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Simanavičiūtė Indrė - One of the best experts on this subject based on the ideXlab platform.
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Can a person at the age of 16 years old be liable of all acts provided in the criminal code of Lithuania Republic?
2021Co-Authors: Simanavičiūtė IndrėAbstract:Šiame darbe tiriama Baudžiamojo įstatymo specialiosios dalies normų aiškinimo problematika. Kokiais būdais ir kokiomis priemonėmis Lietuvos Respublikos teismai aiškina Lietuvos Respublikos Baudžiamojo Kodekso nuostatas, kai sprendžiama ar 16 metų sulaukę asmenys atsako už visas kodekse numatytas veikas. Lietuvos Respublikos baudžiamojo kodekso 13 straipsnis numato, jog ,,pagal šį kodeksą atsako asmuo, kuriam iki nusikaltimo ar baudžiamojo nusižengimo padarymo buvo suėję šešiolika metų, o šio straipsnio 2 dalyje numatytais atvejais – keturiolika metų“ , tačiau BK galima rasti normų, kurios, neriboja baudžiamosios atsakomybės subjekto pilnametystės požymiu, tačiau toks ribojimas atsiranda iš paties nusikalstamos veikos apibrėžimo. Įvertinus dalį Baudžiamojo kodekso straipsnių dispozicijų matoma, kad jose nėra nurodytas subjekto amžius, nuo kurio jam kyla baudžiamoji atsakomybė pagal Baudžiamojo kodekso normas. Tačiau teisės doktrinoje aptinkama aiškinimų, jog tam tikrų veikų padarymą atsako tik pilnametis. Tyrime bus siekiama nustatyti ar nepilnamečių asmenų veiksmai atliekami nepilnamečių atžvilgiu gali sukelti baudžiamąją atsakomybę, kadangi analizuojant straipsnių dispozicijas darytinos loginės prielaidos, jog tam tikri veiksmai nepilnamečių asmenų atžvilgiu baudžiamosios atsakomybės neužtraukia. Iš to galima susidaryti pagrįstas prielaidas, jog baudžiamasis draudimas daryti minėtą poveikį vaikams skirtas išimtinai pilnamečiams. Baudžiamasis įstatymas aiškiai ir nedviprasmiškai nustato amžiaus ribas t.y. 16. ir 14 m, tačiau, dėl tam tikrų veikų padarymo, nepilnamečiai negali turėti tinkamo subrendimo laipsnio bei supratimo padarytų veikų pavojingumo. Dėl to kyla pagrįstas klausimas ar visgi tikrai asmenys sulaukę 16 metų amžiaus gali atsakyti už visas veikas numatytas Lietuvos Respublikos baudžiamajame kodekse?This work investigates the problem of interpretation of the norms of the special part of the Criminal Law. In what ways and by what means do the courts of the Republic of Lithuania interpret the provisions of the Criminal Code of the Republic of Lithuania when deciding if a 16-year-old person is responsible for acts provided for in the Criminal Code. Article 13 of the Criminal Code of the Republic of Lithuania stipulates that according to this Code a person who has been fixed for sixteen years before committing a crime or criminal offense, and as well as according to Paragraph 2 ones who are aged fourteen years old, although, in the special part of the Criminal Code there was found such norms, which even formally but does not restrict criminal responsibility as a sign of an adulthood but it must be said that such restriction naturally stems from the general definion of a Criminal Offense. Taking into consideration that a part of articles dispositions it is seen that there is no specified age of the subject from which he or she is criminally liable according to the norm of the Criminal Code. However, in the legal doctrine some explanations are discovered that adults only are responsible for some specific criminal offenses. The study will try to identify if the actions and rights of minorities in the consideration of minorities, may provoke criminal responsibility as by analyzing dispositions of articles logical assumptions can be made that particular actions of minorities does not cause criminal responsibility.From this it can be reasonably assumed that criminal prohibition has an effect exclusively on adults. Criminal law clearly and unambiguously sets age limits, 14 and 16 years, but the development of certain offenses, minorities may not be able to apprehend or may not have the right degree and understanding of the level of offense made. Therefore, the question arise whether persons who have come to an age of sixteen years old may be responsible for all Criminal offenses in the Criminal Code of the Republic of Lithuania? The paper hypothesizes that according to the Criminal Code, a person who has been recorded for sixteen years before comitting a crime or criminal offense is not always liable. To find out the answer of hypothesis several methods will be used in this work. Analytical and comparative methods of international and national legislation, court precedents, scientific publications and other sources are used to reveal the appropriateness of juvenile maturity to their age when the issue