We talked about what's due on Wednesday, a layout of what your mini field experiment is going to be. For example, like your interview questions or stating if your going to court for the day when and maybe where, and all that stuff. O, also he gave back some papers and grades are posted on blackboard. Midterm grades, however, aren't yet posted but they do have them.
Moving on, we discussed again about juries. Where juries came from Athens, and we discussed the juries were to find the fact and that the judges were to find the law. Then we moved to the question of "what if you found another way" and Allred gave an example of a shot that was to be given to give the truth. If they were asked a question, they couldn't lie. Would this work and if we had this would we need juries? It was kind of split on what people in class thought, but overall we concluded that the "truth shot" would be almost impossible and won't most likely ever come true. But we talked about the new techniques that we can use to solve a crime. For example there is the DNA testings, fingerprinting, and possible a lie detector test but lie detector test are not very accurate. Then the DNA testings and the fingerprinting are very hopefully but they do not explain why that person was there or they touched a door or had hair on the victim, and all that.
Then we started to talk about a few cases discussed in the book. Duncan v. Louisiana. The main importance of this was the 14th amendment. The 14th amendment states equal protection but out of all the amendments it strongly states that the Federal law traps the state law. The other case we mentioned in class was Blakeley v. Washington which is kind of similar to the other case. But in this case the accused, Blakeley Jr. received a higher punishment because in Professor Allred's he was a ducsh, or however, you spell it. But in order for this to actually be lawful it was the juries discussion to due.
So that's a the jest of what was discussed in class.

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