Monday, November 9, 2015
Friday, October 23, 2015
Eyewitness Testimony
Should we trust eyewitness testimony in criminal court cases?
Step 1: First, answer the question above. Defend with evidence from the reading, video or class activities.
Step 2: Next, scroll down the page to the comments posted and read 5 to 6 of the comments.
Step 1: First, answer the question above. Defend with evidence from the reading, video or class activities.
Step 2: Next, scroll down the page to the comments posted and read 5 to 6 of the comments.
Step 3: Then, answer ONE of the questions below:
1. Select a student's comment and explain why you agree or disagree with the selected comment. Copy and paste the student's comment in your response to this post.
2. What surprised you about the comments you read?
3. Do you have a different opinion of one of the Anticipation Guide statements after what you learned from the reading, video, or class activities? Explain how your opinion is different and why.
4. How do you think an eyewitness and crime victim might respond to the question above?
1. Select a student's comment and explain why you agree or disagree with the selected comment. Copy and paste the student's comment in your response to this post.
2. What surprised you about the comments you read?
3. Do you have a different opinion of one of the Anticipation Guide statements after what you learned from the reading, video, or class activities? Explain how your opinion is different and why.
4. How do you think an eyewitness and crime victim might respond to the question above?
Thursday, October 8, 2015
Welcome to Open House!
Forensic Science
Mr. Freeburg
SCSD Email: cfreeburg@scsd.us
Gmail: misterfreeburg@gmail.com
Mr. Freeburg
SCSD Email: cfreeburg@scsd.us
Gmail: misterfreeburg@gmail.com
Friday, September 11, 2015
Identifying 9/11 Victims
Video: Identifying 9/11 Victims
From: Identifying Remains: Lessons Learned From 9/11
Will every person or every fragment be identified?
The answer to this question frames the scope of the entire identification effort.
For example, after the 9/11 attacks, Rudy Giuliani, the mayor of New York City, directed the medical examiner to identify every fragment of human remains.
If the goal is to identify all human remains—as opposed to every victim—the identification effort will take longer and be more costly.
On the other hand, if the policy is to identify all the victims, the DNA identification effort would stop when the last victim is identified. This could mean that some human remains would not be analyzed or returned to the families.
Everyone—the public, policymakers, and laboratory personnel—must understand the answer to the important question: “When are we finished?
Discussion Questions:
1) What is the difference between a "goal to identify all humans remains" and a "policy to identify all the victims"?
2) What are some trade-offs (pros and cons) between the 2 goals described above?
2) When, if ever, should the victim identification effort stop? Why?
From: Identifying Remains: Lessons Learned From 9/11
Will every person or every fragment be identified?
The answer to this question frames the scope of the entire identification effort.
For example, after the 9/11 attacks, Rudy Giuliani, the mayor of New York City, directed the medical examiner to identify every fragment of human remains.
If the goal is to identify all human remains—as opposed to every victim—the identification effort will take longer and be more costly.
On the other hand, if the policy is to identify all the victims, the DNA identification effort would stop when the last victim is identified. This could mean that some human remains would not be analyzed or returned to the families.
Everyone—the public, policymakers, and laboratory personnel—must understand the answer to the important question: “When are we finished?
Discussion Questions:
1) What is the difference between a "goal to identify all humans remains" and a "policy to identify all the victims"?
2) What are some trade-offs (pros and cons) between the 2 goals described above?
2) When, if ever, should the victim identification effort stop? Why?
SOFTEN: Active Listening stands for...
S = SMILE or SERIOUS, whichever is most appropriate.
O = OPEN POSTURE, facing the person who is talking.
F = FORWARD LEAN, slightly toward the speaker.
T = TIME allowed for the speaker to talk without interruption.
E = EYE CONTACT should be made without staring.
N = NOD occasionally to show acknowledgment.
ACTIVE LISTENING = Ask Open-Ended Questions
Why is SOFTEN: Active Listening a Professional Leadership skill? (Or, why not?)
Why do you think practicing this skill is important for Forensic Scientists?
Include at least 3 full sentences in your answer.
O = OPEN POSTURE, facing the person who is talking.
F = FORWARD LEAN, slightly toward the speaker.
T = TIME allowed for the speaker to talk without interruption.
E = EYE CONTACT should be made without staring.
N = NOD occasionally to show acknowledgment.
ACTIVE LISTENING = Ask Open-Ended Questions
Why is SOFTEN: Active Listening a Professional Leadership skill? (Or, why not?)
Why do you think practicing this skill is important for Forensic Scientists?
Include at least 3 full sentences in your answer.
Wednesday, July 29, 2015
Welcome to Forensics Science!
Welcome to your Forensics Science class website. This page will be the portal to our digital classroom. It will act as the launchpad for online forums, student blog reflections, class announcements and much more. Subscribe for email updates at the bottom of the page!
Subscribe to:
Posts (Atom)