Universidad especializada de las américas

UNIVERSIDAD ESPECIALIZADA DE LAS AMÉRICAS
DEPARTAMENTO DE:
PLANIFICACIÓN DIDÁCTICA
(ANALÍTICA)
Facultad: Educación Social y Desarrollo Humano.
Carrera: LICENCIATURA EN INVESTIGACION CRIMINAL Y SEGURIDAD
Cátedra: INGLÈS 450 B
Semestre: II
Período:
Horas Teóricas: 3 Horas
Martes: 7:40 pm. A 9:30 pm. Miércoles 7:40 pm 8:40 pm
Elaborado por: Teacher Iván Guerra Tello 66 95 06 87
Fecha: 1 de agosto 2016 /19 de Noviembre 2016
Recordar el uso del uniforme en todas las clases, de lo contrario el estudiante que porta el uniforme no recibirá la clase.

UNIVERSIDAD ESPECIALIZADAS DE LAS AMÉRICA
Visión
Ser una Universidad de excelencia profesional y sentido social, de alto nivel y calidad, con reconocimiento nacional e internacional, institución líder
en la formación del recurso humano, en la generación del conocimiento e innovaciones tecnológicas en áreas pertinentes, con capacidad de
invertir pro activamente en las soluciones de los problemas sociales del país
Misión
La Universidad Especializada de las América es una Institución Oficial, de Educación Superior, con proyección social, innovadora en docencia,
investigación y extensión creada para formar ciudadanos y profesionales emprendedores y con calidad humana en las áreas de educación especial,
educación social ,salud, rehabilitación ,ciencia y tecnología: Comprometida con el desarrollo humano del país.

JUSTIFICACION
El curso de Inglés VI (taller) tiene la modalidad de taller y proveerá a los estudiantes de oportunidades para mejorar las distintas
destrezas lingüísticas en el idioma inglés. Esta modalidad de taller permite la integración práctica de los conocimientos previos adquiridos
del idioma inglés para comunicar ideas simples y comprender diferentes contextos relacionados con su carrera. Se promueve en esta
modalidad la producción oral para discutir y resolver casos de estudios relacionados con su carrera.

SISTEMA DE EVALUACIÓN
ARTICULO 173: EL SISTEMA DE CALIFICACIONES SE EXPRESA POR LETRAS CON LA SIGUIENTE SIGNIFICACION
A -91-100
B -81-90
C-71-80
D-61-70
ARTÍCULO 178: Para la evaluación final del estudiante de cada periodo académico, en cualquiera de los niveles de formación
o actualización se deberán considerar los siguientes aspectos
33% asistencia, puntualidad, presentaciones orales, graficas escritas, investigaciones, prácticas, laboratorios,
participación y talleres.
33% promedio de exámenes parciales que no deben ser menos de tres (3) durante cada periodo académico
34% examen final (prueba escrita)

DEPARTAMENTO DE: INGLES
Module N° 1: Students roles at workplace
MODULE 2: Top things that might occur in my workplace
MODULE 3: Tools used in my workplace
MODULE 4: Experiences gaining at college
Título: Students roles at worplace
I. Objetivo General: OBJECTIVOS GENERALES:
 Incrementar el léxico del estudiante en el área de su especialidad.
 Desarrollar destrezas en las áreas de comunicación oral, lectura, y escritura.
 Valorar la importancia del conocimiento de la lengua inglesa en su campo de estudio.
II. OBJECTIVOS ESPECIFICOS:
 Identificar estructuras funcionales necesarias para comunicarse en el idioma inglés.
 Emplear diferentes estrategias y técnicas que incrementan la producción oral, lectura comprensiva, y producción escrita en temas
relacionados con la carrera del participante.
 Demostrar habilidades de comunicación tanto oral como escrita.
 Preparar un proyecto en grupo donde se presenten los conceptos aprendidos.

Duración: Estos módulos serán desarrollados durante 18 clases de horas teóricas.
OBJETIVOS DE
APRENDIZAJES CONTENIDOS
ACTIVIDADES
DIDÁCTICAS RECURSOS EVALUACIÓN
COMPETENCIAS:
SABER:
Identificar términos
científicos, técnicos,
sinónimos y otros en el idioma
inglés.
Reconocer estructuras
gramaticales en textos con
léxico técnico y científico.
Emplear de manera oral y
escrita términos científicos y
técnicos.
SER:
Investigador
Lector activo
Organizador de eventos
HACER:
Traducir o parafrasear textos.
1. Duties to perform
in my workplace-
reading no. 1
* a case of study
of student´s field
– part 1
Listen and look up for key
vocabulary words in the
text.
Listen to different parts of
the text by chunks and
identify the main events.
Read along in pairs or
small groups the whole
reading.
.
2. FINDING
SOLUTIONS TO
POSSIBLE
PROBLEMS IN
MY WORKPLACE
– Reading No. 2
A case of study of
student’s field – Part 2
Round table
Assignments
Task
Role plays
Reading
Projects
Workshops
Pair work
Analyze texts
Solution problem
Tape recording
Create a portfolio with
terminological terms.
Computer
Google
Dictionaries
Internet
Board
Marker
Copies
Attendance 5%
Worshops 18 %
3 partials 33%
Rosetta 7%
Work activities 3%
Final test 34%

