Biologically Enhancing Soldiers - 1158 Words

Connor Gabriel Biologically Enhancing Soldiers Our ability to upgrade the bodies of soldiers through drugs, implants, and exoskeletons may be upending the ethical norms of war as we ve understood them.I first saw in the movie, Captain America.The only difference now is that this possibility is slowly becoming a possible reality. The possibilities are endless by doing this to soldiers, whom are willing of going thru the process. From having soldiers that don’t need sleep or only need to eat 1 MRE ( Meal Ready to Eat) a week. Almost any idea we could think of in biologically improving a soldier, could actually happen, and will only benefit the soldier and the military as a whole. Imagine if you were a soldier, stuck behind enemy†¦show more content†¦This idea is a win win for both the military and US population by simply how it saves money and food. The use of human enhancement technologies by the military is not new. Broadly construed, vaccinations could count as an enhancement of the human immune system, and this would place the first instance of military human enhancement (as opposed to mere tool-use) at our very first war, the American Revolutionary War in 1775-1783. George Washington, as commander-in-chief of the Continental Army, ordered the vaccinations of American troops against smallpox, as the British Army was suspected of using the virus as a form of biological warfare. Having said that, how can one argue that this isn’t a safe or legal action due to the fact that the first President. George Washington, gave the orders to due so? Due to these enhancements being biologically, and one of the ideas is enhancing soldiers to not feel pain or possibly even fear. Everyone is aware that war is a terrifying place. Imagine an army of soldiers that do not feel pain or even fear itself. Being able to take bullets without even flinching. Also, having the possibility of giving someone the ability to not feel fear would advance our military to an indescribable level. By not feeling fear, soldiers decision making would speed up, and be more reasonably do to not being scared. What if a soldier gets captured and is tortured

Bilingual Education Is It Hel Essay Research free essay sample

Bilingual Education: Is It Hel Essay, Research Paper Bilingual Education: Is it assisting or aching? Bilingual instruction seems to be a lifting subject that is presently up for argument. With the turning figure of immigrants come ining this state, the linguistic communication barrier between persons seems to be far greater when it comes to kids in the schoolroom. On norm it is said that here entirely in Tempe, schools have about 45 different linguistic communications to one schoolroom. Bilingual instruction is a privilege, non something that is to be taken for granted. Bilingual instruction demands to be removed so that the official linguistic communication of English can one time once more be the dominant and official linguistic communication of the United Sates. The cost of bilingual instruction entirely is something that should concern our state greatly. It has been said that bilingual instruction costs far more than English linguistic communication direction. Bilingual instruction requires extra staff preparation, instructional stuffs and disposal ; therefore these plans cost more than the regular English plans. We will write a custom essay sample on Bilingual Education Is It Hel Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ESL ( English as a 2nd linguistic communication ) is one of the more expensive plans yet one of the more favorite among the American school systems with bilingual instruction plans. The incremental cost of bilingual instruction is non excessively drastic, it ranges from state $ 175- $ 214, whereas the cost of ESL is about $ 1198. This ESL plan is when the kids are pulled out of the schoolroom to larn English instead than larning it in the schoolroom ( # 1 ) . There are a figure of plans that are non in favour of bilingual instruction and are making their best to buttonhole against it. English First, is an organisation against bilingual instruction and was foremost founded in 1986. They have three simple ends, which include doing English America s official linguistic communication, giving every kid a opportunity to larn English and extinguishing the cost of all uneffective multilingual policies. Presently, there are 140,000 Americans that have joined English First. Many have said that they are tired of the authorities utilizing the American s revenue enhancement money to split Americans based on a linguistic communication barrier ( # 11 ) . READ, is another organisation against bilingual instruction. READ is a national organisation that supports research on English acquisition and effectual schooling for linguistic communication minority kids ( # 12 ) . This institute was founded in 1989 and is a undertaking of the Equal Opportunity Foundation. The ends of READ is to advance public treatments and informed determinations by doing institutes possible for bookmans, pedagogues, policy shapers and citizens about the instruction of minority pupils ( # 12 ) . NABE is yet another organisation non in favour of bilingual instruction. NABE was founded in 1975 and is a National Association for Bilingual Education. NABE is a tax-free non-profit national rank organisation. Members of NABE include pedagogues, instructors, parents, community members and leaders of the community, authorities and concern organisations. NABE has made success a world for infinite linguistic communication minority pupils and their households ( # 14 ) . The ends of NABE are to prosecute the execution of educational policies and patterns which will guarantee the equality of educational chance for diverse kids ( # 14 ) . Bilingual instruction is a term which can intend different things for different people ( # 4 ) . Those advocators in favour of bilingual instruction favor the many different elements in which bilingual instruction an be used in the schoolroom. Submergence is a great method for theLEP ( limited English proficient ) pupil. This is when you place a minority kid on a schoolroom in which merely English is spoken. This method is frequently referred to as the sink or swim attack. ESL ( English as a 2nd linguistic communication ) is another popular signifier of bilingual eduction. The minority kid is placed in a normal English schoolroom for most the twenty-four hours but receives excess aid and direction in English excessively. The ESL instructor is non required to talk the native linguistic communication of the kid.

