Transitional Justice: Strengths and Limitations

All humans deserve human rights; but yet, some humans are still mistreated by their governments, military, and/or political leaders. It is often a neglect of duty when countries take away a person’s rights to live freely and peacefully. Unfortunately, not everyone sees the importance of human rights, and sometimes power gets in the way of making this change global.

Transitional justice has many strengths and limitations. Its strengths are the effort people put behind it, the acknowledgment of past wrong doings, the restitution paid for harms, and the apologies made. When behavior is truly changed, and transitional justice is able to play a role in allowing trust to be rebuilt, then there is success. Unfortunately, success does not always exist. Sometimes reparations are promised and never made. Other times there is no true apology or acceptance of harms. And sometimes criminals are not ever prosecuted. Another difficulty when dealing with transitional justice is the lack of measurement techniques to determine the effects of programs. In the article, “Key Debates & Implementation Challenges” it stated that “The study also concludes that at present the existing empirical evidence does not enable policy-makers to make empirically informed decisions about ‘when, where and how to promote transitional justice.’" Therefore, this causes many questions about the techniques that should be utilized and whether or not they will help the community. In addition, there is no way to know if the victims were helped.

Post-conflict countries can have more accessibility to transitional justice techniques through education. If these countries are able to be educated on the statistics of what transitional justice techniques help for what type of atrocities, I believe that it would be easier to implement them. The first step is to do more research on what the causes and effects are. Surveys would be very helpful in finding out if the victim feels like the technique was successful or not. In _Transitional Justice in Balance: Comparing Processes, Weighing Efficacy_ by Tricia Olsen (2010) she determined that using a plethora of techniques is more helpful than choosing only one (146). I believe with this knowledge, education, and research more countries can be helped and transitional justice techniques can be spread to the places that need them the most.

My perspective on justice and human rights changed the most over the semester through the online Human Rights game “Against all odds”. I knew that people were often mistreated, and I had learned about things like slavery and the holocaust. Yet, sometimes it is difficult to put yourself in a human rights victim’s shoes. I was actually able to see how: being abused by the police, questioned constantly, and trying to escape felt. I left behind family and friends, only to reach America to be mistreated. Over the semester this had the largest impact on me because I never forgot the experience.

Overall, transitional justice can be spread. It can also be improved through better understanding. Everyone deserves human rights and the protection under the law. When places fail to give people the human rights they deserve, there has to be an attempt to restore the peace that was so unjustly taken away.

REFERENCES

Grzyb, A. (Producer). (2010). What is transitional justice. [Web]. Retrieved from http://atwestern.typepad.com/transitionaljustice/

Olsen, T, Payne, L, & Reiter, A. (2010). Transitional justice in balance: comparing processes, weighing efficacy. Washington DC: United States Institute of Peace Press.

40 Acres and a Mule

Beginning in the 1500’s Africans were being involuntary taken from their homes and families to different nations to live as slaves. Eventually, about 6% of those Africans made it to America (Anonymous). These human beings were bided on, and sold into a life of enslavement. They were frequently separated from their families, raped, killed, beaten, and not given human rights. Slaves were ultimately considered property instead of people. In 1865 the House passed the 13th amendment making it illegal to own slaves except through legal penalty for misconduct (National). Yet, the consequences of slavery continue to live on.

“Reparations in Theory and Practice” by Lisa Magarrell describes reparations as, “essential to any transitional justice initiative. This is in part because, out of all the dimensions of transitional justice, reparations focus most directly and explicitly on the victims’ situation, as it seeks to provide some repair for rights that have been trampled, for harms suffered, for indignities endured” (p. 1). The attempted reparation when slavery was dissolved in America was a promise of 40 acres and a mule to every past slave; land in both Georgia and Carolina were kept for that specific purpose (NPR). The effort would have been a collective effort for all slaves to receive reparation. As Magarrell states, collective reparation programs are focused on groups that have been harmed from “human right violations” (p. 5). There were no administrative programs offered to help the next generations of slave decedents. Gen. William Sherman was supposed to administer the 40 acres and the mule, but no policy, outlining the specific victims was ever drawn up: defining the exact harm or extent of harm that took place. The benefits would attempt to be both material and symbolic in that they would both compensate, but point out the harms of a people. The 13th amendment was the first step in restoring justice, the promise for land, and finally the apology by the senate “150 years after the start of the civil war” (Becker).