of criminal liability is raised. Methods of logical, systematic analysis and generalized research will be used to formulate summaries and conclusions. First part of my thesis, is based on scientific sources and legal provisions, the age limits from which criminal liability arises are analyzed. The concepts of adults and minors are distinguished. Influence of maturity and concept in relation to age. The second part is to make the investigation of the acts provided for in the Criminal Code of the Republic of Lithuania, with the aim to determine whether persons who have reached the age of 16 years old are liable in accordance with all the acts provided for in the Criminal Code of the Republic of Lithuania. The aim is to determine why such regulation is justified. Narrowing and expanding interpretation of the law is studied. The practice of Lithuanian courts is analyzed taking into account the analyzed criminal acts. In the third chapter, a comparative method is used to study the regulation of foreign countries, and to analyze the practice of foreign courts. Main thoughts in this thesis is that according to the Criminal Code, a person who was sixteen years old before the commission of a crime or criminal offense is not liable in all cases, as criminal liability under Articles 159, 160, 161 and 162, 261, 264 . 2 d., 307 p. 3 d., 308 p. 2 d, of the Criminal Code of the Republic of Lithuania directed specifically against minors, and similar actions do not involve criminal liability for the commission of these acts against adults. It follows that the criminal prohibition on such effects on children is intended exclusively for adults. This restrictive interpretation of the law also protects minors themselves from being prosecuted for acts whose danger they are often not yet fully aware of.. What is noticeable that linguistic Language Science method is one of the most important in interpreting law. The essence of the method of linguistic interpretation of law is to determine the meaning of words according to the context of the article or the content of the normative legal act. Among other things, in legal theory, norms can be interpreted by literal, expanding, and narrowing methods of law. According to this, there will be tried to reveal the applicability of these methods in this thesis.This work investigates the problem of interpretation of the norms of the special part of the Criminal Law. In what ways and by what means do the courts of the Republic of Lithuania interpret the provisions of the Criminal Code of the Republic of Lithuania when deciding if a 16- year-old person is responsible for acts provided for in the Criminal Code. Article 13 of the Criminal Code of the Republic of Lithuania stipulates that according to this Code a person who has been fixed for sixteen years before committing a crime or criminal offense, and as well as according to Paragraph 2 ones who are aged fourteen years old, although, in the special part of the Criminal Code there was found such norms, which even formally but does not restrict criminal responsibility as a sign of an adulthood but it must be said that such restriction naturally stems from the general definion of a Criminal Offense. Taking into consideration that a part of articles dispositions it is seen that there is no specified age of the subject from which he or she is criminally liable according to the norm of the Criminal Code. However, in the legal doctrine some explanations are discovered that adults only are responsible for some specific criminal offenses. The study will try to identify if the actions and rights of minorities in the consideration of minorities, may provoke criminal responsibility as by analyzing dispositions of articles logical assumptions can be made that particular actions of minorities does not cause criminal responsibility.From this it can be reasonably assumed that criminal prohibition has an effect exclusively on adults. Criminal law clearly and unambiguously sets age limits, 14 and 16 years, but the development of certain offenses, minorities may not be able to apprehend or may not have the right degree and understanding of the level of offense made. Therefore, the question arise whether persons who have come to an age of sixteen years old may be responsible for all Criminal offenses in the Criminal Code of the Republic of Lithuania? The paper hypothesizes that according to the Criminal Code, a person who has been recorded for sixteen years before comitting a crime or criminal offense is not always liable. To find out the answer of hypothesis several methods will be used in this work. Analytical and comparative methods of international and national legislation, court precedents, scientific