A Universal Perspective On Belief Essays - Epistemology, Doubt

A Universal Perspective On Belief: A Universal Perspective on Belief: A Response to Pragmatic and Cartesian Approaches to Epistemology By Britta Rempel (*note to reader:I hope this gives all of you struggling with some concepts in Intro to Philosophy a clearer view on how to approach your own paper, please do not plagerise) The approaches given by Pierce and Nagel to the epistemological questions of doubt and belief, though diverse in that they are strictly pragmatist and Cartesian, contain a similar underlying principle. They both serve to show that belief cannot come from any source that appeals to ones feelings or purposes, experiences or impressions. Beliefs must arise from a non-personal means. Although this is a commonality between the two approaches in epistemology, they are greatly different arguments in their focuses. Pierces pragmatist approach surfaces along the lines of techniques people use to found their beliefs of reality, here assuming reality from the start, and using that as a foundation to delve into questions of the unknown. Nagels look at the Cartesian approach primarily doubts reality, and uses that as the grounds for the rest of his argument, asking how we can know anything beyond ourselves. These approaches lead to very different views on epistemology. Pragmatism: Pierces Approach to Epistemology Pierces approach to his epistemological questions of doubt and belief is solely pragmatic in nature, in that he states beliefs are established in habits, which reoccur in our determining of our actions; doubt, on the other hand, is an uneasy state we want to release ourselves from, to come to a belief (46). We then gather from this, that doubt and belief have positive effects on us, both causing us to act. Pierce begins his approach with a discussion of the irritation of doubt(46). This he describes as an immediate motive for the struggle to attain belief (46). Once this belief is attained, we are entirely satisfied because our opinion is satisfied, which is, as Pierce states, the sole end of inquiry (47). Pierce then goes on to pragmatically examine the question of belief and doubt through four methods. The first is his method of tenacity, which denotes believing any answers we like, and considering everything that is in accordance with that belief, while rejecting all that disrupts our belief (47). It is a process of coming to beliefs that is deliberately adopted, to give one the feeling of satisfaction and stability, which yields great peace of mind (48). Pierce refutes this method, showing that it is unable to hold its ground in a society where people hold contrary beliefs, because this will inevitably shake ones confidence in their own beliefs: we shall necessarily influence each others opinions (48). Pierce then leads us to the method of authority, which states that the will of the state acts as the will of the individual (49). In this method, the institution of the state keeps its people informed of correct doctrines, and teaches them to the young (the institution here having the power to choose what beliefs are held, and which are suppressed). It forces the individual into ignorance and suppression of their own doubts and beliefs, segregating them from the influence of the rest of the world (49). This method has been held throughout history through soci ety and religion, showing results of greater success then the method of tenacity. Pierce refutes this method of intellectual slavery by stating that, while the institution can regulate opinions on important matters, the rest of mens minds must be left to the action of natural causes (50). This leads him into the a priori method, in which we believe what we find ourselves inclined to believe; an impulse to believe in propositions as well as a decision on what proposition is to be believed (50). This method is mainly adopted because ones propositions appear agreeable to reason: Mens opinions will soon lead them to rest on preferences of a far more universal nature. (51). This theory is refuted much as the method of authority. Once one sees that a belief of theirs is determined by a social custom or circumstance extraneous to the facts, one must experience a real doubt, ceasing their belief (51). The method of science is presented last, being