The limitations of 40 acres and a Mule was that it was offering monetary damages prior to symbolic compensation. At the time of the 13th amendment, there was no real apology for the harms suffered. Without complete acceptance of responsibility, the reparation promise did not hold true. Eventually, the government decided to go back on their promise of reparations.

In “Indigenous Peoples and Reparations Claims: Tentative Steps in Peru and Guatemala” Rubio-Marín described the limitations in the reparation efforts of Peru. Reparations from the CVR were postponed to the Asháninkas and those living in the Andean mountains because of the lack of a proper registry (Rubio- Marín, p. 2). I believe that the same limitations happen nationally and internationally. Victims need compensation quickly, while it takes time to repair what has already been damaged. It is also difficult to make sure the proper reparations have been set forth. That is when groups like the TFV are needed. The TFV is a program that has been operating since 2002, monitoring the payment of reparations. Unfortunately, when slavery was abolished there was no such groups, and therefore, there was no one to make sure the promises made were upheld (TFV).

Unfortunately, the attempted reparation by the US for American slavery is often considered unsuccessful. Because 40 acres and a mule was promised but not given, trust was never rebuilt. It has been so long, there is trouble in figuring out what people should be held responsible, and what people should be considered “victims” (NPR). Legally, corporations that once profited from American slaves should be held liable, but who would they pay reparation to? The National Coalition of Blacks for Reparations in America has debated and continues their debate on reparations still unpaid to slaves’ descendants. Many people considered the apology made by the Senate belated, and said it lacked the necessary restitutions owed (Becker).

IMAGE REFERENCES
These images were taken by me at a Plantation in Louisiana. One photo is of the main home, and the other is of the slave home. The slave homes often held more than 2-3 families per home. There is no furniture in the slave housing; they often slept on the porch.

REFERENCES

Anonymous. (n.d.). Slavery in the united states. Retrieved from http://eh.net/encyclopedia/article/wahl.slavery.us

Becker, B. (2009). Senate approves slavery apology, with reparations disclaimer. Retrieved from http://thecaucus.blogs.nytimes.com/2009/06/18/senate-approves-slavery-apology-with-reparations-disclaimer/

Magarrell, L. (2005). Reparations in theory and practice1. International Center for Transitional Justice, 1-15.

NPR. (2011). Making amends debate continues over reparations for u.s. slavery. Retrieved from http://www.npr.org/programs/specials/racism/010827.reparations.html

National Archives. 13th amendment to the u.s. constitution: abolition of slavery. (n.d.). Retrieved from http://www.archives.gov/historical-docs/document.html?doc=9&title.raw=13th%20Amendment%20to%20the%20U.S.%20Constitution%3A%20Abolition%20of%20Slavery

Rubio-Marín, R, Bailey, C, & Guillerot, J. (2009). Indigenous peoples and reparations claims: tentative steps in peru and guatemala. International Center for Transitional Justice, 1-4.

TFV. (n.d.). The trust fund for victims. Retrieved from http://trustfundforvictims.org/homepage

Letter from Hamas

Dear Victim,

I am writing this letter to you, though I know you have passed away and you are now sitting with Allah. I am writing this letter so that you know my intentions. I did not want this nor ask for this. I know you were just playing when you were hit by an explosion. I understand that I do not reject to this resistance. Yet, you must know that you are a casualty of war, and I never intended it to be you.

I became involved in your experience because I am the leader of this country. I run the government that is supposed to protect its children. Though, I am not the one who has oppressed your family, and killed you, I feel sadness in the fact that I cannot protect you. Everything here has gotten so out of control. And so many people believe in the resistance it would be political suicide for me to stand up against it, especially when I believe in resistance, and have formulated my power off of resistance. I hope you understand because I once was too like you: just a boy with a dream.

