7) There are many reasons as to why eyewitness accounts and oral testimonies are not always the most reliable sources. Eyewitness accounts are not very reliable because as Totten and parsons state, they are “only as good as the procedures by which they are collected as well as the accuracy of the witnesses whose accounts are documented.” (Totten and Parsons, 7). The reasons why oral testimonies are an issue is that the “survivors may not have been literate,” (Totten and Parsons, 7). By this, they mean that survivors may not have had the ability/means to develop written records for themselves about their experience as a survivor. These people may also not have liked being questioned about such a sensitive topic/ moment in their life. The survivors …show more content…
This will allow people to be encouraged to step away from this idea of mass killings, being the killer themselves, and finally being bystanders on these crucial situations. Totten and Parsons state “ The sort of study we advocate is one that is immersed in both the cognitive and affective domains (values and feelings).” (Totten and Parsons, 10). They included four specific advocating ideas within the cognitive and affective domains. The first one being, that it is important that we engage students on the accurate studies of the theories and facts on genocides (10). Secondly, “contextualize the history;” (Totten and Parsons, 10). Thirdly, provide more in-depth answers to questions rather than broad simple responses that don’t truly provide a better understanding of this complex history. Finally, talk about both the personal and societal responsibilities that took into effect during these genocides, This will allow students to understand that there isn’t just one person to blame. Totten and Parsons also make it clear that educators need to teach students “the difference between crimes against humanity, war crimes, ethnic cleansing, and genocide.” (Totten and Parsons, 11) Educators must also point out the locations in which these genocides occurred, include class discussion on this topic to encourage questions, and finally allow them to understand the different actions that can be taken to prevent
The use of eyewitness statements and testimony’s can be a great source of information, but can also lead to wrongful convictions. Due to eyewitness testimony, innocent people are convicted of crimes they have not committed. This is why the wording of a question is important to consider when interviewing witnesses. Due to the fact that eyewitness testimony can be the most concrete evidence in an investigation, witnesses may feel they are helping an officer by giving them as much information as possible, therefore they may tell them information that is not entirely true, just to please them. This is why there are advantages and disadvantages to using open and close ended questioning at different durations of an interview. The way you word a question may impact the memory of a witness, this is because a person cannot completely memorize the exact occurrences of an event.
Caporino, Grace M. and Rose A. Rudnitski. General Guidelines for Teaching about Intolerance and Genocide. Teaching for a Tolerant World. Ed. Judith P. Robertson. Urbana, Illinois: National Council of Teachers of English, 1999.
Chris Bohjalian once said, “But history does matter. There is a line connecting the Armenians and the Jews and the Cambodians and the Bosnians and the Rwandans. There are obviously more, but, really, how much Genocide can one sentence handle?” and Elie Wiesel says, “To forget a Holocaust is to kill twice.” There is a connection between every genocide, but how much can one sentence actually handle? This is just a repeating thing that keeps on happening and it has gotten to the point where it is not getting any better. If we stop teaching about the Holocaust, it is to kill twice because there will always be that one person who can actually make a huge difference and make good and peace in the world. However, there will always be that one person that has no care for the world and wants to discriminate one race, gender, or religion for no reason, or even because of stereotypes. We should continue teaching about the Holocaust and
During the identification and prosecution of a suspect, eyewitnesses are the most important. Eyewitness testimony needs to be reliable as it can have serious implications to the perceived guilt or innocence of a defendant. Unfortunately, the reliability of eyewitness testimony is questionable because there is a high number of eyewitness misidentification. Rattner (1988) studied 205 cases and concluded that eyewitness misidentification was the factor most often associated with wrongful conviction (52%). Eyewitness testimony can be affected by many factors. A substantial literature demonstrates own group biases in eyewitness testimony. For example, the own-race bias, in which people are better at recognizing faces of their own race versus another
Human rights violations, unfortunately, have been common in all parts of the world for thousands of years. Not all abuses lead to world attention or mass causalities, but large-scale tragedies that do gain notice often involve the use of propaganda. Propaganda has often been used to promote an individual leader, political party or government’s agenda, which will often tyrannize specific groups. The definition of propaganda according to Merriam-Webster’s dictionary and for this paper is, “the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person.” One of the major questions many have when investigating the causes of genocide and why average citizens often accept and at time tolerate mass violence and permit their friends and neighbors rights to be taken away. To understand this issue we must look to past examples of propaganda that demoralized and demonized entire communities that eventually lead to genocide. During the Nazi rule in Germany and the genocide in Rwanda in the mid-1990s there have been clear cases where misinformation has been used in order promote violence and repress the rights of citizens. More often than not, similar manipulation and deception techniques have been used during these periods to oppress the basic rights of groups and individuals. Germany and Rwanda both exercised comparable methods such as emotional manipulation, media and demonization of minority/weaker groups in order to harm/eliminate large sectors of the population. Overall, propaganda is often a tool used to commit massive manipulation and rationalization for large-scale human rights violations.
