This study covers how Amber Heard and Johnny Depp were portrayed during their defamation trial in Virginia 2022 by the British newspaper The Sun. The research questions include both how Amber Heard and Johnny Depp were portrayed during the timeframe as well as how they were perceived as a couple. The research questions also cover if there were any differences in how The Sun were framing them during the time period. The method that was used was a thematic analysis of all the articles that The Sun published in the time period that the trial took place, the 11th of April 2022 to the 1st of June 2022. To better help our understanding of the subject we used framing theory and celebrity studies as the theoretical framework. The framing theory also includes a subcategory which is the theory about the ideal victim. Since both Johnny Depp and Amber Heard accused each other of abuse, it was relevant to include if one of them were portrayed as a victim. In the thematic analysis we created three categories based on the research questions. Different themes were found in the articles and were placed as subcategories to the three main categories. The first category was about how the relationship between Johnny Depp and Amber Heard was portrayed. Three themes were found: The relationship as a circus, Difference in fame and The trial. The second category was about how Johnny Depp was portrayed. Three themes were identified: Depp as the perpetrator, Superstar Johnny Depp and Innocent or a bully? The third category depicts how Amber Heard was portrayed. Four themes were identified: Heard accused of lying, Heard as the perpetrator, Heard ridiculed by the public and Heard innocent? The results of the study conclude that both Depp and Heard have been portrayed as perpetrators and victims all though Depp was given more attention in the articles than Heard. Another conclusion is that some of the articles describe the case as Depp suing Heard for lying, in contrast to the articles where the case is described as Depp suing Heard for libel.

Yes / The growing literature on Patient and Public Involvement and Engagement (PPIE) and dementia identifies specific problems related to the influence involvement has on research outcomes, over-reliance on family members as proxies, and lack of representation of seldom-heard groups. Adaptations to the PPIE process are therefore needed in order to make possible the involvement of a broader spectrum of people living with dementia. To adapt the PPIE process in order to make participation in co-creation by people living with dementia accessible and meaningful across a spectrum of cognitive abilities. Design: Narrative elicitation, informal conversation, and observation were used to co-create three vignettes based on PPIE group members’ personal experience of dementia services. Each vignette was produced in both narrative and graphic formats. Participants: Nine people living with dementia and five family members. Results: Using enhanced methods and outreach it was possible to adapt the PPIE process so that not only family members and people with milder cognitive difficulties could participate, but also those with more pronounced cognitive problems whose voices are less often heard. Conclusions: Making creative adaptations is vital in PPIE involving people living with dementia if we wish to develop inclusive forms of PPIE practice. This may, however, raise new ethical issues, which are briefly discussed. / National Institute for Health Research. Grant Number: PR-R10-0514-120006

In the aftermath of #MeToo, Amber Heard chose to share her experiences of sexual abuse and violence in the relationship with Johnny Depp in an article. Depp denied the allegations and claimed that the accusations were fabricated and therefore chose to sue Heard for defamation. The defamation trial between the ex-spouses began in 2022 and received much attention since it was broadcast live to the public. The lawsuit quickly went viral on social media where Depp's fans constructed and spread favorable narratives on Depp's behalf in order to restore his reputation. The purpose of the study is to examine, from a gender perspective, how fans of a public figure crisis communicated on social media during an ongoing trial following accusations of intimate partner violence. This is achieved by a qualitative content analysis where posts published by Depp's fans during the trial are analyzed based on the theories of postfeminism and Image Repair Theory. The study concluded that both Depp and Heard are portrayed based on male and female attributes to relate to the roles of victim and perpetrator more clearly. Heard is blamed and mocked, while Depp is celebrated and respected. Furthermore, there are also narratives that connect to misogynistic ideas that are hidden by, for example, discussions about equality and can be seen as a backlash against feminist successes. / I efterdyningarna av #MeToo valde Amber Heard att dela med sig av sina erfarenheter av sexuella övergrepp och våld i förhållandet med Johnny Depp i en debattartikel. Depp förnekade anklagelserna och menade att de var fabricerade och valde därför att stämma Heard för förtal. Förtalsrättegången mellan de forna makarna inleddes 2022 och fick stor uppmärksamhet eftersom den livesändes inför allmänheten. Rättegången blev snabbt viral på sociala medier där Depps fans konstruerade och spred fördelaktiga narrativ å Depps vägnar i syfte att återupprätta hans rykte. Syftet med studien är att utifrån ett genusperspektiv undersöka hur fans till en offentlig person kriskommunicerat på sociala medier under en pågående rättegång efter anklagelser om våld i nära relation. Detta genomförs med en kvalitativ innehållsanalys där inlägg publicerade av Depps fans under tiden för rättegången analyseras utifrån teorierna postfeminism och Image Repair Theory. Studiens resultat visade att både Depp och Heard porträtteras utifrån manliga och kvinnliga attribut för att tydligare anknyta till rollerna som offer och förövare. Heard blir skuldbelagd och hånad, medan Depp blir hyllad och respekterad. Vidare förekommer också narrativ som anknyter till kvinnofientliga idéer som döljs av exempelvis diskussioner om jämställdhet och kan ses som en motreaktion på feministiska framgångar.