I have taken this stance because the truth is there are too many conflicting opinions. I do not stop my soldiers from attacking those standing out against my regime because they are trying to hurt my career. I do not allow street vendors on the street because I have to show my power to the people. I choose to not allow people to pray in the street because they are doing it to lessen that power, to stand up against me, not to stand up for Allah. I allow resistance to fight and kill because even though they do not follow my commands, they are not against me or what I represent. I have bigger things to worry about and focus on, like trying to create policies that the people will hear, agree with, and listen to.

I hope to lead this country to a place where there is no resistance to the government. Where there is no Fatah. I hope to make it so that people just listen, carry out my orders, and innocent children do not die. I hope that we become the highest power in the world, and where others do not step out and mock neither our existence, nor our faithfulness for Allah.

With me in power we can work towards justice: a peace in our communities, where people are able to understand what I am attempting to do. If people would just listen, this violence can stop and we could all have happiness again. In the future people will no longer live in fear, because they will have me by their side. They will support me for what I am trying to represent, and for the peace I will bring. I know you will not be here to see this peace, and for that I am truly sorry.

Sincerely,
Marta Simmons
(acting as Hamas the leader
of the Islamic gov).



Image Reference
Hamas. (2006). [Web]. Retrieved from http://www.blogdemagog.com/images/hamas.jpg

Transitional Justice to Me

Introduction
Often you hear that history repeats itself. To me transitional justice is the type of justice that attempts to stop just that. Instead, transitional justice protects citizens from undergoing the same brutalities from the past protecting them now and in the future. It is protection through laws, which help people feel security and that aids them for future success. Louis Bickford (2004) describes justice in the article Transitional Justice as “[it] refers to a field of activity and inquiry focused on how societies address legacies of past human rights abuses, mass atrocity, or other forms of severe social trauma, including genocide or civil war, in order to build a more democratic, just, or peaceful future” (p. 1045).

My Small Societies
The society I am going to focus on is my family unit. Though it is small it runs much like a society. In this society everyone has their own role. My great grandmother used to be the head of the family. She dealt with everyone, was able to iron out the conflicts, made sure the family always came together, made sure everyone was okay. When my great grandmother passed away the family did not run as smooth as it used to. In my household (sub society) my fiancé is the one who takes care of the business, while I take care of the household. When there is conflict, the family does not run smooth, which causes more difficulty in getting things done. In the main society conflicts arise from the members who are not following the rules of the family. Those getting in trouble with the law are often treated more like outcasts. In the sub society, my home life, conflict arises when power is questioned. Different conflicts that may arise are questions about: who should make the decisions, how do you divide decision making, and who is right and wrong? Often people’s separate beliefs and feelings are what can cause a fire to spread. Bernard S Mayer describes communication as a main reason for conflict in the book _The Dynamics of Conflict Resolution_, “[h]umans are very imperfect communicators. Sometimes this imperfection generates conflict, whether or not there is a significant incompatibility of interests, and it almost always makes conflict harder to solve. When trying to understand transitional justice it is important to understand both conflict and peace. When trying to understand transitional justice, it is first crucial to understand conflict. Conflict is what causes the need for transitional justice”. In my family structure this is the main cause of conflict. Communication is often replaced by miscommunication, and something that is nothing can be made into an immense conflict.

Conflict
One conflict that had been raised before is how my fiancé and I communicate with each other. Sometimes I think he speaks to me too harsh, and he thinks that I am way too overly emotional. When we say something to each other often it is misconstrued. It can especially be misconstrued when one or both of us are angry. I will often think that something he says is rude, and he often says, “I did not say that”. Sometimes we will realize that the whole conflict began because I thought he said something when he actually didn’t exactly mean that. Other times it can happen when reading beyond words or a statement. Often, this can cause conflict, and sometimes can be needless.

