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In law, knowledge is one of the degrees of mens rea that constitute part of a crime.For example, in English law, the offence of knowingly being a passenger in a vehicle taken without consent requires that the prosecution prove not only that the defendant was a passenger in a vehicle and that it was taken by the driver without consent, but also that the defendant knew that it was taken without ...
The knowledge requirement for contributory infringement is an objective assessment and stands fulfilled if the defendant has actual or constructive knowledge of an infringement, i.e., if he or she has reason to believe that an infringement is taking place. [4]
For these purposes, knowledge can be both actual and constructive—i.e., the court can impute knowledge where appropriate. There is no problem when the alleged criminal actually intended to cause the particular harm. Things are more difficult when the defendant denies actual knowledge. When evaluating behavior, the legal process assumes the ...
The harshness of the doctrine of constructive notice is somewhat reduced by the "Rule of Indoor management" or "Turquand's Rule". The rule derives its name from the case of Royal British Bank v Turquand, where the defendant was the liquidator of the insolvent Cameron's Coalbrook Steam, Coal and Swansea and Loughor Railway Company.
Tools such as discussion forums, wikis and blogs can enable learners to actively construct knowledge. Because existing knowledge schemata are explicitly acknowledged as a starting point for new learning, constructivist approaches tend to validate individual and cultural differences and diversity. [8]
Willful ignorance is sometimes called willful blindness, contrived ignorance, conscious avoidance, [4] intentional ignorance, or Nelsonian knowledge. [ 5 ] The jury instruction for willful blindness is sometimes called the " ostrich instruction ".
Explicit knowledge (also expressive knowledge) [1] is knowledge that can be readily articulated, conceptualized, codified, formalized, stored and accessed. [2] It can be expressed in formal and systematical language and shared in the form of data, scientific formulae, specifications, manuals and such like. [ 3 ]
The core assumption underlying the concept is that the learning of humans is cumulative by nature, so learned knowledge is consolidated and reproduced for further learning situations. [4] There are four types of knowledge constructed in cumulative learning: abstract, concrete, general and specific.