You Can\u27t Handle the Truth! Trial Juries and Credibility

Every now and again, we get a look, usually no more than a glimpse, at how the justice system really works. What we see—before the sanitizing curtain is drawn abruptly down—is a process full of human fallibility and error, sometimes noble, more often unfair, rarely evil but frequently unequal. The central question, vital to our adjudicative model, is: How well can we expect a jury to determine credibility through the ordinary adversary processes of live testimony and vigorous impeachment? The answer, from all I have been able to see is: not very well

You Can\u27t Handle the Truth! Trial Juries and Credibility

Every now and again, we get a look, usually no more than a glimpse, at how the justice system really works. What we see—before the sanitizing curtain is drawn abruptly down—is a process full of human fallibility and error, sometimes noble, more often unfair, rarely evil but frequently unequal. The central question, vital to our adjudicative model, is: How well can we expect a jury to determine credibility through the ordinary adversary processes of live testimony and vigorous impeachment? The answer, from all I have been able to see is: not very well

Development of activity-based language learning of Chinese for a primary school in western Sydney : a participatory action research study

This study explores the use of activity-based learning in the Chinese as a Foreign Language classroom, for young learners in the western Sydney region. The research takes account of current opportunities and the challenges arising from language policy in the Australian context. Activity-based learning is the focus of this research, with hands-on experiments and various classroom activities used rather than having students passively listening to the teacher. In this study, to engage students and to improve their Chinese learning, a wide range of activities, using music, drama games and visual arts, were implemented in the classroom. This thesis aims to answer the following three research questions: How can activity-based learning be used to teach Chinese language to learners who do not have a Chinese language background, in a western Sydney primary school? What factors influence the implementation of an activity-based approach of this kind? What evidence of learning, in relation to outcomes listed in the NSW Chinese K-10 syllabus for Stage 2 students, can be ascertained following the implementation of an activity- based approach to learning Chinese language? This study applied a qualitative methodology using action research with a teacher-as-researcher. The action research involved planning, acting, observing, reflecting and re-planning in a spiral cycle. The teacher-researcher, also a beginning teacher, fostered her own professional learning through reflection, on a weekly basis, on her own teaching practice and used the action research mode to improve the teaching activities. Two cycles of data were collected from a variety of sources, including: feedback from the classroom teacher obtained through observation and interviews; the teacher-researcher’s weekly reflective journal: student focus groups; and checklists completed by students at the end of each cycle. This research shows that the use of an activity-based learning approach for young learners in western Sydney has a significant impact on their Chinese language learning. Such approaches can engage students emotionally, behaviourally and cognitively through a variety of classroom activities. By using various activities such as simple drama games, Chinese songs and visual arts activities, students have achieved the outcomes outlined in the Chinese syllabus, in a relaxing and productive learning environment. Different classroom activities, incorporating various art forms, make Chinese easier to learn and remember, which helps to keep students emotionally engaged and to maintain their interest in learning Chinese. Hence, it is an effective way to motivate students to continue studying Chinese at the next stage. In the meantime, the teacher-researcher’ s professional learning has been enhanced in the process of conducting this research with the help of the teacher-as-researcher mode of action research

VISUAL ANALYSIS PUPPET OF “SI UNYIL” FILM AS INDONESIAN CULTURAL IDENTITY

"Si Unyil" is a television series for Indonesian children, created by Suyadi and in production by the National Film Production Center (PPFN).  "Si Unyil" belongs to the hand puppets category, consisting of the head, body, and hands. The attraction of the film "Si Unyil" lies in the facial expressions of the doll called Wanda, and is supported by the strength of the story contains elements of humor, joy, tension, to sadness. This study uses a semiotic approach that focuses on the analysis of Wanda "Si Unyil", as the central character in the film "Si Unyil"; and several supporting characters in the film, i.e. Pak Raden, Pak Ogah, Cuplis, and Meilani. Wanda can represent certain facial characters for certain roles in certain storylines. Therefore, Wanda can carry comprehensive meanings that indicate emotional conditions, physical conditions, and environmental conditions. Analysis of "Si Unyil" through the visual of the puppet, concluded that "Si Unyil" contains educational values, morals, and social ethics that are displayed in various daily activities, through dialogue and the behavior between "Si Unyil" and his friends. "Si Unyil" film also possible to be a representation of the Indonesian people, which is guided by the ideology of Pancasila

How Participation in a Peer-Led Writing Center Impacts Struggling Students’ Self-Efficacy and Motivation

Many secondary students struggle with writing, both in terms of skill and confidence. This qualitative case study follows six students who have a history of struggling in English Language Arts class as they undergo a tutoring intervention based on the writing center model of peer tutoring. Students were observed in seven writing sessions which took place at multiple stages of the writing process and with informational, narrative, and analytical writing assignments. Through interview and observation, the researcher examines how students’ self-efficacy and motivation shift over the course of the intervention. Students who began with low self-efficacy and low motivation were shown to have increased in both components through the tutoring process; students with high self-efficacy and low motivation did not experience the same positive impact

When to Laugh and How Hard? A Multimodal Approach to Detecting Humor and Its Intensity

Peer reviewe

How May I Impress You? A Content Analysis of Online Impression Management Tactics of YouTube Beauty Vloggers

This research aims at investigating how YouTube beauty vloggers utilize impression management tactics to convey the intended image in an online environment by analyzing their self-presentational behaviors. Two individual coders coded one hundred videos that top trending on YouTube, featuring some single human vloggers who used English as the primary presentation language. Results revealed that first, vloggers had engaged with all four self-presentational behavioral strategies (verbal expressions, nonverbal cues, artifactual displays, and purposive behaviors) in the seemingly amateur videos. Second, a commonly shared feature of top trending vlogs was that they were all designed with abundant and diverting content, indicating that viewers favored the content more than the structure of the vlog. Third, most presenters demonstrated extraverted and likeable personality traits. Fourth, viewers preferred to watch the vlogs with natural props and in simpler environmental settings. Lastly, vloggers chose to use more acquisitive impression management tactics than protective ones in top trending vlogs, and the results showed that viewers also displayed consent to receiving more positive framing