Most conflict in the family unit begins when there is a power struggle, or there are differences of opinion and emotion. My fiancé is a person who likes to have control. I am not as much of a leader as he is, but sometimes, I feel like taking the lead. Conflict may arise because he is so use to being the head of the family. I am a very emotional person, who holds strong opinions. My fiancé is a very unemotional person. Conflict can arise when I hold strong passions about my emotions, and my feelings get hurt by statements that may lack feeling or concern. Mayer describes how conflict can come about over feelings, and often the start of the conflict or the disagreement cannot even be identified. This describes my family “society” completely. My feelings often get in the way of rationalization. When I am angry or emotional I cannot rationalize my thoughts, and the anger and emotion is only the flame to the fire that grows. When arguing, the argument can truly be about something that does not even matter, but I can argue about it like it is the most important thing in the world (to me, at the moment, it is).

Global Conflict Map
In the interactive map, global conflict often arises because of disagreement or lack of power. One example of this was Columbia in 1899 to 1903. 100,000 people died because of the disagreement between conservatives and liberals. The difference between global conflict and small societal conflict is that the result may end in war. It is a travesty that 100,000 died over conflict or a war on change. Similarities are that conflict arises when people’s voices are not being heard and when their basic necessities are not being given to them. This supports what Peace Pledge Union stated about conflict in _Understanding Conflict, Understanding Peace_, “[h]uman beings have basic needs. Everyone needs to be recognized as an individual with a personal identity; everyone needs to be able to feel safe. If these needs aren't met, people protest, and protesting can lead to rebellion and violence”. All conflict is important, not only so that there can be change, but it is important to meet needs of the society. When conflict arises people can die, which also makes all conflict dangerous. It is crucial that there is as much peace as possible and that as many people are able to meet their needs as possible.

Peace
Peace is very important to me. It is important that there are avenues that can create resolution. Sometimes I feel like without a resolution I cannot accomplish peace of mind. Without finding an answer to the conflict I feel as if it will happen again, or never truly end. Peace is important because when conflict arises so can stress, sickness, and sadness. Communication skills could be the support necessary to resolve conflict in my family. Learning to communicate and listen to each other’s needs could be very helpful in the long run. The optimal end result is for both of us to have our needs met. For us both to feel content, and that we are heard. Globally, I think this concept could also be explored. Communication is the key to understanding each other. It is crucial that every member of society receive their basic needs.

REFERENCES
Bickford, Louis. From The Encyclopedia of Genocide and Crimes Against Humanity (Macmillan Reference USA, 2004), vol. 3, pp. 1045-1047. Reproduced with permission
Mayer, B. The Dynamics of Conflict Resolution: A Practioner's Guide.
Nobel Media. (Designer). (2011). Conflict map. [Web]. Retrieved from http://nobelprize.org/educational/peace/conflictmap/conflictmap.html
Peace Pledge Union. (2001). Understanding conflict, understanding peace. Retrieved from http://www.ppu.org.uk/

IMAGE REFERENCE
Patel, Ana. (Photographer). (2008). Ddr and transitional justice. [Web]. Retrieved from http://www.ictj.org/en/research/projects/ddr/index.html

What is Research to Me?

The most significant experience, for me, throughout the semester was the interview. I was able to select my participant, and design my questions. I learned that you cannot design your questions to make your participant answer in a certain way. You must instead have neutral questions that still answer what you need to know for your research. What surprised me the most about the interview was how smoothly I was able to transition from question to question. I also surprised myself by not getting too nervous. The interview helped my overall understanding of research method through comprehending how you choose your participants or sample. Everyone should have the opportunity to be chosen.

Research now means that we look for answers to understand and increase our knowledge about the world. My definition of research has changed somewhat. I always knew that research helped to advance our understanding, but at one point I felt it was more about looking into the past to change our actions for the future. Now I know that research does not only have to be applied historically.