Free Essays on Harriett Jacobs

In today’s society no human being can ever imagine the pain, loneliness, anguish, and complete agony, that black women encountered during slavery. These women endured this pain their whole lives, there only joy and since of pride came from there children and families, who were ripped away from them and sold, never to be seen or heard from again. In the book, Incidents in the Life of Slave Girl, Linda Brent tells a breathtaking story of how her twenty years was spent in slavery with her master Dr. Flint. She speaks of her negative situations and how she overcame them. She takes you into the depths of slavery and shows you how slavery really was. She tells you the love and pain of being an unmarried slave mother. At around the age of twenty or so, Linda escapes and ends up in very small garret only nine foot long and seven foot wide. She lived in this hole with not even a crack of light, no clean air, and hardly ever moved for close to seven years. She finally was able to escape and make it to the North. She and her children lived a much better life and most importantly they all lived free. In the book Linda has mixed feelings about her children because like any mother she so dearly loves them. She doesn’t want them to go through the same things that she has so she wants them to die, but since she loves them so much she doesn’t want to become like other slave mothers by losing her children. How torn and powerless she must have felt as a slave mother. Linda also speaks of "The Slaves New Year’s Day", this was the time that slaves everywhere were sold and leased. Many mothers were torn from their husbands and their children. Linda speaks of one woman she witnessed, "I saw a mother lead seven children to the auction-block. She knew that some of them would be taken from her; but they took all . . . (The woman screamed) Gone! All gone! Why doesn’t God kill me?" Linda explains that things like this happen daily, even hourly. Lindaï ¿ ½... Free Essays on Harriett Jacobs Free Essays on Harriett Jacobs In today’s society no human being can ever imagine the pain, loneliness, anguish, and complete agony, that black women encountered during slavery. These women endured this pain their whole lives, there only joy and since of pride came from there children and families, who were ripped away from them and sold, never to be seen or heard from again. In the book, Incidents in the Life of Slave Girl, Linda Brent tells a breathtaking story of how her twenty years was spent in slavery with her master Dr. Flint. She speaks of her negative situations and how she overcame them. She takes you into the depths of slavery and shows you how slavery really was. She tells you the love and pain of being an unmarried slave mother. At around the age of twenty or so, Linda escapes and ends up in very small garret only nine foot long and seven foot wide. She lived in this hole with not even a crack of light, no clean air, and hardly ever moved for close to seven years. She finally was able to escape and make it to the North. She and her children lived a much better life and most importantly they all lived free. In the book Linda has mixed feelings about her children because like any mother she so dearly loves them. She doesn’t want them to go through the same things that she has so she wants them to die, but since she loves them so much she doesn’t want to become like other slave mothers by losing her children. How torn and powerless she must have felt as a slave mother. Linda also speaks of "The Slaves New Year’s Day", this was the time that slaves everywhere were sold and leased. Many mothers were torn from their husbands and their children. Linda speaks of one woman she witnessed, "I saw a mother lead seven children to the auction-block. She knew that some of them would be taken from her; but they took all . . . (The woman screamed) Gone! All gone! Why doesn’t God kill me?" Linda explains that things like this happen daily, even hourly. Lindaï ¿ ½...

