Evidence is and includes everything that is used to reveal and determine the truth, and therefore is presumed to be true and related to a case. Giving or procuring evidence is the process of using those things that are either (a) presumed to be true, or (b) were in fact proven to be true by earlier evidence (truths) and demonstrates the broadening of the truth of a case. And the collection of evidence is in fact the act of determining; what is evidence. Whereas, the word evidence carries with it the presumption of it (the evidence) being seen as true, the where and how it fits; its relationship in and to the other evidence. In short, it goes from determining what is evidence, to evidence is determined; determining truth, to truth determined. Evidence is the currency by which one fulfills the burden of proof.
Many issues surround evidence, making it the subject of much discussion and disagreement. In addition to its subtlety, evidence plays an important role in many academic disciplines, including science and law, adding to the discourse surrounding it.
An important distinction in the field of evidence is that between circumstantial evidence and direct evidence, or evidence that suggests truth as opposed to evidence that directly proves truth. Many have seen this line to be less-than-clear and significant arguments have arisen over the difference.
Read more about Evidence: Burden of Proof, Evidence in Problems, Evidence in Science, Evidence in Law, Types of Evidence
Famous quotes containing the word evidence:
“No further evidence is needed to show that “mental illness” is not the name of a biological condition whose nature awaits to be elucidated, but is the name of a concept whose purpose is to obscure the obvious.”
—Thomas Szasz (b. 1920)
“I believe that no characteristic is so distinctively human as the sense of indebtedness we feel, not necessarily for a favor received, but even for the slightest evidence of kindness; and there is nothing so boorish, savage, inhuman as to appear to be overwhelmed by a favor, let alone unworthy of it.”
—Marcus Tullius Cicero (106–43 B.C.)
“Generally there is no consistent evidence of significant differences in school achievement between children of working and nonworking mothers, but differences that do appear are often related to maternal satisfaction with her chosen role, and the quality of substitute care.”
—Ruth E. Zambrana, U.S. researcher, M. Hurst, and R.L. Hite. “The Working Mother in Contemporary Perspectives: A Review of Literature,” Pediatrics (December 1979)