The practical application of research in the “real world” in my opinion is solving problems. It can be at work, home, or anywhere. It may be researching what steam cleaner to buy in order for you not to lose your money. It may also be about researching how to higher your credit score, looking for honest sources. Everyday conversation can turn into an interview and have a purpose. Whether you are discussing what teacher to take next year (and why) or whether you are discussing what doctor not to go to. Research is used with us every day. That is why it is important to learn how to be partial, and not influence a person to answer a certain way: learning how to listen. Learning how to research is crucial because we utilize it, without knowing, all the time.

My current strengths are finding information. I am really good at historical research, and finding academic journals that help support my claim. I am able to easily find needed sources, and compare and contrast. My weakness would be organizing, though I have improved on it this semester. I sometimes get overwhelmed by all the sources, and my paper does not always have an easy flow to it; this is where I would like to improve.

Overall, my challenge for the next year and a half at ASU is to continue to improve not only on my writing, but also on my research. I can improve by constantly reviewing what I write and not procrastinating. Understanding the concept is the first step. Finishing what you understand, and helping others understand what you are trying to portray is important too. As long as I continue working hard, and constantly advancing in my writing: I too will be able to progress in my research.

Data Organization

In my research project interpreting data is not an easy task. The main theme which will be drawn together is juvenile waiver and rates of recidivism. Recidivism rates are crucial to focus on because it is the problem that will be answered in my project. An important thing to focus on while interpreting the results is to not jump to over presumptuous conclusions. It is important that I truly understand my data for exactly what that data is.

While organizing my data it is important that I exemplify the data found to the reader. It is also crucial that it is easy to compare and contrast each set of data. Comparing data can demonstrate how efficient or inefficient a certain recidivism program or waiver is on the juveniles. It can also help the reader envision the results.

Using graphs as an organization and presentation technique is the best way to demonstrate the data in a report. It takes simple or complex data and puts that data into a visual picture. My readers will be able to see whether, in certain circumstances, waiver has an effect on juveniles committing more crimes. It will demonstrate and compare all data I find.

While presenting the information through graphs, I will also follow with explanations of each graph. I will explain where I found my findings. I will also interpret my findings to the reader. I will answer my research question, and interpret weather or not my hypothesis is correct.

Though data is not easy to organize, present, or interpret; when using techniques it will help my report to be clear and concise. Organization will also aid with the flow of the report. It will allow the reader to be able to easily follow without confusion. Organization of data is crucial to the success of a report.

References:
Leedy, P., & Ormrod, J. (2010). Practical Research: Planning and Design (9 ed.). New Jersey: Pearson.

Mrs. Meacham's Classroom Snapshots. (2003). Retrieved November 10, 2010 from Graph of the Week/Day: http://www.jmeacham.com/math/graph.of.the.week.htm.

Interview

In order to completely understand the juvenile system, I felt like an interview would be essential. The person I chose to interview was a correctional officer at a facility that housed both adult and juvenile inmates. He was also a patrol sheriff’s officer for Lafayette Parish. He has a lot of experience dealing with adult criminals and juvenile delinquents. The interview was conducted in person on October 15th at 12:30pm.

