a composition. It includes logical devices like addition, comparison, contrast and concession. It also lists grammatical and lexical linking devices such as using pronominal forms to replace nouns, adverbials, clauses and sentences. Determiners and repetition of key words, synonyms and related word forms are also discussed as ways to link ideas cohesively.
This document summarizes different uses of gerunds and infinitives in English. It discusses passive gerunds and infinitives, perfect gerunds and infinitives, and the difference between simple and perfect forms. It also outlines specific constructions that gerunds and infinitives can be used in, such as after would like, expressions of time like "to be doing", after nouns formed from verbs, and after expressions involving quantifiers.
This document contains 20 questions related to travel preferences and experiences. It asks about countries visited and desired to visit, travel companions, transportation methods, budgeting, visa requirements, souvenirs, seasons to travel, airlines, and reasons for travel. The questions cover topics like best destinations, travel photography, health issues while traveling, driver's licenses, and working as a tour guide.
This document discusses defining and non-defining relative clauses. It provides examples of defining relative clauses using who, which/that, whose, and where to identify people and things. It also discusses when the relative pronoun can be omitted. Non-defining relative clauses are introduced, which provide non-essential information and always use who or which with commas.
Going to is not a tense but rather a structure used to talk about the future. It is used with the subject + verb to be + going + to-infinitive. Going to can indicate intention or prediction. For intention, a decision has already been made before speaking. For prediction, the present situation provides evidence for what will likely happen in the future.
Plaintiff fell on Defendant's property and is suing for injuries. However, Defendant contests liability for several reasons:
1) Testimonies from Plaintiff and her witness are inconsistent about the details of the fall.
2) Medical records show Plaintiff had pre-existing osteoarthritis in her knee, and the fall only exacerbated her usual pain from this condition.
3) The surgery was ultimately required due to the natural progression of her joint deterioration, not because of the fall.
4) Plaintiff did not properly care for her health issues, which may have contributed to her need for surgery.
Defendant argues there is no evidence it breached a duty to Plaintiff and the fall did not proximately
This document contains vocabulary terms related to air travel, including parts of the airport and flight experience such as land, take off, luggage, boarding card, aisle, terminal, arrivals, departures, check-in desk, passport control, customs, baggage reclaim, porter, airlines, crew, passengers, and flight attendant.
The document discusses subject complements, which are nouns, pronouns, or adjectives that complete the meaning of a linking verb. There are two types of subject complements: predicate adjectives, which are adjectives that describe the subject of a linking verb, and predicate nominatives, which are nouns or pronouns that identify or explain the subject. Examples are provided to illustrate each type of subject complement.
This document provides examples of how to change direct speech into reported speech. It shows how yes/no questions and wh- questions are changed by using reporting verbs like "asked" and removing quotation marks. Examples are given for changing questions about time, place, reason and reported requests into the past tense. Common reporting verbs are listed and examples are given of changing direct questions into reported speech using these verbs. Finally, there are pictures to prompt forming new sentences in reported speech.
Indirect questions are used to soften direct questions and make them more polite. They involve changing the word order of the embedded question compared to a simple question. For example, "Where has Tom gone?" would become "Do you know where Tom has gone?". Yes/no questions in an indirect form use "if" or "whether" instead of auxiliary verbs. Indirect questions are used when the speaker wants a softer tone, such as asking for information.
This document contains an excerpt from a textbook about noun clauses. It provides examples of different types of noun clauses including subject, object, subject complement, and adjective complement clauses. It discusses using "that" to introduce certain noun clauses. The document also discusses embedded questions, which are questions changed into noun clauses. It provides examples of direct questions versus embedded questions and discusses using "if", "whether", and "whether or not" to introduce embedded yes/no questions. Practice exercises are included for the learner to change direct questions into noun clauses.
This document provides a summary of various English verb tenses including the present simple, present continuous, past simple, present perfect, and past continuous. It defines when each tense is used, how to form the affirmative, negative, and interrogative forms, and provides examples. Key points covered include using the present simple for regular actions, present continuous for ongoing actions, past simple for completed past actions, present perfect for unfinished past actions, and past continuous for background ongoing past actions. Links to online exercises are also provided to test understanding of each tense.