- The issue of pre-trial detention in criminal procedure The topic of this diploma thesis is the issue of pre-trial detention in criminal procedure. The institute can be described as a securing institute of criminal procedural law that significantly affects the right to personal freedom of the individual, which conflicts with other human rights. In light of these violations of fundamental rights, it is not surprising that the institute is often discussed and is thus a sensitive topic. It is therefore often the subject of disputes, which are held in front of the Constitutional Court of the Czech Republic and other international courts. This thesis is divided into six chapters, wherein, the first part deals with the description of the institute of pre-trial detention itself, and discusses the principles that are related to it. The second chapter briefly describes the historical development of the institute of pre-trial detention on the territory of the Czech Republic since 1961, when the new Criminal Procedure Code was adopted. It emphasises the amendments No. 265/2001 Coll., and No. 459/2011 Coll., which both brought a significant change in the legal system of pre-trial detention. The third chapter focuses on the existing legislation based on case law in the Czech Republic and international courts....

1 Abstract: The issue of the concept of criminal custody The subject matter of this diploma thesis is "The issue of the concept of criminal custody". Custody being an institute of the procedure criminal law is a very problematic securing instrument that limits rights of a convicted person. Custody is often the subject of disputes which is reflected on the case decisions of the Constitutional Court of the Czech Republic and on the decisions of international courts. The diploma thesis is divided in five chapters. Starting with a short introduction into the issues of custody, in the first chapter we describe its historical development in the Czech Republic and we concentrate mainly on statutory and amendatory acts after year 1989. The second chapter discusses the term and idea of custody, its purpose, main features and custody principles. The third chapter focuses on substantive enactment of custody, specifically on conditions for custody and their definitions. This chapter also includes examples of judicature of the Supreme Court of the Czech Republic. Custody substitutions are also treated in this chapter as well this chapter include the new preliminary precautions. The forth chapter discusses formal legal custody right and explains the way the substantive custody rights, explained in the previous chapter,...

O presente estudo tem como objeto a análise das condições de (in)efetividade do direito da criança ser inquirida em processos judiciais por meio do depoimento especial do Poder Judiciário do Estado do Tocantins. A finalidade da pesquisa consiste em averiguar em que medida o Poder Judiciário do Estado do Tocantins está preparado para realizar o depoimento especial, quais os caminhos que vem percorrendo para tanto e quais as perspectivas para a sua implantação. Os objetivos centrais da pesquisa foram apontar a evolução histórica do tratamento jurídico dispensado à criança, inclusive na seara penal especificamente quanto ao crime de estupro de vulnerável, apresentar o método tradicional de oitiva do sujeito passivo do crime e o método do depoimento especial e, por fim, analisar da realidade atual das condições materiais e humanas necessárias à oitiva da criança pelo método do depoimento especial, na tentativa de identificar estruturas e projetos existentes no Poder Judiciário tocantinense com tal desiderato. O método de abordagem foi o descritivo; o de pesquisa, dedutivo. Informações advindas de diversas fontes oficiais de pesquisa foram reunidas, organizadas e avaliadas. Apurou-se que o Poder Judiciário do Estado do Tocantins não reúne condições materiais e humanas necessárias à implementação do depoimento especial. Concluiu-se que, apesar dos esforços e iniciativas, o depoimento especial, trazido pela Lei n. 13.431/2007, não encontra ambiente para efetiva e imediata aplicação no Estado do Tocantins, sequer a curto ou médio prazo, o que representa uma violação ao direito de a criança ser ouvida por meio do depoimento especial. / The present study has as its object the analysis of the conditions of (in) effectiveness of the right of the child to be interviewed in judicial processes through the special testimony of the Judicial Branch of the State of Tocantins. The purpose of the research is to find out to what extent the Judicial Branch of the State of Tocantins is prepared to carry out the special testimony, what are the paths it has been going through and the perspectives for its implementation. The main objectives of the research were to point out the historical evolution of the legal treatment given to the child, including in the criminal chamber specifically regarding the crime of rape of vulnerable, to present the traditional method of hearing of the subject of the crime and the method of the special testimony, To analyze the current reality of the material and human conditions necessary for the child's hearing through the special testimony method, in an attempt to identify existing structures and projects in the Tocantins' Judiciary with such desideratum. The method of approach was descriptive; the research, deductive. Information from various official sources of research was gathered, organized, and evaluated. It was found that the Judicial Branch of the State of Tocantins does not meet the material and human conditions necessary for the implementation of the special testimony. It was concluded that, despite the efforts and initiatives, the special testimony, brought by Law no. 13.431 / 2007, does not find an environment for effective and immediate application in the state of Tocantins, even in the short or medium term, which represents a violation of the right of the child to be heard through the special testimony.