publications and other sources are used to reveal the appropriateness of juvenile maturity to their 5 age when the issue of criminal liability is raised. Methods of logical, systematic analysis and generalized research will be used to formulate summaries and conclusions. First part of my thesis, is based on scientific sources and legal provisions, the age limits from which criminal liability arises are analyzed. The concepts of adults and minors are distinguished. Influence of maturity and concept in relation to age. The second part is to make the investigation of the acts provided for in the Criminal Code of the Republic of Lithuania, with the aim to determine whether persons who have reached the age of 16 years old are liable in accordance with all the acts provided for in the Criminal Code of the Republic of Lithuania. The aim is to determine why such regulation is justified. Narrowing and expanding interpretation of the law is studied. The practice of Lithuanian courts is analyzed taking into account the analyzed criminal acts. In the third chapter, a comparative method is used to study the regulation of foreign countries, and to analyze the practice of foreign courts. Main thoughts in this thesis is that according to the Criminal Code, a person who was sixteen years old before the commission of a crime or criminal offense is not liable in all cases, as criminal liability under Articles 159, 160, 161 and 162, 261, 264 . 2 d., 307 p. 3 d., 308 p. 2 d, of the Criminal Code of the Republic of Lithuania directed specifically against minors, and similar actions do not involve criminal liability for the commission of these acts against adults. It follows that the criminal prohibition on such effects on children is intended exclusively for adults. This restrictive interpretation of the law also protects minors themselves from being prosecuted for acts whose danger they are often not yet fully aware of.. What is noticeable that linguistic Language Science method is one of the most important in interpreting law. The essence of the method of linguistic interpretation of law is to determine the meaning of words according to the context of the article or the content of the normative legal act. Among other things, in legal theory, norms can be interpreted by literal, expanding, and narrowing methods of law. According to this, there will be tried to reveal the applicability of these methods in this thesis.Teisės fakulteta
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Can a person at the age of 16 years old be liable of all acts provided in the criminal code of Lithuania Republic?
2021Co-Authors: Simanavičiūtė IndrėAbstract:Šiame darbe tiriama Baudžiamojo įstatymo specialiosios dalies normų aiškinimo problematika. Kokiais būdais ir kokiomis priemonėmis Lietuvos Respublikos teismai aiškina Lietuvos Respublikos Baudžiamojo Kodekso nuostatas, kai sprendžiama ar 16 metų sulaukę asmenys atsako už visas kodekse numatytas veikas. Lietuvos Respublikos baudžiamojo kodekso 13 straipsnis numato, jog ,,pagal šį kodeksą atsako asmuo, kuriam iki nusikaltimo ar baudžiamojo nusižengimo padarymo buvo suėję šešiolika metų, o šio straipsnio 2 dalyje numatytais atvejais – keturiolika metų“ , tačiau BK galima rasti normų, kurios, neriboja baudžiamosios atsakomybės subjekto pilnametystės požymiu, tačiau toks ribojimas atsiranda iš paties nusikalstamos veikos apibrėžimo. Įvertinus dalį Baudžiamojo kodekso straipsnių dispozicijų matoma, kad jose nėra nurodytas subjekto amžius, nuo kurio jam kyla baudžiamoji atsakomybė pagal Baudžiamojo kodekso normas. Tačiau teisės doktrinoje aptinkama aiškinimų, jog tam tikrų veikų padarymą atsako tik pilnametis. Tyrime bus siekiama nustatyti ar nepilnamečių asmenų veiksmai atliekami nepilnamečių atžvilgiu gali sukelti baudžiamąją atsakomybę, kadangi analizuojant straipsnių dispozicijas darytinos loginės prielaidos, jog tam tikri veiksmai nepilnamečių asmenų atžvilgiu baudžiamosios atsakomybės neužtraukia. Iš to galima susidaryti pagrįstas prielaidas, jog baudžiamasis draudimas daryti minėtą poveikį vaikams skirtas išimtinai pilnamečiams. Baudžiamasis įstatymas aiškiai ir nedviprasmiškai nustato amžiaus ribas t.y. 16. ir 14 m, tačiau, dėl tam tikrų veikų padarymo, nepilnamečiai negali turėti tinkamo subrendimo laipsnio bei supratimo padarytų veikų pavojingumo. Dėl to kyla pagrįstas klausimas ar visgi tikrai asmenys sulaukę 16 metų amžiaus gali atsakyti už visas veikas numatytas Lietuvos Respublikos baudžiamajame kodekse?This work investigates the problem of interpretation of the norms of the special part of the Criminal Law. In what ways and by what means do the courts of the Republic of Lithuania interpret the provisions of the Criminal Code