The document lists common health issues and injuries that children may experience such as putting on a bandaid, having a bloody nose, broken arm, bruise, bump, cough, cut, diarrhea, fever, hay fever, headache, and receiving an IV. It encourages learning about health and lists these health phrases and issues in both forward and backward order. It also promotes subscribing to and watching the health-related content again.
This document defines and describes different types of verbs including action verbs, linking verbs, auxiliary verbs, transitive and intransitive verbs, active and passive voice, verb tenses, moods, and changes in verb form. It discusses the simple, progressive, perfect, and perfect progressive tenses and provides examples of how verbs are used in each tense. It also covers non-verb forms including participles and infinitives.
This document discusses adverbs and their degrees of comparison. It defines an adverb as a word that modifies a verb, adjective, or other adverb. It explains that adverbs have three degrees of comparison: positive, comparative, and superlative. The positive degree makes no comparison, comparative compares two things, and superlative compares more than two things. Most one-syllable adverbs form the comparative and superlative by adding -er and -est, while most multiple-syllable adverbs use more/less or most/least. Some adverbs have irregular forms.
The document discusses giving opinions and agreeing or disagreeing politely. It defines key vocabulary used when expressing different points of view, including: point of view, agreeing to disagree, being opinionated, and being indifferent. It then provides examples of conversations where these terms are used when discussing topics like food preferences, health, and marriage. The document encourages the reader to give their own opinions on similar topics in a respectful manner.
This document provides instructions on forming different types of questions in English. It explains that questions are formed by inverting the subject and auxiliary/modal verb. For simple present and past, "do" or "does" are added. Negative questions use inversion to show surprise or expectation of agreement. Questions with prepositions move the preposition to the end. Indirect questions are used for politeness by adding "could you tell me" or "do you know" before the question.
The paralegal proofread the defendant's appellate brief for errors. A number of required items were missing from the initial draft, including a table of contents, table of cases, and certification statement. The paralegal added these items and corrected spelling, grammar, punctuation and citation errors. Once the final brief is complete, 10 copies must be filed with the Court of Appeals along with 3 copies to each party and one electronic copy, with a red cover.
Cleft sentences are used to emphasize or focus attention on part of a sentence. There are several types of cleft sentences:
1) Beginning with "what" or "all" to emphasize a thing or only thing
2) Beginning with "what happens is" or "what happened was" to emphasize an event
3) Beginning with "the person who", "the place where", "the first/last time", or "the reason why"
4) Beginning with "it is/was" followed by a relative clause
The document provides examples of each type and exercises rewriting sentences using cleft structures to shift emphasis.
The document discusses object complements in sentences. An object complement follows and modifies or refers to a direct object, and can be a noun or adjective. Examples are provided of sentences containing direct objects and object complements, such as "The court ruled his actions illegal" and "We call Ashley supervisor of our team." The document also provides formulas for sentences containing object complements and additional examples and activities.
A deposition is an out-of-court sworn statement given by a witness in a question and answer format that is recorded and can be used at trial. Depositions typically occur after the initial exchange of documents between parties and are used to discover facts, lock in witness testimony, and prepare for trial. Thorough preparation, including reviewing all case documents and having a clear plan and structure for questioning, is essential to conducting a successful deposition.
The document provides an overview of the judicial process, including definitions of key terms like plaintiff, prosecution, defense, and burden of proof. It also outlines rules of evidence, courtroom decorum, stipulations, how to call and question witnesses, enter evidence, and make opening statements, direct examinations, cross examinations, and closing arguments. The document gives guidance on properly qualifying expert witnesses, impeaching witnesses, and responding to potential objections.
This document provides a list of cohesive devices that can be used when writing a composition. It includes logical devices like addition, comparison, contrast and concession. It also lists grammatical and lexical linking devices such as using pronominal forms to replace nouns, adverbials, clauses and sentences. Determiners and repetition of key words, synonyms and related word forms are also discussed as ways to link ideas cohesively.
