ТОП 10 на сайтеПриготовление дезинфицирующих растворов различной концентрации
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Look through the list of functions performed by the Ukrainian prosecutor. Put them in order they are performed. Translate these word combinations into Ukrainian.
1) to pronounce speech for the prosecution ;
2) to question the defendant ;
3) to interview witnesses ;
4) to study the documents to the case ;
5) to submit evidence ;
6) to examine evidence accumulated by an investigator ;
7) to appeal against a court decision in a higher court.
Using the list above tell about the prosecutor’s responsibilities.
Translate the text about Penal Institutions of the USA.
Виправні установи у Сполучених Штатах.
Типова в’язниця у Сполучених Штатах сьогодні – це фортеця зі сталі та каменю. У ній знаходяться будівлі з камерами для засуджених, адміністрація, школи, каплички (chapels), фабрики, майстерні, їдальня, лікарня та подвір’я для прогулянок. Інколи в’язниці містять спортивні майданчики. Поза стінами фортеці розташовані головні офіси адміністрації, будинки охоронців, допоміжного складу та їх сімей. Деякі в’язниці мають особисті фермерські господарства. Кількість в’язнів зазвичай становить від декількох сотень до тисячі. Але існують виправні установи, де засуджених три і навіть шість тисяч. Зазвичай вночі засуджених тримають в одиночних камерах, а вдень вони працюють у майстернях. Спілкуватися в’язні не мають права. Разом вони тільки харчуються. Така система організації американських в’язниць була створена у ХІХ сторіччі і має назву Обурнська система.
Ш.PRACTICE AND EXPERIENCE
Imagine that you are a prosecutor.
A. Give instructions to a young investigator who has just been appointed to the post. Use the following key-words:
B. Question a prisoner. Start your questions with:
1) what (at least 5); 2) when (at least 3); 3) where (at least 3); 4) who (at least 2); 5) how often (at least 2); 6) how many (at least 2).
C. Question a witness of the prosecution. Start your questions with:
1) what (at least 4); 2) when (at least 3); 3) where (at least 3); 4) whom (at least 2); 5) who (at least 2); 6) how (at least 2)
D. Question a witness of the defense. Start your questions with:
1) what (at least 4); 2) when (at least 3); 3) where (at least 3); 4) who (at least 2); 5) whom (at least 2); 6) how (at least 2)
Compose speech for the prosecution at the trial over an accused of murder
a) which was committed during hunting;
b) which was committed at self-defense;
c) of his wife during family brawl;
d) of his friend who got a big sum of money.
1. Prepare reports on the following topics:
-“Role of the Law-Enforcement System in Ukraine”
-“The Most Famous Spies of the XX Century”
V. OVER TO YOUR
1. Read the abstracts and give the names of law-enforcement bodies and institutions mentioned in them.
1. Although enforced degradation and hopelessness have proven a failure in the war against crime this institution has not changed greatly. In our country it is a state institution used to correct persons who have been convicted by court. It is subordinated to the Penal Department. The observance of legality in this institution is supervised by the Prosecutor’s Office of Ukraine.
2. This organ performs different kinds of law enforcing activity: detection and disclosing crimes; supervision; upholding state prosecution in court; representing interests of citizens or state.
3. History of this body was always connected with different myths. Its workers often lived double lives and had pseudonyms. This is the law enforcing agency of Ukraine. Its main aim is to protect state sovereignty, territorial integrity, state secrets and so on.
4. The workers of this structure sometimes get into criminal sphere in order to disclose criminal activity of the criminal group. This organization is a part of law enforcing agencies. Its activity has many directions and there are many departments in this bodies.
2. Read the abstract from Sydney Sheldon “If Tomorrow Comes” about life in American prison and be ready to speak about:
A. the education in prison;
B. an ordinary day in the prison;
C. a prison cell.
Tracy soon learned why inmates referred to a term in the penitentiary as ‘going to college’. Prison was an educational experience, but what the prisoners learned was unorthodox.
