Issue 1 (December)

This paper explores the tension between parliamentary sovereignty and judicial review in Australia, focusing on the High Court's role in protecting implied constitutional rights. Unlike the UK, where Parliament's legislative power is supreme, Australia's Constitution allocates powers between the Commonwealth and states, and judicial review plays a key role in limiting Parliament's authority. The paper examines three significant High Court cases—Australian Capital Television Pty Ltd v Commonwealth (1992), Coleman v Power (2004), and Mabo v Queensland [No 2] (1992)—which highlight the Court's power to strike down unconstitutional laws and protect unenumerated rights, such as freedom of political communication and expression, and Indigenous land rights. These rulings emphasize the High Court's function in safeguarding constitutional principles, ensuring that legislative actions do not infringe on implied rights. Through these judicial interventions, the paper argues that the High Court strengthens the constitutional framework and limits parliamentary sovereignty, contributing to the protection of democracy and individual rights in Australia.

This paper critically assesses the value and challenges of comparative juvenile justice research, emphasizing the importance of understanding juvenile delinquency and the different justice systems in place across various nations. The research highlights the value of juvenile justice studies in promoting social fairness, judicial justice, and the rehabilitation of young offenders. It also explores the diverse methods and policies adopted by countries like the United States, Australia, and others, illustrating the differences in approaches to crime prevention, rehabilitation, and recidivism. However, the paper also discusses significant challenges, such as the complexity of legal frameworks, the age of criminal responsibility, and the difficulties in obtaining accurate data due to privacy concerns. Through a critical comparative approach, the paper calls for more inclusive, interdisciplinary research to address the challenges juvenile justice systems face and to create more effective policies for youth rehabilitation and crime prevention.

This paper explores the transformative potential of classical music in promoting cultural exchange and emotional connectivity. By examining its historical significance, contemporary applications, and societal impact, the study sheds light on how classical music serves as a conduit for cultural dialogue, enriching communities worldwide.

The Cooperative Principle (CP), introduced by American philosopher H. Paul Grice, posits that linguistic communication is underpinned by a set of implicit norms, facilitating the achievement of communicative goals. This study examines the applicability of CP to individuals with High-Functioning Autism (HFA), a group often characterized by challenges in adhering to these norms, leading to communication breakdowns. Utilizing a textual analysis approach, this research delves into the dialogues of a character with HFA from the American television series “Atypical Season 1”. The aim is to identify patterns of compliance and violation of the CP maxims and to delineate the speech characteristics of individuals with HFA, enabling them to overcome barriers to social integration and achieve more successful communication outcomes. Our findings indicate that individuals with HFA tend to adhere to the Quality maxim but frequently violate the other three maxims, resulting in speech that is repetitive, blunt, self-isolating, disorganized, and excessive in quantity. The study also proposes three primary communicative strategies tailored to facilitate more effective interactions with individuals with HFA.

This study investigates the impact of cross-cultural communication on high school English teaching, focusing on Sino-American cultural differences, and proposes effective teaching strategies to address related challenges. Using a mixed-methods approach, the research combines quantitative analysis of student performance with qualitative insights from classroom observations and interviews. Two classes from Zhili High School participated: one as a control group using traditional methods, and the other as an experimental group implementing cross-cultural communication strategies, including cultural comparison teaching, multimedia resources, and interactive activities. Results indicate that the experimental group showed significant improvement in English proficiency, particularly in listening and speaking, and reported higher levels of cultural awareness and satisfaction. Qualitative data revealed that students found the strategies engaging and effective in fostering a deeper understanding of cultural differences. However, challenges such as the need for teacher training and curriculum adaptation were identified. The study concludes that integrating cross-cultural communication into high school English teaching enhances students' language skills and cultural competence, but successful implementation requires ongoing support for educators and curriculum reform. These findings offer valuable insights for improving English teaching practices in a globalized context.