This document summarizes different uses of gerunds and infinitives in English. It discusses passive gerunds and infinitives, perfect gerunds and infinitives, and the difference between simple and perfect forms. It also outlines specific constructions that gerunds and infinitives can be used in, such as after would like, expressions of time like "to be doing", after nouns formed from verbs, and after expressions involving quantifiers.
This document contains 20 questions related to travel preferences and experiences. It asks about countries visited and desired to visit, travel companions, transportation methods, budgeting, visa requirements, souvenirs, seasons to travel, airlines, and reasons for travel. The questions cover topics like best destinations, travel photography, health issues while traveling, driver's licenses, and working as a tour guide.
This document discusses defining and non-defining relative clauses. It provides examples of defining relative clauses using who, which/that, whose, and where to identify people and things. It also discusses when the relative pronoun can be omitted. Non-defining relative clauses are introduced, which provide non-essential information and always use who or which with commas.
Going to is not a tense but rather a structure used to talk about the future. It is used with the subject + verb to be + going + to-infinitive. Going to can indicate intention or prediction. For intention, a decision has already been made before speaking. For prediction, the present situation provides evidence for what will likely happen in the future.
Plaintiff fell on Defendant's property and is suing for injuries. However, Defendant contests liability for several reasons:
1) Testimonies from Plaintiff and her witness are inconsistent about the details of the fall.
2) Medical records show Plaintiff had pre-existing osteoarthritis in her knee, and the fall only exacerbated her usual pain from this condition.
3) The surgery was ultimately required due to the natural progression of her joint deterioration, not because of the fall.
4) Plaintiff did not properly care for her health issues, which may have contributed to her need for surgery.
Defendant argues there is no evidence it breached a duty to Plaintiff and the fall did not proximately
This document contains vocabulary terms related to air travel, including parts of the airport and flight experience such as land, take off, luggage, boarding card, aisle, terminal, arrivals, departures, check-in desk, passport control, customs, baggage reclaim, porter, airlines, crew, passengers, and flight attendant.
The document discusses subject complements, which are nouns, pronouns, or adjectives that complete the meaning of a linking verb. There are two types of subject complements: predicate adjectives, which are adjectives that describe the subject of a linking verb, and predicate nominatives, which are nouns or pronouns that identify or explain the subject. Examples are provided to illustrate each type of subject complement.
This document provides examples of how to change direct speech into reported speech. It shows how yes/no questions and wh- questions are changed by using reporting verbs like "asked" and removing quotation marks. Examples are given for changing questions about time, place, reason and reported requests into the past tense. Common reporting verbs are listed and examples are given of changing direct questions into reported speech using these verbs. Finally, there are pictures to prompt forming new sentences in reported speech.
Indirect questions are used to soften direct questions and make them more polite. They involve changing the word order of the embedded question compared to a simple question. For example, "Where has Tom gone?" would become "Do you know where Tom has gone?". Yes/no questions in an indirect form use "if" or "whether" instead of auxiliary verbs. Indirect questions are used when the speaker wants a softer tone, such as asking for information.
This document contains an excerpt from a textbook about noun clauses. It provides examples of different types of noun clauses including subject, object, subject complement, and adjective complement clauses. It discusses using "that" to introduce certain noun clauses. The document also discusses embedded questions, which are questions changed into noun clauses. It provides examples of direct questions versus embedded questions and discusses using "if", "whether", and "whether or not" to introduce embedded yes/no questions. Practice exercises are included for the learner to change direct questions into noun clauses.
This document provides a summary of various English verb tenses including the present simple, present continuous, past simple, present perfect, and past continuous. It defines when each tense is used, how to form the affirmative, negative, and interrogative forms, and provides examples. Key points covered include using the present simple for regular actions, present continuous for ongoing actions, past simple for completed past actions, present perfect for unfinished past actions, and past continuous for background ongoing past actions. Links to online exercises are also provided to test understanding of each tense.