Benjamen Harrison Essay Example | Topics and Well Written Essays - 1500 words

Benjamen Harrison - Essay Example In 1748, he married his cousin Elizabeth Bassett, a niece of George Washington's wife Martha. He had many children eight of whom survived infancy. After a while, he was successful in expanding his plantations to include eight more and also in shipping and ship building. He was elected to the House of Burgesses in 1764. As was the tradition, he sat in the House of Burgesses frequently as a speaker from 1749 till 1774 when the Royal Governor dissolved the organization. His involvement in politics started from there. In time, he became aware of the strained relationships between the Great Britain and the U.S.A and was in support of independence from Britain. Benjamin Rush once remarked that Benjamin Harrison "had strong state prejudices and was hostile to the leading men from the New England states." Hence, became a renowned leader during the American Revolution which started in 1775 and ended in 1783. Harrison was greatly against the Stamp Act and thus, assisted in composing the Colony's objection. When the House disregarded the Royal Governor and approved the Stamp Act Resolution, the Royal Governor attempted to bribe Harrison with a promise of a seat to the executive council when he saw the amount of influence Harrison had as a political leader. However, Harrison rejected the proposition instead declaring loyalty to the principles of the republic and people's rights even at his young age of 38. Also, he contradicted the resolutions of Patrick Henry by suggesting civil waywardness as a response. Moreover, in 1772 he supported the statement that the import of slaves should be restricted and taxed in great amounts. Presumably his choice to be with the colonists came from his experience on the Property and Grievances Committee and the Trade Committee. He got elected as the First Continental Congress in 1774 and was one of those who were obliged to attend General Washington in Cambridge to help make plans for the future of the American Army the next year. He chose to represent his state from then on in every session whenever he was a member of the Congress. During the war, he heeded affairs at home in the position attending as a lieutenant in his county's armed force and was also a chief magistrate as well. As the falling-out with the British Crown increased, Harrison was compelled to object and cast his group with the patriots. Between 1773 and 1776, he took part in carrying out the responsibilities of the Revolutionary conventions, the committee of correspondence, and the provincial congresses. He controlled the discussions on the Articles of Association and signed them on 20th October, 1774. He made effective contributions on the foreign affairs, groups of military, finance and marine. As the Chairman of the Whole from March 1776 to August, Benjamin Harrison was vastly respected in Congress; he led the negotiations till the approval of the Declaration and early arguments on the planned Articles of Confederation. When in Congress, Benjamin Harrison sought financial and added assistance from other countries being a member of the Secret Correspondence Committee. On the significant day of 7th June, 1776, Harrison was selected to introduce his fellow Virginian Richard Henry Lee; his resolutions called for independence from England. He was also

Why is language a cultural resource and Should provisions be made for Essay

Why is language a cultural resource and Should provisions be made for the support of lesser used and indigenous languages in th - Essay Example For an ethnic group, it forms part of the way meanings are constructed and contexts are created, facilitating social relations. It is, hence, easy to understand why ethnic groups cling to their languages with such fervor even when living in a foreign society – language is part of their cultural identity. The dynamics of this fact is illustrated in the way bilingualism persists among Americans. Latinos, Asians and other ethnic minorities speak at least two languages. Collectively, they represent a sizable portion of the American population. In education, this issue is important because, until only recently, the erstwhile government policy on language is â€Å"English only.† The government reduced support for bilingual programs in education, effectively reducing bilingual teachers in the process. According to Katz (2004), if this policy will continue, it will seriously affect the chances of the children of the 47 million non-native English speakers today and in the future . Teachers who understand the language requirements of students would be scarce and students study in â€Å"sink-or-swim† mainstream English classes, effectively compromising the attainment of academic proficiency.

