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Using Multiple Coding Schemes to Understand Argument in In the Jury Room  

British Library Electronic Table of Contents (United Kingdom)

The present study analyzes argument in jury deliberations by using the Conversational Argument Coding Scheme (CACS) and the content of juror argument using Subject Matter Argument Assessment (SMAA) (Pettus, 1990). The main purpose is to illustrate how the two coding schemes can complement each other to provide rich yet systematic characterization of argument in jury deliberation. Jury deliberations drawn from In the Jury Room, a televised news series on jury deliberation, are coded and analyzed using CACS and SMAA. The researchers found that using two argument coding schemes is beneficial in learning about the types of arguments jurors make and the subject matter about which they argue. The study results are compared with findings from previous studies of juror argument behavior, suggestin...

2010-01-01

2

Settler Justice and Aboriginal Homicide in Late Colonial Australia  

British Library Electronic Table of Contents (United Kingdom)

This article examines the hidden history of criminal justice in late colonial Australia by focussing on Aboriginal inter se offending. Most Aboriginal defendants appearing in late colonial criminal courts were prosecuted for violent crimes against other Aboriginal people. The article explores how common such cases were and the degree to which the acknowledgment of cultural difference affected justice process and outcomes. The frequent invocation of 'custom' commonly led juries to recommend the mercy of the Crown to those Aboriginal defendants found guilty of committing a homicide. I argue that 'custom' was increasingly used by settler judicial processes as a shorthand way of explaining what was otherwise seen as unexplainable. In the twentieth century 'custom' would receive greater attenti...

2011-01-01

3

Education Dean's Fraud Case Teaches U. of Louisville a Hard Lesson  

Science.gov (United States)

At the end of 2005, Robert D. Felner was riding high. A well-paid dean at the University of Louisville, he had just secured a $694,000 earmarked grant from the U.S. Department of Education to create an elaborate research center to help Kentucky's public schools. The grant proposal, which Mr. Felner had labored over for months, made some impressive promises. On paper this all seemed plausible: From 1996 until 2003, Mr. Felner directed the University of Rhode Island's education school, where he helped create a well-regarded statewide research center. To put it gently, Mr. Felner did not duplicate that feat at Louisville. By the spring of 2008, all but $96,000 of the grant had been spent, but none of the tasks listed in Mr. Felner's proposal had been accomplished. Late in May 2008, he told his colleagues that he had been hired as chancellor of the University of Wisconsin-Parkside, effective August 1. During his final weeks at Louisville, Mr. Felner pressed his luck one last time. Even ...

2009-06-12