The document lists common health issues and injuries that children may experience such as putting on a bandaid, having a bloody nose, broken arm, bruise, bump, cough, cut, diarrhea, fever, hay fever, headache, and receiving an IV. It encourages learning about health and lists these health phrases and issues in both forward and backward order. It also promotes subscribing to and watching the health-related content again.
This document defines and describes different types of verbs including action verbs, linking verbs, auxiliary verbs, transitive and intransitive verbs, active and passive voice, verb tenses, moods, and changes in verb form. It discusses the simple, progressive, perfect, and perfect progressive tenses and provides examples of how verbs are used in each tense. It also covers non-verb forms including participles and infinitives.
This document discusses adverbs and their degrees of comparison. It defines an adverb as a word that modifies a verb, adjective, or other adverb. It explains that adverbs have three degrees of comparison: positive, comparative, and superlative. The positive degree makes no comparison, comparative compares two things, and superlative compares more than two things. Most one-syllable adverbs form the comparative and superlative by adding -er and -est, while most multiple-syllable adverbs use more/less or most/least. Some adverbs have irregular forms.
The document discusses giving opinions and agreeing or disagreeing politely. It defines key vocabulary used when expressing different points of view, including: point of view, agreeing to disagree, being opinionated, and being indifferent. It then provides examples of conversations where these terms are used when discussing topics like food preferences, health, and marriage. The document encourages the reader to give their own opinions on similar topics in a respectful manner.
This document provides instructions on forming different types of questions in English. It explains that questions are formed by inverting the subject and auxiliary/modal verb. For simple present and past, "do" or "does" are added. Negative questions use inversion to show surprise or expectation of agreement. Questions with prepositions move the preposition to the end. Indirect questions are used for politeness by adding "could you tell me" or "do you know" before the question.
The paralegal proofread the defendant's appellate brief for errors. A number of required items were missing from the initial draft, including a table of contents, table of cases, and certification statement. The paralegal added these items and corrected spelling, grammar, punctuation and citation errors. Once the final brief is complete, 10 copies must be filed with the Court of Appeals along with 3 copies to each party and one electronic copy, with a red cover.
Cleft sentences are used to emphasize or focus attention on part of a sentence. There are several types of cleft sentences:
1) Beginning with "what" or "all" to emphasize a thing or only thing
2) Beginning with "what happens is" or "what happened was" to emphasize an event
3) Beginning with "the person who", "the place where", "the first/last time", or "the reason why"
4) Beginning with "it is/was" followed by a relative clause
The document provides examples of each type and exercises rewriting sentences using cleft structures to shift emphasis.
The document discusses object complements in sentences. An object complement follows and modifies or refers to a direct object, and can be a noun or adjective. Examples are provided of sentences containing direct objects and object complements, such as "The court ruled his actions illegal" and "We call Ashley supervisor of our team." The document also provides formulas for sentences containing object complements and additional examples and activities.
A deposition is an out-of-court sworn statement given by a witness in a question and answer format that is recorded and can be used at trial. Depositions typically occur after the initial exchange of documents between parties and are used to discover facts, lock in witness testimony, and prepare for trial. Thorough preparation, including reviewing all case documents and having a clear plan and structure for questioning, is essential to conducting a successful deposition.
The document provides an overview of the judicial process, including definitions of key terms like plaintiff, prosecution, defense, and burden of proof. It also outlines rules of evidence, courtroom decorum, stipulations, how to call and question witnesses, enter evidence, and make opening statements, direct examinations, cross examinations, and closing arguments. The document gives guidance on properly qualifying expert witnesses, impeaching witnesses, and responding to potential objections.
Logic and Critical Thinking. These slides will help you in the discussion of arguments. Arguments are one of the most important genres in Logic. The slides are most useable by Business Students.
This document provides an introduction to argumentation and logical reasoning. It discusses how to justify beliefs by presenting evidence and explores different types of arguments. Some key points:
- Evidence such as facts, documentation, and expert testimony can be used to justify beliefs and claims. The person making a claim has the burden of proof.
- Arguments follow basic logical rules like identity, non-contradiction, and excluded middle. They involve presenting a claim, evidence for the claim, and accepting or rejecting the claim.