How Accurate Is Eyewitness Testimony Essay Example for Free

How Accurate Is Eyewitness Testimony Essay The bedrock of the American judicial process is the honesty of witnesses in trial. Eyewitness testimony can make a deep impression on a jury, which is often exclusively assigned the role of sorting out credibility issues and making judgments about the truth of witness statements. In the U. S. , there is the possibility of over 5,000 wrongful convictions each year because of mistaken eyewitness identifications. The continuous flow of media stories that tell of innocent people being incarcerated should serve as a signal to us that the human identification process is rife with a large number of error risks. These risks have been largely supported by research. Unfortunately, a jury rarely hears of the risks; therefore, eyewitness testimony remains a much-used and much-trusted process by those who are uninformed many times, lawfully uninformed. In cases in which eyewitness testimony is used, more often than not, an expert will not be allowed to testify to the faults of eyewitness identification. Thus, the uninformed stay blissfully ignorant of the inherent risks involved in eyewitness identification testimony. Too often, these blissfully ignorant people make up a jury of our peers. (McAtlin, 1999). According to McAtlin, there are three parts of an eyewitness testimony: (1) Witnessing a crime – as a victim or a bystander – involves watching the event while it is happening. (2) The witness must memorize the details of the occurrence. (3) The witness must be able to accurately recall and communicate what he or she saw. Studies of wrongful conviction cases have concluded that erroneous eyewitness identifications are by far the leading cause of convicting the innocent. Several studies have been conducted on human memory and on subjects’ propensity to remember erroneously events and details that did not occur. When human beings try to acquire, retain and retrieve information with any clarity, suppositional influences and common human failures profoundly limit them. The law can regulate some of these human limitations others are unavoidable. The unavoidable ones can make eyewitness testimony devastating in the courtroom and can lead to wrongful convictions. Unfortunately, memories are not indelibly stamped onto a brain video cassette tape. An event stored in the human memory undergoes constant change. Some details may be altered when new or different information about the event is added to the existing memory. Some details are simply forgotten and normal memory loss occurs continually. Even so, witnesses often become more confident in the correctness of their memories over time. The original memory has faded and has been replaced with new information. This new information has replaced the original memory because the natural process of memory deterioration has persisted. Furthermore, individual eyewitnesses vary widely in infallibility and reasoning. . (McAtlin, 1999). Studies of wrongful conviction cases have concluded that erroneous eyewitness identifications are by far the leading cause of convicting the innocent. For example, the Innocence Project of Cardozo School of Law reports that of the first 130 exonerations, 101 (or 77. 8 percent) involved mistaken identifications. But exactly how often eyewitnesses make tragic mistakes that lead to the punishment of innocent persons is unknown and probably unknowable. One of the infamous cases where mistaken identity led to the wrongful conviction and execution was Gary Graham. Grahams case received widespread attention, in part because of substantial evidence indicating that he was innocent of the murder charge, and the indisputable fact that his court-appointed trial lawyer failed to mount a serious legal defense. Graham was convicted of killing grocery store clerk Bobby Lambert on May 13, 1981 during a robbery attempt. Graham was 17 years old at the time. There was no physical evidence linking him to the crime and only one eyewitness who identified him as the murderer. Eyewitnesses who told police investigators Graham was not the killer were never called to testify at trial by Grahams lawyer. Constitutional Protections In Neil v. Biggers, the U. S. Supreme Court established criteria that jurors may use to evaluate the reliability of eyewitness identifications. The Biggers Court enumerated several factors to determine if a suggestive identification is reliable: (1) the witness’s opportunity to view the suspect; (2) the witness’s degree of attention; (3) the accuracy of description; (4) the witness’s level of certainty; and (5) the time between incident and confrontation, i. . , identification. Courts today continue to allow into evidence suggestive identification testimony. Currently, courts consider the admissibility of identification testimony under a Fourteenth Amendment procedural due process analysis. If a court determines that a pretrial identification was unnecessarily suggestive, it then ascertains whether the suggestive procedure gave rise to a substantial likelihood of irreparable misidentification. A court will find a substantial likelihood of irreparable misidentification only if the identification is found to be unreliable. Therefore, even if the court concludes that a police identification procedure was suggestive, it may be admissible if the court finds that the identification is nevertheless likely to be accurate. A court will balance the suggestiveness of the identification procedure against the likelihood that the identification is correct, resulting in an unprincipled rule of law that turns on the court’s subjective assessment of the defendant’s guilt. Issues That Impact an Individuals Testimony A specific look at how memory functions and how suggestion operates llustrates why participation in unregulated lineups creates unreasonable risks of misidentification. Identification procedures differ from other police investigatory procedures in that they solely rely on human memory. Human memory consists of three basic systems: (1) encoding, (2) storage, and (3) retrieval. â€Å"Encoding† is the initial processing of an event that results in a memory. â€Å"Storage† is the re tention of the encoded information. â€Å"Retrieval† is the recovery of the stored information. Errors can occur at each step. Contrary to common understanding of memory, not everything that registers in the central nervous system is permanently stored in the mind and particular details become increasingly inaccessible over time. According to Loftus and Ketchum, â€Å"Truth and reality, when seen through the filters of our memories, are not objective facts but subjective, interpretive realities. † Because these processes are unconscious, individuals