Q1: What type of correctional facility did you work at?
A1: “One that houses adults, juveniles, and both men and women.”
Q2: Was your facility mainly adults or juveniles?
A2: “Mainly adults.”
Q3: When did you begin working at the correctional facility?
A3: “September of 2004.”
Q4: How long did you work there for?
A4: “One Year in the correctional facility and eight months on patrol.”
Q5: What first made you work at the facility?
A5: “I was a criminal justice major, I wanted to work in the field, and needed a good job.”
Q6: How do you feel about juvenile waiver?
A6: “I think that it is sometimes acceptable depending on the type of crime in which the juvenile committed.”
Q7: When you worked in the Correctional Facility did you run into juveniles?
A7: “Yes.”
Q8: Was there any difference dealing with these juveniles, than dealing with the adults?
A8: “Yes, the juveniles had a false sense of reality and the consequences for their crimes. The juveniles were also usually more rowdy and higher strung.”
Q9: What type of programs, if any, did your facility offer for the juveniles whom were incarcerated?
A9: “They were able to be evaluated by the jail psychologist and they were also offered medical care. They were not allowed too many programs because there was not enough time in the day to get their programs in because they were not communally integrated with the adult inmates until 18.”
Q10: How do you feel about the fact that they were not allowed enough programs because of the lack of time?
A10: “I feel like it wasn’t the juveniles fault, but I think that the safety of the inmates and staff are above anything. You don’t want to have people get injured or killed, nor have staff lose their jobs because of integration of juveniles and adults.”
Q11: What differences, if any, were there between how the correctional officers treated the juveniles and how they treated the adults?
A11: “The juveniles often listened to the officers more and often wanted to contact their family. The juveniles always needed someone to talk to in order to keep their sanity. The adult inmates were not as needy. ”
Q12: How often, if at all, did you see juveniles released from your facility once again incarcerated?
A12: “Very often, it seemed like they did not have as much regard for the law, but once they turned 18 you would not see them back as soon. Some juveniles would come back within a week, where you might see an adult inmate come back six months later.”
Q13: Do you feel like there was anything that your facility did to help lessen the juveniles’ chances of recidivism?
A13: “No, I do not. The programs they were able to take were self-improvement programs, but they were not programs the juveniles could relate with or programs that would make them change their lives around.”
Q14: What type of difficulties, if any, did you run into when dealing with juveniles in a facility made mainly for adults?
A14: “Being able to give them full access to the prison, just like you would with an adult prisoner.”
Q15: Why were they not allowed to mingle with the adult prisoners?
A15: “Because it would be a liability, if anything happened to them. It is against the correctional facilities procedure, and the juveniles would probably be attacked by some of the adult inmates because of their vulnerability.”
Q16: Is there anything different that you would have liked to see done with the juveniles in your facility?
A16: “Just more programs and counseling to help them improve on themselves”.
Q17: Is there anything you would like to add to this interview?
A17: “That if someone commits a criminal act, they should serve time.”
Q18: What are your impressions of this interview?
A18: “It is informative.”

From this interview I learned that the system in place to help juvenile inmates is not working at this specific facility. The fact that juveniles leave and then come back within a week shows the juveniles need for better programs. I was also able to get a better understanding of the struggles an adult facility has while dealing with juveniles. It was important to fully understand the juveniles’ special needs, especially for mentors and people they could talk to. I see now, these juveniles need more programs they can relate to and programs that will help them have a better reverence for the law.

The interview went very smooth. I feel like I planned out my questions well, and was able to create more questions as I went along. I was very surprised that I did not shell up from shyness. I think that planning out the questions helped with that, and the fact that I was the one doing the interview. I also felt that asking basic questions at the beginning of the interview helped with the more difficult questions by the end.

I could improve future interviews for research purposes by learning how to create even more informative questions. I could also dig a little deeper. I should not be afraid to find out all the details of a subject. Learning how to create the perfect questions would help a lot with that. I think for my first interview I did really well, but my next interview will be even better.

Image Reference
De Luca, J. (2010). Vogelsang House Blog. Retrieved October 15, 2010 from Pod Press, Dalton Blogs: http://blogs.dalton.org/​vogelsang/.

Literature Review Juvenile Waiver

Juvenile waiver is the transfer of adolescents from the juvenile justice system to the adult court. I am choosing to research adolescents who commit crimes because of their vulnerability and possible need for rehabilitation. There is a lot of debate among scholars about the necessity of juvenile waivers. In my research I found two main camps, those who support waivers due to an increase of young violent offenders and those who are against juvenile waivers because of the inconsistencies of the system.

In one view scholars believe juvenile waiver is an issue because it does not prevent criminal activity. It weakens the juvenile justice system; especially, when there is not necessity because of lack of fluctuation in juvenile criminal activity. There is not enough research showing that juvenile waivers reduce recidivism, and therefore the process should not be in place (Wu 18; Steiner 6). Other scholars stand against juvenile waiver because of the lack of consistencies in the crimes, sentences, and reasoning for the waiver (Fagan 347; Freitas 329; Anders 227).