- Common logical fallacies that invalidate arguments are discussed, like appeals to probability, false equivalences, and slippery slopes. Different types of arguments like deductive and inductive are also introduced.
This document provides guidance on how to write a legal submission and present it in court. It recommends researching the topic using materials like lecture notes, textbooks, and legal databases. The submission should have an introduction informing the judge what will be discussed, paragraphs explaining and informing on key points, and a conclusion summarizing the main point and what is being asked of the court. When presenting, introductions should identify counsel and their role, the submission should be structured in two clear parts with signposting, relevant cases should be properly referenced, persuasive language and clarity of speech are important, and judges should be watched for cues. Useful phrases for submissions and responses to judges are also provided.
This document discusses different types of inductive arguments and fallacies in reasoning. It provides examples and analysis of several common fallacies, including hasty generalization, weak analogy, accident, post hoc, appeal to ignorance, ad hominem, and question begging. The key points are that memorizing fallacies is less useful than understanding the criteria to evaluate different types of arguments, and that some supposed fallacies are better understood as factual errors or criticisms rather than logical flaws.
In this presentation, Lisa Farlow discusses types of evidence, what makes a good hypothesis, what counts as useful evidence and what makes for a good test.
This document summarizes the key steps in effectively examining witnesses in chief during a trial. It discusses preparing witnesses, focusing the witness' answers on the judge, using open-ended questions, highlighting important answers, and ending with a concluding statement. It also provides tips for cross-examining witnesses, including using leading questions to guide the witness to a specific point and maintaining control of the questioning. Overall, the document outlines best practices for examining witnesses to clearly present a case to the presiding judge.
These an PPT which give an basic idea of Modal United Nation for new beginner . These ppt also give structured form and basic rule on which the MUN society run . All you can use these PPT for new delegate who is going to enter in MUN .
The document defines argumentation as the process of forming reasons and conclusions to apply to a discussion or debate. It also discusses the purpose of argumentation as discovering truth and ideas, rather than "winning" an argument. Additionally, it provides examples of common logical fallacies used in arguments such as straw man, slippery slope, ad hominem, hasty generalization, and appeal to popularity. Recognizing these fallacies helps improve critical thinking and argumentation skills.
This document provides tips for conducting voir dire questioning to maximize the amount of relevant information disclosed by potential jurors. It notes that up to 40% of jurors may not volunteer information on sensitive topics. It recommends crafting questions to elicit "yes" responses, focusing on experiential questions, keeping questions broad, and avoiding loaded questions. It also recommends following up with jurors individually at sidebar to make them more comfortable sharing information. The document also discusses types of information jurors may lie about and strategies like researching jurors' backgrounds in state court records to uncover information missed in voir dire.
Raising the subject of justice or highlighting the injustice, takes courage. How do we challenge someone or your organisation without creating conflict and in a way that means you make allies not enemies?
A concrete approach to having the most discussions well.
Debating involves formally communicating on a particular topic by following specific rules. Teams consist of affirmative and negative sides that agree or disagree with a debate topic. Each side has multiple speakers that present arguments one after the other. Practicing debating builds skills like confidence, critical thinking, and reasoning, which can help people in public, private and future situations. Useful expressions include agreeing or disagreeing respectfully, asking questions, and sharing experiences.
From NDC Oslo 2015 - Workshop with Denise Jacobs, Doc Norton, and Carl Smith
Even high functioning teams occasionally have a hard time making decisions or coming up with creative ideas. There are times when the conversation seems to drag on long after a decision is reached. There are times when we have too many people involved in the discussion or the wrong people involved. There are times when we're not sure whose the actual decision maker. And there are those times when we just seem to be out of synch with each other. This creative collaboration workshop provides tools that help resolve all of these issues. Come have some laughs with Denise, Doc, and Carl, play with new friends, and learn one or two new techniques you can try at home.
This document contains materials for an English class discussing various topics such as describing people, making choices, family conflicts, opinions, and discussion phrases. Some key topics covered include describing a person's appearance, personality, and clothes, major life decisions people make, common arguments families have, asking for and giving opinions, and expressions for agreeing, disagreeing, or complaining in a discussion.