generally perceive their memories as completely accurate and their reporting of what they remember as entirely truthful, no matter how distorted or inaccurate they, in fact, may be. An individual’s memories become distorted even in the absence of external suggestion or internal personal distress. Naturally, people tailor their telling of events to the listener and the context. (Loftus Ketchum 1991). Many conditions such as fear, lighting, distance from the event, surprise, and personal biases all affect memory and recall. Human memory is indeed delicate, especially regarding victims and witnesses of crimes. Fear and traumatic events may impair the initial acquisition of the memory itself. At the time of an identification, the witness is often in a distressed emotional state. Many victims and witnesses experience substantial shock because of their traumatic experiences that continue to affect them at the time of identification procedures. In a particular case in court, the psychologist can determine the reliability of the evidence of a particular witness and enable the judge and the jury to put the proper value on such witnesss testimony. For example, a witness may swear to a certain point involving the estimation of time and distance. The psychologist can measure the witnesss accuracy in such estimates, often showing that what the witness claims to be able to do is an impossibility. A case may hinge on whether an interval of time was ten minutes or twelve minutes, or whether a distance was three hundred or four hundred feet. A witness may swear positively to one or both of these points. The psychologist can show the court the limitations of the witness in making such estimates. Overview of Psychology and Law The service of psychology to law can be very great, but owing to the necessary conservatism of the courts, it will be a long time before they will make much use of psychological knowledge. Perhaps the greatest service will be in determining the credibility of evidence. Psychology can now give the general principles in this matter. Witnesses go on the stand and swear to all sorts of things as to what they heard and saw and did, often months and even years previously. The expert clinical psychologist can tell the court the probability of such evidence being true. Experiments have shown that there is a large percentage of error in such evidence. The additional value that comes from the oath has been measured. The oath increases the liability of truth only a small percentage. Psychologists sometimes provide expert testimony in the form of general testimony where theory and research is described and applied to a problem before the court. The expert would not provide opinions about any party involved in the case before the court, but might give opinions about substantive research that is relevant to the issues. Role of Psychology Professional in Forensic Matters Clinical-forensic psychologists are employed in a variety of settings including state forensic hospitals, court clinics, mental health centers, jails, prisons, and juvenile treatment centers. Clinical-forensic psychologists are perhaps best known for their assessment of persons involved with the legal system. Because of their knowledge of human behavior, abnormal psychology, and psychological assessment, psychologists are sometimes asked by the courts to evaluate a person and provide the court with an expert opinion, either in the form of a report or testimony. For example, clinical-forensic psychologists frequently evaluate adult criminal defendants or children involved in the juvenile justice system, offering the court information that might be relevant to determining (1) whether the defendant has a mental disorder that prevents him or her from going to trial, (2) what the defendants mental state may have been like at the time of the criminal offense, or (3) what treatment might be indicated for a particular defendant who has been convicted of a crime or juvenile offense. Increasingly, clinical-forensic psychologists are being called upon to evaluate defendants who have gone to trial and who have been found guilty and for whom one of the sentencing options is the death penalty. In this case, psychologists are asked to evaluate the mitigating circumstances of the case and to testify about these as they relate to the particular defendant. Clinical-forensic psychologists also evaluate persons in civil (i. e. , non-criminal) cases. These psychologists may evaluate persons who are undergoing guardianship proceedings, to assist the court in determining whether the person has a mental disorder that affects his or her ability to make important life decisions (e. g. , managing money, making health care decisions, making legal decisions). Clinical-forensic psychologists also evaluate persons who are plaintiffs in lawsuits, who allege that they were emotionally harmed as a result of someones wrongdoing or negligence. Clinical-forensic psychologists may evaluate children and their parents in cases of divorce, when parents cannot agree about the custody of their children and what is best for them. Clinical-forensic psychologists are sometimes called on to evaluate children to determine whether they have been abused or neglected and the effects of such abuse or neglect, and offer the court recommendations regarding the placement of such children. In addition to forensic assessment, clinical-forensic psychologists are also involved in treating persons who are involved with the legal system in some capacity. Jails, prisons, and juvenile facilities employ clinical psychologists to assess and treat adults and juveniles who are either awaiting trial, or who have been adjudicated and are serving a sentence of some type. Treatment in these settings is focused both on mental disorders and providing these persons with skills and behaviors that will decrease the likelihood that they will re-offend in the future. Clinical-forensic psychologists employed in mental health centers or in private practice may also treat persons involved in the legal system, providing either general or specialized treatment (e. g. treatment of sex offenders, treatment of violent or abusive persons, and treatment of abuse victims). Conclusion Studies confirm that unregulated eyewitness testimony is often â€Å"hopelessly unreliable. † Misidentifications are the greatest single source of wrongful convictions in the United States. Yet courts’ current due process analyses are unsuccessful in ensuring fair procedures and preventing wrongful convictions. A due process analysis alone is inadequate, in part because a due process analysis is essentially a fairness inquiry, and courts regard it as unfair to exclude a correct, yet suggestive identification, from evidence.