of the Republic of Lithuania when deciding if a 16- year-old person is responsible for acts provided for in the Criminal Code. Article 13 of the Criminal Code of the Republic of Lithuania stipulates that according to this Code a person who has been fixed for sixteen years before committing a crime or criminal offense, and as well as according to Paragraph 2 ones who are aged fourteen years old, although, in the special part of the Criminal Code there was found such norms, which even formally but does not restrict criminal responsibility as a sign of an adulthood but it must be said that such restriction naturally stems from the general definion of a Criminal Offense. Taking into consideration that a part of articles dispositions it is seen that there is no specified age of the subject from which he or she is criminally liable according to the norm of the Criminal Code. However, in the legal doctrine some explanations are discovered that adults only are responsible for some specific criminal offenses. The study will try to identify if the actions and rights of minorities in the consideration of minorities, may provoke criminal responsibility as by analyzing dispositions of articles logical assumptions can be made that particular actions of minorities does not cause criminal responsibility.From this it can be reasonably assumed that criminal prohibition has an effect exclusively on adults. Criminal law clearly and unambiguously sets age limits, 14 and 16 years, but the development of certain offenses, minorities may not be able to apprehend or may not have the right degree and understanding of the level of offense made. Therefore, the question arise whether persons who have come to an age of sixteen years old may be responsible for all Criminal offenses in the Criminal Code of the Republic of Lithuania? The paper hypothesizes that according to the Criminal Code, a person who has been recorded for sixteen years before comitting a crime or criminal offense is not always liable. To find out the answer of hypothesis several methods will be used in this work. Analytical and comparative methods of international and national legislation, court precedents, scientific publications and other sources are used to reveal the appropriateness of juvenile maturity to their 5 age when the issue of criminal liability is raised. Methods of logical, systematic analysis and generalized research will be used to formulate summaries and conclusions. First part of my thesis, is based on scientific sources and legal provisions, the age limits from which criminal liability arises are analyzed. The concepts of adults and minors are distinguished. Influence of maturity and concept in relation to age. The second part is to make the investigation of the acts provided for in the Criminal Code of the Republic of Lithuania, with the aim to determine whether persons who have reached the age of 16 years old are liable in accordance with all the acts provided for in the Criminal Code of the Republic of Lithuania. The aim is to determine why such regulation is justified. Narrowing and expanding interpretation of the law is studied. The practice of Lithuanian courts is analyzed taking into account the analyzed criminal acts. In the third chapter, a comparative method is used to study the regulation of foreign countries, and to analyze the practice of foreign courts. Main thoughts in this thesis is that according to the Criminal Code, a person who was sixteen years old before the commission of a crime or criminal offense is not liable in all cases, as criminal liability under Articles 159, 160, 161 and 162, 261, 264 . 2 d., 307 p. 3 d., 308 p. 2 d, of the Criminal Code of the Republic of Lithuania directed specifically against minors, and similar actions do not involve criminal liability for the commission of these acts against adults. It follows that the criminal prohibition on such effects on children is intended exclusively for adults. This restrictive interpretation of the law also protects minors themselves from being prosecuted for acts whose danger they are often not yet fully aware of.. What is noticeable that linguistic Language Science method is one of the most important in interpreting law. The essence of the method of linguistic interpretation of law is to determine the meaning of words according to the context of the article or the content of the normative legal act. Among other things, in legal theory, norms can be interpreted by literal, expanding, and narrowing methods of law. According to this, there will be tried to reveal the applicability of these methods in this thesis.Teisės fakulteta
Ronald A Cole - One of the best experts on this subject based on the ideXlab platform.
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tools for research and education in speech Science
1999Co-Authors: Ronald A ColeAbstract:The Center for Spoken Language Understanding (CSLU) provides free Language resources to researchers and educators in all areas of speech and hearing Science. These resources are of great potential value to speech scientists for analyzing speech, for diagnosing and treating speech and Language problems, for researching and evaluating Language technologies, and for training students in the theory and practice of speech Science. This article describes Language resources from CSLU, and some of the ways in which these resources can be used. 1. ACCESSIBLE Language RESOURCES In 1991, the Center for Spoken Language Understanding received a grant from the National Science Foundation to develop the OGI speech tools—free software for analyzing, displaying and transcribing speech [1]. Since that time, CSLU has been developing and distributing free Language resources to interested users in educational and other not-for-profit institutions. The original OGI speech tools have been transformed into the CSLU Toolkit, a comprehensive set of tools and technologies supporting research, development and education in speech and Language technologies. In addition to software tools, CSLU has developed a large number of speech corpora to support basic research and development of Language technologies and systems. These Language resources—software tools and corpora—have been distributed to over 2000 sites in 65 countries, and have supported research reported in over 300 publications. In this article I describe these resources and how they might benefit educators, practitioners and researchers in speech and Language Science.
Hussein Ayman - One of the best experts on this subject based on the ideXlab platform.
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The use of open educational resources in the implementation of elementary school curricula : the case of French Language and Science technology
2019Co-Authors: Hussein AymanAbstract:Cette thèse, consacrée à l'usage des ressources éducatives libres, de type numérique, par les professeurs des écoles, vise à réfléchir aux enjeux pédagogiques de ces ressources, particulièrement en français et en Sciences-technologie au cycle 3 de l'école élémentaire. L'observation des classes, l'enquête par questionnaire, l'analyse d'un corpus constitué de dossiers C2I2e et d'entretiens semi-directifs auprès de professeurs du cycle 3 permettent de collecter des données relativement convergentes sur cet objet de recherche. Les principaux résultats et conclusions de cette thèse sont les suivants : En ce qui concerne les usages : les ressources numériques libres sont adoptées par les professeurs interrogés. Elles sont souvent combinées à d'autres ressources pédagogiques et viennent prendre parfois une place, égale à égale avec d'autres ressources dans l'enseignement du français et des Sciences et la technologie au cycle 3. Ainsi, l'usage de ces ressources libres est attesté en Sciences‑technologie plus qu'en français. En ce qui concerne les enjeux : nous avons pu constater que ces ressources peuvent modifier et même stimuler certaines pratiques, liées à la préparation, à l'adaptation et à la mise en œuvre des enseignements élémentaires. Elles ouvrent également des possibilités aux professeurs pour renforcer certaines activités d'apprentissage, en permettant aux élèves de valider des tâches diverses, instrumentées et parfois collaboratives. Ces possibilités apparaissent comme des conséquences directes de l'utilisation de certaines ressources libres telles Framacalc, Vikidia, WikimineThis dissertation, dealing with open educational resources in digital format by schoolteachers, aims at considering the pedagogical concerns of those resources, mainly in French Language and Science technology in the cycle 3 of primary school. Classroom observations, questionnaire surveys, studying a body of documents (comprised of files related to the Information Technology and Internet Certificate Level 2 - Teacher (ITIC)), and semi-structured interviews with the teachers of 3rd cycle help collect relatively convergent data on this subject matter.The main findings and conclusions of this research are the following ones : regarding the uses : the teachers we interviewed use open digital resources that are often associated with other pedagogical resources and take sometimes the same role as other resources in the teaching of French Language, Science and technology in the 3rd cycle. Thus, the use of these open resources is well established in Science and technology more than in the teaching of French Language. Regarding the educational concerns : we found that these resources could modify and even encourage practices related to planning, to the adjustment and to the implementation of elementary instructions. They pave the way to other opportunities for teachers to consolidate learning activities, by allowing pupils to validate various, documented, and sometimes, collaborative tasks. These opportunities are the immediate outcomes of the use of a number of open resources such as Framacalc, Vikidia, Wikimin
Charles A Perfetti - One of the best experts on this subject based on the ideXlab platform.