Made available in DSpace on 2016-04-27T16:33:25Z (GMT). No. of bitstreams: 1 Ana Claudia Caldas de Arruda Leite.pdf: 161304 bytes, checksum: 3fcc7f1788ee6fb26577233250e14dfe (MD5) Previous issue date: 2007-08-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work, carried through from social sciences circumscribed education issues, has as object of study the concept of project, its introduction in the educational context, and its relation with modernity. Moreover, it is based on the project method , developed in 1918 by William Heard Kilpatrick, due to its contribution for the understanding of the nexuses established between psychology and education. Also, this method allows analyzing the input of the education and psychology in the history of teaching based on projects. The conception of project in modernity reveals two main features from the XVI century: the ascension of the individual and the development of the capitalism. From the hypothesis that the concept of projects evidences the lack of synchronism produced in this period, between the emphasis on the individual and on the transformations of the modes of production. Thus, it turns the making of this self-governing reasoning oriented person unachievable. In order to analyze the idea of project, Kilpatrick essays on the project method were used as primary reference source. Finally, the theoretical referential which support this work were Karl Marx and the authors of the critical theory / Este trabalho, realizado a partir de problemas circunscritos às ciências sociais da educação, tem como objeto de estudo a noção de projeto, sua relação com a modernidade e introdução no contexto educacional, com base no método de projeto , elaborado em 1918 por William Heard Kilpatrick. A escolha por esta concepção justifica-se na medida em que o método de projeto contribui para o entendimento dos nexos estabelecidos entre a psicologia e a educação, bem como possibilita analisar a entrada de ambas na história do ensino por projetos. Na modernidade, a noção de projeto relaciona-se com dois aspectos constituídos desde o século XVI, quais sejam: a ascensão do indivíduo e o desenvolvimento do capitalismo. Baseia-se na hipótese de que o conceito de projeto evidencia o descompasso, produzido neste período, entre a centralidade atribuída ao indivíduo e as transformações no modo de produção. Os conceitos básicos que orientam a análise do material são: experiência, formação, liberdade e indivíduo, definidos com base nos autores da teoria crítica e em Karl Marx. No intuito de analisar a noção de projeto, em particular sua introdução na educação, no início do século XX, utilizaram-se os ensaios de Kilpatrick sobre o método de projeto

The purpose of this study was to examine how some child welfare case workers say they go about to give children in foster homes the opportunity to be heard. The idea was also to examine how much weight is given to the children’s views and if the respondents believe that the childrens right to be heard has improved over the time they have been working with foster children and if so, how? The study was conducted by using qualitative research method and the analysis of the results was made using Shier’s model of childrens participation. The results have also been tied to previous research in the area. The conclusions of this study was that according to the respondents it’s important that they get to know the children well so that the children can have confidence enough to speak their minds. They feel it is important that the children are listened to and the childrens views also have some influence in decision-making. The respondents also believe that the opportunities for the children to express their opinions have strengthened in recent years.