This document discusses strategies for preparing for and conducting depositions. It emphasizes that thorough preparation is essential, including researching the case file, conducting background checks, and developing a plan for areas of questioning. When conducting a deposition, the key is to ask clear, straightforward questions and to listen carefully to the witness's responses. Counsel should maintain a respectful demeanor while also objecting properly when needed to protect the client's interests. Overall, preparation and following best practices for question format and comportment are emphasized as important for obtaining useful testimony.
This document provides guidance for Vietnamese businesspeople negotiating contracts with American counterparts. It discusses cultural differences in communication styles, with Americans preferring directness and Vietnamese relying more on indirectness. Specific suggestions are given for verbal language in various stages of negotiation, including using tentative, concession language when bargaining. The document also contrasts explicit vs implicit expression between the two cultures and provides sample polite phrases to show respect during negotiations.
The document provides guidelines for effectively arguing against another person's opinion. It recommends that a response:
1) Restate the other person's opinion in the introduction and state your intention to disagree.
2) Make logical arguments supported by evidence like facts, statistics, examples and expert quotes.
3) Organize the response with an introduction, arguments, and a final thought to firmly conclude your viewpoint.
Going to Court in a DVPO Case without Family Law Issues.pptNathanEarwood
This document provides an overview of the process for going to court in a domestic violence protective order case in North Carolina. It discusses the different hearings that may occur, including the ex parte hearing and 10-day hearing. It also summarizes scenarios that could occur at the 10-day hearing, such as the plaintiff wanting to dismiss, one or both parties not appearing, or the defendant contesting the order. The document provides guidance on obtaining a consent order or proceeding with a contested case, including the elements that must be proven.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Courtroom phrases
1. Page 1 of 6
Courtroom Phrases
Language heard in the courtroom and other legal settings contains many standardized
expressions and set phrases, and their equivalents in the target language should be
familiar to the legal interpreter. After studying this list you should be able to translate
these expressions orally and in writing without any hesitation.
Commands
• As jurors you are not to be swayed by sympathy.
• Bail should be continued.
• Call your next witness.
• Can you tell the jury . . . ?
• Could you briefly describe . . . ?
• Could/Would you describe the appearance of (a package, etc.)?
• Counsel, lay a foundation.
• Defendant will be remanded.
• Don’t belabor the point, counselor.
• Don’t discuss the case.
• Don’t volunteer explanations of your answers.
• I direct the jury to disregard the statement that …
• Jurors may be excused.
• Keep your voice up.
• Keep your own counsel; don’t talk about the case.
• Let’s have the charge conference.
• Make your application to Judge (X).
• May the record reflect . . . .
• May I have it?
• Members of the jury, you are instructed to disregard . . . .
• Mr. (X) will reduce the decibel level.
• Please proceed.
• Please raise your right hand.
• Please remain standing.
• Please resume your seat.
• Poll the jury.
• Remember, you are under oath.
• Rephrase the question.
• See if you recognize it.
• Speak into the microphone.
• State your full name for the record.
• The following prospective jurors are excused.
• The witness will resume the stand.
• Use your common sense.
• Will the defendant please rise.
• Will the prospective jurors please stand.
• Will the people in the well of the courtroom please stand.
2. Page 2 of 6
• Will the record reflect that the witness has identified the defendant?
• Will you call the first/next case, Mr. (X)?
• Would you raise your right hand?
• Would you indicate . . . ?
• Would you describe . . . ?
• Would you point (someone) out?
• Would you look at . . . ?
• Would you state for the record . . . ?
• Would you label that as (car, building, etc.)?
• Would you mark that with an “x”?
• You are excused.
• You can proceed, Mr. (X).
• You can resume your seat.
• You can answer the question.
• You have exhausted that subject. Please move on.
• You may answer the question.
• You may be seated.
• You may cross-examine, counsel.
• You may inquire, Mr. (X).
• You may proceed.
• You may step down.