The prison was filled with experts of every conceivable type of crime. They exchanged methods of grafting, shoplifting, and rolling drunks. They brought one another up to date on games and exchanged information on snitches and undercover cops.
In the recreation yard one morning, Tract listened to an older inmate give a seminar on pick pocketing to a fascinated young group.
‘The real pros come from Columbia. They got a school in Bogota, called the school of the ten bells, where you pay twenty-five hundred bucks to learn to be a pickpocket. They hang a dummy from the ceiling, dressed in a suit with ten pockets, filled with money and jewelry’.
‘What’s the gimmick?’
‘The gimmick is that each pocket has a bell on it. You don’t graduate till you kin empty every damn pocket without ringing the bell’.
Lola sighed, ‘I used to go with a guy who walked through crowds dressed in an overcoat, with both his hands out in the open, while he picked everybody’s pockets like crazy’.
‘How the hell could he do that?’
‘The right hand was a dummy. He slipped his real hand through a slit in the coat and picked his through pockets and wallets and purses.’
In the recreation room the education continued.
‘I like the locker-key rip-off.’ a veteran said. ‘You hang around a railway station till you see a little old lady trying to lift a suitcase or a big package into one of them lockers. You put it in for her and hand her the key. Only it’s the key to an empty locker. When she leaves, you empty her locker and split.’
In the yard another afternoon, two inmates convicted of prostitution and possession of cocaine were talking to a new arrival, a pretty young girl who looked no more than seventeen.
‘No wonder you got busted, honey,’ one of the older women scolded. ‘Before you talk price to a John, you have got to pat him down to make sure he isn’t carrying a gun, and never tell him what you are going to do for him. Make him tell you what he wants. Then if he turns out to be a cop, it’s entrapment, see?’
The other pro added, ‘Yeah. And always look at their hands. If a trick says he is a working man, see if his hands are rough. That’s the tip-off. A lot of plainclothes cops wear working men’s outfits, but when it comes to their hands, they forget, so their hands are smooth.’
Time went neither slowly nor quickly. It was simply time. Tracy thought of St Augustin’s aphorism: ‘What is time? If no one asks me, I know. But if I have to explain it, I do not know.’
The routine of the prison never varied:
4.40 a.m. Warning bell
4.45 a.m. Rise and dress
5.00 a.m. Breakfast
5.30 a.m. Return to cell
5.55 a.m. Warning bell
10.00 a.m. Exercise yard
10.30 a.m. Lunch
11.00 a.m. Work detail lineup
3.30 p.m. Supper
4.00 p.m. Return to cell
5.00 p.m. Recreation room
6.00 p.m. Return to cell
8.45 p.m. Warning bell
9.00 p.m. Lights out
The rules were inflexible. All inmates had to go to meals, and no talking was permitted in the lines. No more than five cosmetic items could be kept in the small cell lockers. Beds had to be made prior to breakfast and kept neat during the day.
3. Answer the questions using the information from the text:
1. Who was the prison filled with?
2. What education did the inmate get in prison?
3. What kind of information did they exchange?
4. Which seminar did an older inmate give in the yard?
5. How much did people pay to learn to become a pickpocket?
6. What was the school of the ten bells like? Why was it called in such a way?
7. What was the trick with a locker?
8. What was ‘time’ for Tracy?
9. What was the timetable in prison?
4. Describe the situation in which these words were used:
1) methods of shoplifting; 2) seminar on pick pocketing; 3) ten bells; 4) jewellery; 5) overcoat; 6) suitcase; 7) key to an empty locker; 8) aphorism; 9) routine.
What crimes were mentioned in the text? Give their definitions.
1. Answer the following questions:
1. What are your ideas on improvement of the police work?
2. Isn’t the existence of the law-enforcement agencies a serious threat to the freedom of the individual?
3. What is the public attitude to the police in Great Britain? Does it differ from the public attitude to the police in Ukraine?
4. Should the police control the moral behaviour of individuals?
2. Match the following English words and phrases with their Ukrainian equivalents:
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