Abstract The current study discusses the pedagogical development work of two teachers from the viewpoint of listening and being heard. The study was implemented using the methods of narrative action research, and the data consist mainly of the teachers’ professional biographies, video materials, and shared pedagogical diary. The data was gathered in the course of a single school year as part of the inclusive physical education. In this context, inclusion refers to the merger of the groups of children in special and mainstream education. The studied group of pupils was taught simultaneously by a primary teacher and a special teacher. The study is theoretically based on the ethic of pedagogical love. In the data, moments of being heard were encouraged by a commitment to ethical core values as teachers’ practical morality, respect for students’ freedom of choice, sufficient availability of time, the possibility to anticipate teaching, assessment of the interfacing of privacy and closeness, as well as giving individual attention. Based on the individual moments of being heard emerging from the data, a conscious manner of teaching and supervision was developed and subsequently named the pedagogy of being heard. This study describes the development of the pedagogy of being heard in the context of physical education. First the study discusses the elements of interaction that allowed for moments of being heard, second the supporting of students in physical education by means of the pedagogy of being heard, and third the fulfillment of being heard in the relationship between the teachers contributing to the research process. At the core of the pedagogy of being heard are relations of caring and interaction between all the group members both in teacher-student relationships and in peer relationships between students, as well as in relationships between the adults in the group. Central to the pedagogy of being heard is every individual’s right to be respected and accepted as him- or herself. The quality of interaction and relationships is seen as a core factor in supporting students in physical education. Teachers employing the pedagogy of being heard need constantly to redirect their pedagogical implementation by way of active listening. / Tiivistelmä Tässä tutkimuksessa tarkastellaan kahden opettajan pedagogista kehittämistyötä kuuntelemisen ja kuulluksi tulemisen näkökulmasta. Tutkimus on toteutettu narratiivisena toimintatutkimuksena, ja aineisto koostuu pääasiassa opettajien ammatillisista elämäkerroista, videomateriaalista ja yhteisesti tuotetusta pedagogisesta päiväkirjasta. Aineisto on tuotettu yhden lukuvuoden aikana osana inklusiivisen opetusryhmän liikunnanopetusta. Tässä yhteydessä inklusiivisuudella tarkoitetaan erityisopetuksen ja yleisopetuksen opetusryhmien yhteensulauttamista. Opetusryhmää opetettiin luokanopettajan ja erityisluokanopettajan samanaikaisopettajuutena. Tutkimus nojaa teoreettisesti pedagogisen rakkauden etiikkaan. Eettiseen arvopohjaan sitoutuminen opettajien käytännön moraalina, oppilaiden valinnanvapauden kunnioittaminen, kiireettömyys, mahdollisuus ennakoida opetusta, yksityisyyden ja läheisyyden rajapintojen arvioiminen sekä yksilöllisen huomion antaminen synnyttivät aineistoon kuulluksi tulemisen hetkiä. Aineistosta nostetuista yksittäisistä kuulluksi tulemisen hetkistä kehitettiin tietoinen opettamisen ja ohjaamisen tapa, joka on nimetty kuulluksi tulemisen pedagogiikaksi. Tässä tutkimuksessa kuvataan kuulluksi tulemisen pedagogiikan kehittämistä koululiikunnan kontekstissa. Tutkimuksessa tarkastellaan 1. niitä vuorovaikutuksen elementtejä, jotka mahdollistivat kuulluksi tulemisen hetken syntymisen, 2. oppilaan tukemista koululiikunnassa kuulluksi tulemisen pedagogiikan keinoin, ja 3. kuuntelemista tutkimuksessa mukana olleiden opettajien välisessä suhteessa. Kuulluksi tulemisen pedagogiikan ytimessä ovat välittävät ja vastavuoroiset vuorovaikutussuhteet kaikkien ryhmän jäsenten välillä niin opettaja–oppilassuhteissa kuin oppilaiden välisissä vertaissuhteissa ja ryhmän aikuisten välisissä suhteissa. Kuulluksi tulemisen pedagogiikassa keskeistä on jokaisen yksilön oikeus olla arvostettu ja hyväksytty omana itsenään. Vuorovaikutussuhteiden laatu nähdään keskeisenä tekijänä oppilaan tukemisessa koululiikunnassa. Kuulluksi tulemisen pedagogiikkaa toteuttavien opettajien tulee jatkuvasti suunnata pedagogista toteutustaan aktiivisen kuuntelemisen avulla.

Magister Legum - LLM