Requests for information (requiring a yes or no answer)
• Are you familiar with a device known as (a beeper, a cell phone, etc.)?
• Are you familiar with this?
• Can you tell from looking (whether it’s yours, etc.)?
• Directing your attention to People’s exhibit (one, etc.) in evidence, can you tell
the Court what is exhibit (one, etc.)?
• Do you recall making this statement?
• Do you recall this question?
• Do you recognize that exhibit?
• Do you swear that this is a true and accurate statement?
• Do you swear to tell the truth, the whole truth, and nothing but the truth, so help
you God?
• Do you swear to well and truly interpret these proceedings, so help you God?
• Do you solemnly swear (or affirm) that the answers you are about to give,
touching upon your qualifications to serve as jurors in this case now before the
court, will be the truth, the whole truth, and nothing but the truth, so help you
God? (oath to prospective jurors)
• Do you want the jury polled?
• Do you wish to say anything before sentence is imposed?
• Does (the picture, etc.) reasonably and accurately depict (the building, etc.)?
• Does that refresh your recollection?
• Did you discuss (cocaine, etc.?)
• Did you go to trial or did you plead guilty?
3. Page 3 of 6
• Did you notice anything about (the envelope, etc.)?
• Did you post bail for (X’s) release?
• Did you advise (someone) of his rights?
• Did there come a time when you (left the house, etc.)?
• Have you filed a notice (of appearance)?
• Have you had any involvement with (the criminal justice system, etc.)?
• Have you had occasion to be involved with (an investigation, etc.)?
• Have you ever been involved in (drugs, etc.)?
• Have you formed an opinion as to (the cause of death, etc.)?
• Have you reached a verdict?
• Have you read the presentence report?
• Have you received a copy of the complaint?
• Have you retained a lawyer or has one been appointed for you?
• Have you reviewed the presentence report with your client?
• Is there anything that would prevent you from serving fairly and impartially?
• Is that your testimony?
• Is there any reason why sentence should not be imposed at this time?
• Is time excluded, your Honor?
• Is it fair to state (that you were living together, etc.)?
• Isn’t it a fact that (you were his girlfriend, etc.)?
• Isn’t that correct?
• Isn’t that right?
• Juror number. (x), is that your verdict?
• What was your state of mind regarding the reliability of the informant?
• Would that refresh your recollection?
• Would it be fair to say (that you knew him/her, etc.) prior to that time?
• Would you like the jury polled?
• Would you like to be heard?
• Would you like to say anything on your own behalf?
• You, and each of you, do solemnly swear (or affirm) that you will well and truly
try this case before you, and a true verdict render, according to the evidence and
the law, so help you God? (oath to jurors on trial)
• You have the right to remain silent. Anything you say may be held against you in
a court of law. You have the right to consult your lawyer and insure his presence
at your interrogation. If you want a lawyer and can’t afford one, one will be
appointed to you. Do you understand each and every right that has been
explained to you? Having all these rights in mind, do you wish to talk to me
now?
Requests for information
• Have you been threatened or coerced into pleading guilty?
• How are you employed?
• How much schooling have you had?
• How do you plead?
• How do you plead to the charge contained in count (x)?
4. Page 4 of 6
• How do you recognize that (exhibit, etc.)?
• How can you tell (whether you’ve seen that exhibit before, etc.)?
• What are your current duties?
• What happened next?
• What, if anything, did you do?
• What, if anything, did you say?
• What is People’s exhibit number (one, etc.) for identification?
• What is the Government’s recommendation?
• What is your current assignment?
• What is your immigration status?
• What were the lighting conditions (at that intersection, in the store, etc.)
• What were the weather conditions that (day, night, etc.)?
• Where was (the car, etc.) in relation to the (building entrance, driveway, etc.)?
Requests for permission
• At this time I would like to read (a letter, etc.).
• Could I have a brief voir dire?
• Could we have a sidebar?
• I move to strike (the answer, etc.).
• I would like to advise the court (that the defendant is not present, etc.).
• I would ask that the court instruct the witness (to answer yes or no, etc.).
• I would ask most respectfully, your Honor, for a ruling.
