The 2020 France attack regarding the controversial issue of the public portrayal of Prophet Muhammad’s caricature had created havoc all over the world. This research focuses on how the 2020 France attacks-related issues were portrayed in the media in the United Kingdom (U.K.) and the United States (U.S.). This analysis aims to determine the dominant issues covered, the news slant, and the newspapers' tone and framing regarding the 2020 France attacks-related issues. Using content analysis, the data from news articles and feature articles collected from two mainstream online daily newspapers, which were The Independent from the U.K. and The New York Times from the U.S. were examined. This study also aims to compare the differences between the U.K. and U.S. media in framing and reporting the 2020 France attacks-related issues. A total of 56 news articles were analysed, from which three major issues were reported in the newspapers during that period. The most frequently reported issue was the Islamist ‘Terrorism’ in France issue. The findings of the study indicated that the news slant of both newspapers was significantly different. The Independent's news slant was balanced towards both France and Islam, while The New York Times' news slant was against Islam.
The Civil Procedure II course learning outcomes include organizing and preparing fundamental court documents and acquiring drafting skills. This subject assists final-year law students to analyze a wide range of interlocutory procedures in the conduct of various civil proceedings. Since students must prepare themselves to be litigation lawyers, they must be able to comprehend the material and use it in their legal practice. As such, the difficulty of teaching and learning the subject of Civil Procedure II must be examined in this new era. This paper will explore whether newfound applicable pedagogical techniques and instructional methods can improve the teaching and learn of the Civil Procedure II course at Universiti Teknologi MARA's Faculty of Law (UiTM). The purpose of this article is to examine the fundamental components and elements of teaching-learning and identify the challenges and problems that stand in the way of effective teaching-learning in the law of civil procedure II. Doctrinal content analysis is used in this paper's qualitative research approach to gain a deeper understanding of the conflict that exists when deciding how to teach the subject of Civil Procedure II effectively. The findings of this paper reveal that using newfound applicable pedagogy such as online learning tool in conjunction with in-person instruction may improve pedagogy in the teaching and learning of Civil Procedure II. The newfound applicable pedagogy to law school instruction is relevant for both lecturers and students in this 21st century.
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