![]() We'll keep drawing those treble clefs until they can make them better than me! What good is this for older players? Mostly they will get it, and then we expand outward from there. ![]() Where do you think it will be?" and I ask them to draw the F. ![]() What is the note below G, touching G?" (It is F, of course.) Then I say, "So F has to touch the G line. This is for the beginners who are having trouble seeing higher and lower notes, line or space notes. None of the cursive letters REALLY look like the treble clef, of course but after a bit of guessing, I'll mention how in the OLDEN DAYS, cursive writing was very fancy, and that treble clef really did look like the letter G. I'll draw line note G on the second line and ask them, "What is the note on that line?" and then we go through the musical alphabet, with me drawing a cursive alphabet, if they don't remember what that landmark note is. swoop up and over to the middle line, then down and swirl around the second line!" That second line is "G", of course now make a big backwards capital 'D', landing on the bottom line. up to the top and over a little bit - make a small capital 'D'. it is a challenge just to make the loops and swirls in the right directions, and then to land them on the target lines takes real attention!įor an all-in-one line, I direct them (as I am also drawing), "Umbrella handle - start at the bottom. They all LOVE to practice drawing notes and musical symbols! I start with drawing the treble clef As such, this dissertation provides a unique and exploratory “inside look” into how prospective jurors’ stereotypes and prejudices about the defendant’s gender may factor into deliberations in NCRMD trials.Lately, every lesson, all of my students spend about 3 minutes with one of these staffs. The present research is of particular importance in Canada, where there is generally no procedural allowance for psycho-legal scholars’ questioning of jurors about their social attitudes (e.g., about women) before the trial and about their deliberations after the trial. Through the thematic analysis, I found that jurors were generally focused on the mental health status of the defendant and the legitimacy of the NCRMD plea. Moreover, I did not find a significant difference in the deliberation styles of women and men jurors. Overall, these studies did not find significant differences in jurors’ use of stereotype content language or affect for men and women defendants. Fourth, I conducted a thematic analysis of the deliberations and examined how themes related to defendant and juror gender. Second, I examined how juror gender relates to verdict decisions third, I examined how juror gender relates to speaking roles in deliberations. I used the Linguistic Inquiry Word Count program (LIWC see Pennebaker, Francis, & Booth, 2001) to comb deliberation transcripts to examine mock jurors’ affect towards the defendant (based on the language they used). I used an exhaustive Stereotype Content domain dictionary to guide my directed quantitative content analysis of mock jurors’ group deliberations. I first examined the impact of defendant gender on jurors’ expressions of stereotype content (warmth and competence words) and affect. The purpose of this dissertation was to examine mock jury deliberations in a fabricated Not Criminally Responsible on Account of Mental Disorder case. Accordingly, legal decision-makers are more likely to attribute a woman offender’s actions to mental illness in comparison to offenders who are men in insanity trials (see Yourstone, Lindholm, & Svenson, 2008). Women are more likely to be perceived as having a mental disorder than men are (McGlynn, Megas, & Benson, 1976).
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |