Guilty Until Proven Innocent: California\u27s Prop. 50 Turns the Concept of Due Process On Its Head

For decades, “good governance” has been little more than a talking point for politicians on the road to reelection or a promotion to higher office. In 2014, the California Legislature attempted to give teeth to the idea, successfully spearheading an amendment to the California Constitution approved by voters in 2016. But despite its efforts to “drain the swamp,” the Legislature gave itself a powerful tool, the authority to suspend or expel legislators without pay, that presents more problems than solutions. This article explores the implications of that amendment, including the extent to which it, as codified, comports with procedural due process requirements. In so doing, the article proposes several changes that would further insulate the amendment from a legal attack

TEACHER PERCEPTIONS OF CURRICULUM-DRIVEN TECHNOLOGY AFTER WORKING WITH INSTRUCTIONAL TECHNOLOGY COACHES IN MIDDLE SCHOOLS IN ONE SOUTHEASTERN SCHOOL DISTRICT

The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers. The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted with participating teachers from three middle schools within one school district located in the southeastern United States. The participants’ responses indicated a relationship between working with a curriculum-driven technology coach and their self-perceptions of their ability to use curriculum-driven technology. The participants indicated working with a curriculum-driven technology coach positively impacted their perceptions of the importance of curriculum-driven technology and their ability to integrate curriculum-driven technology to their classrooms

Understanding lolium rigidum seeds: The key to managing a problem weed?

The 40 million hectare southern Australian winter cropping region suffers from widespread infestation by Lolium rigidum (commonly known as annual or rigid ryegrass), a Mediterranean species initially introduced as a pasture plant. Along with its high competitiveness within crops, rapid adaptability and widespread resistance to herbicides, the dormancy of its seeds means that L. rigidum is the primary weed in southern Australian agriculture. With the individuals within a L. rigidum population exhibiting varying levels of seed dormancy, germination can be staggered across the crop-growing season, making complete weed removal virtually impossible, and ensuring that the weed seed bank is constantly replenished. By understanding the processes involved in induction and release of dormancy in L. rigidum seeds, it may be possible to develop strategies to more effectively manage this pest without further stretching herbicide resources. This review examines L. rigidum seed dormancy and germination from a weed-management perspective and explains how the seed bank can be depleted by control strategies encompassing all stages in the lifecycle of a seed, from development to germination

Match-action: the role of motion and audio in creating global change blindness in film

An everyday example of change blindness is our difficulty to detect cuts in an edited moving-image. Edit Blindness (Smith & Henderson, 2008) is created by adhering to the continuity editing conventions of Hollywood, e.g. coinciding a cut with a sudden onset of motion (Match-Action). In this study we isolated the roles motion and audio play in limiting awareness of match-action cuts by removing motion before and/or after cuts in existing Hollywood film clips and presenting the clips with or without the original soundtrack whilst participants tried to detect cuts. Removing post-cut motion significantly decreased cut detection time and the probability of missing the cut. By comparison, removing pre-cut motion had no effect suggesting, contrary to the editing literature, that the onset of motion before a cut may not be as critical for creating edit blindness as the motion after a cut. Analysis of eye movements indicated that viewers reoriented less to new content across intact match-action cuts than shots with motion removed. Audio played a surprisingly large part in creating edit blindness with edit blindness mostly disappearing without audio. These results extend film editor intuitions and are discussed in the context of the Attentional Theory of Cinematic Continuity (Smith, 2012a)