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a multilingual embodied conversational agent for tutoring speech and Language learning
Conference of the International Speech Communication Association, 2006Co-Authors: Dominic W Massaro, Ying Liu, Trevor H Chen, Charles A PerfettiAbstract:Speech and Language Science and technology evolved under the assumption that speech was a solely auditory event. However, a burgeoning record of research findings reveals that our perception and understanding are influenced by a speaker's face and accompanying gestures, as well as the actual sound of the speech. Perceivers expertly use these multiple sources of information to identify and interpret the Language input. Given the value of face-to-face interaction, our persistent goal has been to develop, evaluate, and apply animated agents to produce realistic and accurate speech. Baldi® is an accurate threedimensional animated talking head appropriately aligned with either synthesized or natural speech. Baldi has a realistic tongue and palate, which can be shown by making his skin transparent. Based on this research and technology, we have implemented computer-assisted speech and Language tutors for children with Language challenges and for all persons learning a second Language. Our Language-training program utilizes Baldi (or his likeness) as the conversational agent, who guides students through a variety of exercises designed to teach vocabulary and grammar, to improve speech articulation, and to develop linguistic and phonological awareness. We have also implemented multilingual agents, using a client/server architecture system. This system has been used to develop Bao, a Mandarin talker, which has been used in an initial training study for college students learning Mandarin as a new Language. The results address the potential for using visible speech technology and pedagogy in Language learning of both similar segments in the two Languages and new speech segments in the new Language. Although visible speech did not facilitate pronunciation learning relative to just auditory speech, we expect that a more prolonged training period would show an advantage of visible speech. Some of the advantages of the Baldi pedagogy and technology include the popularity and proven effectiveness of computers and embodied conversational agents, the perpetual availability of the program, and individualized instruction. The Science and technology of Baldi holds great promise in Language learning, dialog, human-machine interaction, education, and edutainment. Index Terms: Speech Animation, Language Learning
Baker Nathan - One of the best experts on this subject based on the ideXlab platform.
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Informal Learning in a Museum Setting: A Case Study with Language Science
'The Ohio State University Libraries', 2020Co-Authors: Baker NathanAbstract:Informal Science learning experiences (ISE) – including activities and demonstrations in Science museums – are an important source of Science learning throughout the lifespan (Miller, 2004) and an important way of fostering desire to engage with scientific information (Sentürk and Özdemir 2014). Science understanding is noticeably low among the general public (Funk and Goo 2015). ISE offers a promising opportunity for filling in the gaps of the public’s scientific understanding. ISE has typically been conducted using traditional Science fields (such as physics), however we propose that using a nontraditional area of Science could serve to appeal to audiences that are typically less engaged with Science. For instance, women are typically less interested in Science and technology careers, despite having equal aptitude for those fields (Aud et al, 2010). By presenting Science using alternative fields, we may be able to engage broader audiences. This study explored family learning outcomes when interacting with an informal Science activity based on Language Science. The activity was based around the Stroop Effect and was designed to teach learners that reading is an automatic process. We examined how participants interacted with the activity to explore factors associated with a better understanding of the educational content of the activity. Twelve family groups participated consisting of 20 adults and 19 children. Participants were videotaped as they engaged in the Stroop activity and through a follow-up interview. Sessions were transcribed and coded using emergent coding to reveal the types of statements that were made by participants. The majority of statements were related to either the educational message of the game, Science as a concept/field, or the nature of the activity itself. Each of these main categories contained unique subcategories of responses that were examined as well. Overall, the activity was successful at conveying scientific information using Language Science. Every group contributed discussion relating to the educational message of the game, and 67% of the groups demonstrated a full understanding of the content. Adults and children both discussed the activity more than Science or the educational message. Within these three main categories, adults and children contributed different percentages of subcategory responses. For example, a greater percentage of Science statements made by adults were related to scientific information than those made by children. Several types of responses were associated with level of discussion a group made that demonstrated an understanding of the activity’s educational message. Most notably, the percentage of statements made by a family focusing on the sensation of engaging with the activity was associated with a greater percentage of statements that reflected a full understanding of the activity’s content (R2= 0.43). Additionally, the percentage of statements focusing on reading-related aspects of the game was negatively associated with full understanding (R2= 0.41). The results of this research suggest directions for improving the design of informal Science activities and demonstrate the potential benefits of using a non-traditional Science field to educate the public.No embargoAcademic Major: Psycholog