Throughout history mass murder has not been a problem to the same level and in the same sense as it is today. A related occurrence that is seen in history, which can be studied for its similar preparation and organization, is genocide. Genocide, an international crime, is a large-scale form of mass murder, in which many people are killed in a string of independent events because of prejudices or war (Reisman, 2008). Killing a large group of people takes a high level of organization. The logistics of how to do it, where to do it, where to dispose of the bodies, among other things must be examined before killing begins (Reisman, 2008). The only similarity to the 21st century version of mass murder is the predatory violence involving extensive planning and little to no emotion involved in the killing (Meloy et al., 2004). However aside from that it is difficult to compare the two events because genocide has many killers and can take place over extended periods of time. For example, during the Holocaust Nazi Germany systematically exterminated millions of Jew over a period of three years (Reisman, 2008). This trend is relevant due to the death of more than three p...
The situation that I have thought of is, when I was on the jury for juveniles who committed first offenses. While I was listening to the lawyers depend these kids, I looked on the list and saw a familiar name. The name was a person I went to kindergarten with. She was being convicted of shoplifting. I could not believe it. All the thoughts of that soft, kind-hearted person went out the window. My behaviors were changed by the environmental influences. My thoughts were overcome with coldness. I felt that she choose her situation. Somewhere along she became part of the wrong crowd and never changed her situation. I also think that the situation changed what I thought of her.
There has been considerable debate worldwide, regarding the accuracy of eyewitness testimony in the criminal justice system. Particularly, arguments have surrounded wrongful convictions that have resulted from incorrect eyewitness evidence (Areh, 2011; Howitt, 2012; Nelson, Laney, Bowman-Fowler, Knowles, Davis & Loftus, 2011). The purpose of this essay is to consider psychological research about the accuracy of eyewitness testimony and its placement in the criminal justice system. Firstly, this essay will define how eyewitnesses and their testimonies are used within the criminal justice system and the current debate surrounding its usage. Secondly, the impact of post-identification feedback will be used to show the affect on the confidence of a witness. Thirdly, studies around gender related differences will show how a witnesses gender can affect memory recall and accuracy. Fourthly, empirical studies will be used to highlight how a psychological experience called change blindness can cause mistakes in eyewitness identification. Finally, the effect of cross-examination will be used to explore the impact on eyewitness accuracy. It will be argued, that eyewitness testimony is not accurate and highly subjective, therefore, the criminal justice system must reduce the impact that eyewitness testimony is allowed to have. Developing better policies and procedures to avoid wrongful convictions by misled judges and jury members can do this.
In the court of law, eyewitnesses are expected to present evidence based upon information they acquired visually. However, due to memory processing, presenting this information accurately is not always possible. This paper will discuss the reliability of eyewitness testimony, its use in a relevant court case, and how the reasonable person standard relates to eyewitness testimony.
Genocide is the act of killing a lot of people depending on their race, ethnicity, and religion. There are 8 stages of genocide which include extermination and denial. The victims of the Bosnian genocide consists of elders, women, men, children, and even babies. The Bosnian genocide is a war between Bosnian Serbians and Bosnian Muslim to which republic can control Bosnia. Many Serbains deny the fact that his genocide even happened even though there is scientific proof that this genocide happened. The purpose of learning genocide is so we are informed and we won't let it happen again.
The use of eyewitnesses has been a constant in of criminal justice system since its very beginning. Unfortunately, people do not make the best witnesses to a crime. The person may not have seen the actual criminal, but someone that looks similar to them. The witness may lie about what he or she may have scene. Also the witness can be influenced by the police as to who or what they saw at the time of the crime. The witness or victims memory of the person may have faded so that they don’t remember exactly what had seen, which could be disastrous for the accused.
To start off with, what is genocide? Genocide is the killing of a massive number of people of in a group. Genocide has not only been practices in the present day, but it has been practiced for m...
Eyewitness identification and testimony play a huge role in the criminal justice system today, but skepticism of eyewitnesses has been growing. Forensic evidence has been used to undermine the reliability of eyewitness testimony, and the leading cause of false convictions in the United States is due to misidentifications by eyewitnesses. The role of eyewitness testimony in producing false confessions and the factors that contribute to the unreliability of these eyewitness testimonies are sending innocent people to prison, and changes are being made in order to reform these faulty identification procedures.
SAINATI, TATIANA E. "Toward A Comparative Approach To The Crime Of Genocide." Duke Law Journal 62.1 (2012): 161-202. Academic Search Premier. Web. 25 Nov. 2013
Print. The. Hymowitz, Sarah, and Amelia Parker. " Lessons - The Genocide Teaching Project - Center for Human Rights & Humanitarian Law." American University, Washington College of Law. American UniversityWashington College of Law Center for Human Rights and Humanitarian Law, 2011.