Many inconsistencies exist within waivers, and therefore many scholars oppose waivers. Inconsistencies within the waiver process was exemplified by Anders, “Two children, both fifteen years old, are charged with a crime. One child is tried as a juvenile and receives a five-year-sentence in a juvenile facility that has extensive rehabilitation programs. The other child, tried as an adult on the same charge, is sentenced to serve fifteen years in prison and forever branded with the stigma of being a convicted felon.” (p. 227). Does juvenile waiver truly prevent crime? To prevent crime society would have to change: including and not limited to the health system, regions, and lack of adolescent jobs (Merlo 11).

Views for juvenile waiver point out the impact of violent crime and youth that cannot be rehabilitated. One interpretation is that violent juveniles may overflow juvenile institutions causing havoc and hurting the rehabilitation process for adolescents who committed simple crimes (Clement 216). Waiver would be acceptable with adolescents that have high recidivism rates because all options and resources have been exhausted (Barnes 134).

In framing this debate on whether juvenile waiver to adult court is positive we lose incite that every case is different. Yet, in this debate what is lost is whether or not it is ethical to waive juveniles to adult court. Many scholars forget to mention the conditions prisons create for juveniles. There is no real protection from victimization, rehabilitation, and learning how to commit new and more precise crimes. What these scholars lacked in their arguments are whether or not these circumstances affect juveniles to have a lower or higher recidivism rate, and whether or not it deters other youth from committing adult crimes.

In my research, I need to find more information on the effects of the waiver process. In order to determine if juvenile waiver is ethical, I need to understand if it useful in society. I would also like to find more stories about children that went through adult court and children that went through the juvenile justice programs. I would like to merge all my research together to determine if the majority of recidivism happens using waivers, not using waivers, or if there is no difference.

REFERENCES

Anders, J. L. (2005). Bad Children or a Bad System: Problems in Federal Interpretation of a Delinquent's Prior Record in Determining the Appropriateness of a Discretionary Judicial Waiver. [Electronic version]. Villanova Law Review, 50, 227-238.

Barnes, C. W., & Franz, . S. (1989). 'Questionably adult: Determinants and effects of the juvenile waiver decision'. [Editorial]. [Electronic version]. Justice Quarterly, 6, 117-135.

Clement, M. J. (1997). A Five-Year Study of Juvenile Waiver and Adult Sentences: Implications for Policy. [Electronic version]. Criminal Justice Policy Review , 8, 201-219.

Fagan, J., & Deschenes, E. P. (1990). Determinants of Judicial Waiver Decisions for Violent Juvenile Offenders. [Electronic version]. The Journal of Criminal Law & Criminology, 81, 314-347.

Freitas, S. (1995). Extending the Privilege against Self-Incrimination to the Juvenile Waiver Hearing. [Editorial]. [Electronic version]. The University of Chicago Law Review, 62, 301-329.

Merlo, A. V., PH.D., Benekos, P. J., PH.D., & Cook, W. J., PH.D. (2009). ‘GETTING TOUGH’ WITH YOUTH Legislative waiver as crime control. [Electronic version]. Juvenile and Family Court Journal, 48, 1-15.

Steiner, B., MA, & Hemmens, C. J., PH.D. (2009). Juvenile Waiver 2003: Where Are We Now? [Electronic version]. Juvenile and Family Court Journal, 54, 1-24.

Wu, B., PH.D. (2009). Determinants of Public Opinion Toward Juvenile Waiver Decisions. [Electronic version]. Juvenile and Family Court Journal, 51, 9-20.

IMAGE REFERENCE

Hand cuffs and Kids. (2005). Retrieved September 14, 2010 from flightpundit: http://flightpundit.com/​archives/​2005/​04/​26/​hand-cuffs-and-kids/.

What is Research to Me?

"Research is to see what everybody else has seen, and to think what nobody else has thought" -Albert Szent- Gyorgyi

What is Research to Me?

