Asylum narratives and credibility assessments: an ethnographic study of the asylum appeal process in Scotland

Abstract Asylum claimants regularly arrive in the UK without corroborating evidence to support their request for refugee protection. Consequently, an assessment of the credibility of the applicant’s account of persecution tends to become the focal point of asylum decision-making. In order for an applicant’s asylum claim to be assessed as factual, and therefore, credible it must be prepared in a way that conforms to the narrative models in legal discourse and meets the evidential requirements for showing past persecution and a future well-founded fear of persecution. It is for this reason, in part, that the role of legal practitioners becomes crucial. This thesis explores the ways that asylum solicitors deal with the issue of credibility in their daily working practices. It also examines the structural and procedural constraints which affect the working practices of solicitors when representing asylum clients in this way in asylum appeals. Based on ethnographic research conducted in Glasgow over an eighteen-month period, this thesis considers the ways that asylum solicitors approach credibility when representing asylum clients. This thesis explores the different forms of paid and unpaid labour undertaken by asylum solicitors and analyses how external factors such as legal aid funding arrangements affect the morale and working practices of solicitors who represent asylum claimants. It seeks to argue that a criminalising discourse exists in the asylum and immigration processes in Glasgow. Moreover, it demonstrates that such discourses extend to a cohort of asylum solicitors working in Glasgow and that the culture of disbelief which exists among these solicitors results in them regularly disbelieving their asylum clients’ accounts. Finally, by considering proposed changes to funding arrangements in Scotland, which would bring them in line with those in place in England and Wales, this thesis contends that were these arrangements to be introduced this would result in the underrepresentation of, and limited access to justice for, asylum applicants in Scotland

AN ANALYSIS OF THE CHARACTERIZATION OF THE CHARACTERS IN SHORT MOVIE ENTITLED IBU

ABSTRACTCharacter is someone who appears in the story such as in short stories, novels, dramas, or movies. In this research, the researcher would like to analyze the characterization of the characters in the short movie entitled IBU. The research problems of this research are 1). How is the characterization of the characters? 2). What moral value that we got from the movie?. The purpose of this research is to know the characterization of the characters and to know the moral values that can we get. This research used qualitative descriptive to analyze and interpret the research object in the short movie entitled IBU. The researchers used table analysis in collecting the data. After that, the researchers explain and describe the result based on the table and made a conclusion. Based on the result, the researcher found the characterization of the characters. It is found that Gerry was an antagonist character while the mother was a protagonist character

The Use of ICT-Based Interactive Video to Enhance Students’ Engagement and Descriptive Writing Skills

Writing skills are crucial in education, yet many students face challenges with engagement and interest. Given the increasing use of Information and Communication Technology (ICT) in education, exploring innovative approaches to address these issues is important. This study investigated ICT-based interactive video to enhance students' engagement and descriptive writing skills. Conducted with 33 seventh-grade students from a junior high school in Malang, this qualitative study employed classroom observations and analysis of written texts. Data analysis involved categorizing observation records by themes such as student engagement and interaction with the video. Students’ descriptive texts were examined for advancements in clarity, coherence, and creativity and categorized based on these aspects. The findings indicated that after using interactive videos, students’ descriptive writing displayed advancements in the three areas examined, with many students achieving high-quality levels. These results suggest that interactive videos can be a valuable tool for boosting students’ engagement and writing skills. The study highlights the need for incorporating such media into writing instruction. It suggests that further research should explore the refinement of these tools and their application in varied educational settings