• If it please the court . . . .
• Let me call your attention to (that evening, etc.).
• Let me direct your attention to (the picture in front of you, etc.),
• May I approach the bench?
• May I beg the court’s indulgence for a moment?
• May I call my first witness?
• May I have the witness approach (the blackboard, etc.)?
• May I inquire?
• May I publish these (photographs, etc.) to the jury?
• May it please the court . . . .
• May we approach?
• May we get a ruling?
• May we have a short recess?
• May we see you at sidebar, your Honor?
• Move to strike; there’s no question before the witness.
• Your Honor, may the jury be instructed to disregard (the answer, etc.)?
Statements
• At this time the defense rests.
• At this time the government rests.
• Criminal cause for pleading, U.S. vs (. . .).
• Counsel is mischaracterizing the witness’s testimony.
5. Page 5 of 6
• Each count carries a (x dollars) fine.
• (Exhibit one, etc.) is received in evidence.
• (Exhibit one, etc.) is marked as evidence.
• I’ll enter a not guilty plea on your behalf.
• I’ll show you what has already been received in evidence as People’s exhibit (one,
etc.). Handing you exhibit (one, etc.) for identification.
• I am showing you (a cassette tape, etc.).
• I call your attention to (the incident, etc.).
• I deny your motion.
• I don’t have any objection.
• I find that the Government has sustained its burden aided by the presumption.
• I have a procedural matter.
• I have no further questions.
• I have to reserve an application.
• I move for a directed verdict.
• I now show you (a device, etc.).
• I object on the grounds that (the answer was not responsive, etc.).
• I object to that; no predicate has been laid.
• I object to these self-serving statements.
• I offer government exhibit number (x) into evidence.
• I remind you that you are still under oath.
• I’ll rephrase the question.
• I’ll show you what has been marked for identification as exhibit (one, etc.).
• Do you recognize that?
• I’m going to move to strike that answer as nonresponsive.
• I said, “Freeze!”
• I take it that (you were together, etc.).
• I’ll address any application to the district court.
• I use the struck jury method of picking a jury.
• I would submit that they’re conditions to ensure Mr. (X’s) return to court.
• It is received.
• Lawyers may exercise challenges.
• Marked as evidence.
• Motion denied.
• No objection.
• Not that I recall.
• Objection.
• Objection to the form, your Honor.
• Objection, your Honor, leading.
• Overruled.
• Received.
• Received in evidence.
• Received subject to connection.
• Sustained.
• Sustained; rephrase the question.
• (Tell us, etc.) to the best of your recollection.
6. Page 6 of 6
• That was your sworn testimony.
• The counsel is mischaracterizing the witness’s testimony.
• The Court finds that there is a factual basis for the plea.
• The Court is prepared to proceed to sentencing.
• The defendant acted knowingly and intentionally.
• The defendant admits to frequent travel to (the Dominican Republic, etc.).
• The defendant has admitted his involvement in the instant charge.
• The defendant has no history of drug or alcohol abuse.
• The defendant has no prior convictions.
• The defendant is guilty as charged in the incident.
• The defendant represents to me that (he is a native of Puerto Rico, etc.).
• The defendant says that he is sorry and remorseful.
• The defendant waives a public reading of the indictment.
• The defendant has not made his bail yet.
• The defendant is being brought over by way of writ.
• The defendant is innocent until proven guilty.
• The defense has no objection as to foundation.
• The defense rests.
• The evidence is overwhelming.
• The evidence will show . . . .
• The exhibit is accepted into evidence.
• The exhibit is received in evidence.
• The government objects as to the relevance of this document.
• The objection is overruled.
• The objection is sustained.
• The only thing I have redacted is (paragraph 3 and 4, etc.).
• The outburst was nonresponsive.
• The witness’s answer was not responsive to the question.
• We’ll take a break for lunch.
• We’re awaiting the execution of the documents.
• You are entitled to have a lawyer.
• You have been placed on probation.
• You testified earlier that (you were in the house, etc.).
• You testified on direct that (the car was yours, etc.).
• You are under oath.