Without research we would not understand what is truly significant. Research is searching, comprehending, and exposing minds to new possibilities. Research is crucial in order to change our past actions and to comprehend possibilities on changing the future. Research aids society in its development. There are many intricacies that are solved through the understanding and expediting of research. Paul Leedy (2010) explains the hypothesis of certain research in his ninth edition to the book Practical Research, “It may direct your thinking to possible sources of information that will aid in resolving more subproblems and, in the process, the principle research problem” (p. 4). Research has a set structure, which helps minimize the possibility of error. Following specific guidelines allows the researcher to more fully answer the problem and helps those more effusively understand the results. The problems of society can only be solved if a person is willing to research, and if that research is expedited appropriately and efficiently.

In “Chaos in the Courtroom Reconsidered: Emotional Bias and Juror Nullification” Horowitz effectively researches the perceptual predisposition jurors can have in the court room, and the effect predisposition has on the overall outcome of trials. The article was found in JSTOR database in the academic journal Law and Human Behavior . The article was reviewed by researchers in sociology as well as by Horowitz who has a doctorate in sociology. The article was then published by Springer one of the top scientific publishing companies. Horowitz’s research question was whether or not the jury’s perceptual predisposition would have an effect over the overall outcome of the trial (p. 163). The article describes new data through a simulated trial online to decide significant expressive reactions. Organizationally Horowitz’s data was uncomplicated. His research was effective and allowed me to easily comprehend how he performed his simulated trial, and the significance of his research.

Horowitz was not reluctant to help those who were subsequent to him in his research understand his research stages. Horowitz began with his Research question and hypothesis. He stated that there indeed would be an effect on jurors through emotional bias (p. 163). He described the chaos theory as “unpredictable and mean spirited verdicts” (177). He also incorporated in his research the diverse assortments of prejudice that a juror could have, while explaining past research on fairness and ethics and how it has been proven in the past to cause too much passion (167). He goes on to draw a model of his research, and in detail explaining his exact research method and design. To look for error he controls his variables. Horowitz then compares it to other verdicts from the past and precedent research showing that jury instruction does not have an effect on outcomes of trials (p. 176). In the conclusion Horowitz finds (dissimilar to precedent research) that jury instruction can cause disorder in the courtroom making jury members additionally disposed to emotional reaction and changing their verdicts (179). I would agree with interpretation of results because Horowitz had much strength to his argument, and he also controlled for errors. He saw how emotional jurors got over instructions and how it often had a counteraction, and caused the jury to return different verdicts.

“Chaos in the Courtroom Reconsidered: Emotional Bias and Juror Nullification” is adequate to my definition of research because it examines knowledge that is crucial for us to know in order to improve our trial process in society. Horowitz also expedites his research with a set structure. He made sure to state his restrictions, and minimizes as much error as possible. He aided us in understanding the results, and it is because of him that we can have the knowledge of the effect of juror instructions. Without this knowledge, we are not capable of fighting for a change.

As a researcher and writer my strengths are that I am able to choose a subject and become involved in that subject. I am a very emotional writer, which to my advantage helps me get more involved in what I am researching. At the same time being an emotional writer can have an effect on your writing. Sometimes, I can carry on too much, or get off track. I will leverage my emotional writing and research, and try to use it to my benefit, instead of getting too involved, I will let the research take its course, and comprehend it to a fuller extent.

REFRENCES

Horowitz, I., Kerr, N., Park, E., & Gockel, C. (2006). Chaos in The Courtroom Reconsidered: Emotional Bias and Juror Nullification. Law and Human Behavior, 30(2), 163-81. http://www.jstor.org.ezproxy1.lib.asu.edu/stable/4499467?seq=1

Leedy, P., & Ormrod, J. (2010). Practical Research: Planning and Design (9 ed.). New Jersey: Pearson.

NUI Maynooth South Campus Russell Library. (2006, January 19). NUI Maynooth - Welcome. Retrieved August 26, 2010, from http://www.nuim.ie/location/tour/south_10.shtml