Participar activamente en
trabajos grupales.
Preparar reportes utilizando
términos técnicos y
científicos.
To develop skills each
students inside industry.
To value the importance to
communicate in other
language.
Listen, ask and answer
questions.
Translate the text from
English to Spanish.
Summarize the main
ideas and events from the
reading.
Discussion Activity –
Possible problems and
solutions found in the
reading.
BUILDING MY
REPERTOIRE OF
TECHNICAL WORDS.
A case of study of
student´s field – Part
Create a bank of data –
(audio or visual
recordings of students´
participation)
Make recordings of
team´s participations in
class.
Retell the case of study
Getting reading for a self-
assessment
a case of study
of student´s field
– part 4

To promote the ability to
write and understand the
language.
Choose one case of study
to write a report.
Sentences Dictation from
previous readings.
Prepare a synthesis with a
similar experience they
have had.
Prepare a portfolio with
scientific and technical
words with pictures.
BIBLIOGRAFÍA:
Nunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.
Nunan, D. (2003). Practical English Language Teaching. First Edition, McGraw Hill, New York, NY 100
Oxford, R.L. (1996). Language Learning Strategies Around the World: Cross-Cultural Perspectives (ed.
Richards, J. (2001). Approaches and Methods in Language Teaching. Cambridge University Press

CRONOGRAMA DEL II SEMESTRE 2016
SEMANA FECHA TEMA/ACTIVIDAD
1 2//3/8/2016 Duties to perform in my workplace- reading no. 1
2 9/10//8/2016 Finding solutions to possible problems in my workplace – reading no. 2
3 16/17/8/2016 Building my repertoire of technical words.
4 23/24//8/2016 Getting reading for a self-assessment
5 30/31//8/2016 Top things that might occur in my workplace
6 6/7/9/2016 Deal with misunderstanding situations and conflicts
7 13/14/9/2016 Deal with sexual harassment
8 20/21/9/2016 becoming a winner in my workplace
9 27/28//9/2016 tools used in my workplace

hospitals, clinics and others
10 4/5/10/2016
Constructions, jails and compananies
11 11/12/10/2016
school and college places / outdoors areas
12 18/19/10/2016 experiences gaining at college
13 25/26/10/2016 through observations and practicum
14 1/2/11/2016
through professors experiences
15 8/9/11/2016 through famous people experience around the world
16 17/16/11/2016 to review the all material for the final test.

ASSESSMENT
attendance5%
workshops18%
Readingabook9%
Dialogue9%
quizzes33%
Lab7%
finaltest34%
TABLA DE ASISTENCIA
32/32=1 *5 =5%
31/32=96*5=4.8%
30/32=9.3*5=4.6%
29/32=90*5=4.5%
28/32=87*5=4.3%
27/32=84*5=4.2%
26/32=81*5=4.0%
25/32=78*5=3.9%
24/32=75*5=3.7%
23/32=71*5=3.5%
22/32=68*5=3.4%
21/32=65*5=3.2%
20/32=

DEPARTAMENTO DE:
(ANALÍTICA)
Facultad: Educación Social, Especial y Desarrollo Humano.
Carrera: licenciatura en Investigación Criminal y Seguridad.
Semestre: II 2016
Período:
Horas Teóricas:3 laboratorio 2
Lunes: 7:40 pm - 9:30 pm Jueves 6:50- 9:30
Fecha: 1 de agosto de 2016 hasta el 19 noviembre 2016
 Recordar el uso del uniforme en todas las clases, de lo contrario el estudiante que no porta el uniforme no recibirá la clase.
*Utilice los minutos de receso para comer en la cafetería.
*Utilice su celular fuera del salón de clase.
* 5 minutos de receso por hora.

UNIVERSIDAD ESPECIALIZADAS DE LAS AMÉRICA
Visión
Ser una Universidad de excelencia profesional y sentido social, de alto nivel y calidad, con reconocimiento
nacional e internacional, institución líder en la formación del recurso humano, en la generación del
conocimiento e innovaciones tecnológicas en áreas pertinentes, con capacidad de invertir pro activamente en las
soluciones de los problemas sociales del país
Misión
La Universidad Especializada de las América es una Institución Oficial, de Educación Superior, con proyección
social, innovadora en docencia, investigación y extensión creada para formar ciudadanos y profesionales
emprendedores y con calidad humana en las áreas de educación especial, educación social ,salud, rehabilitación
,ciencia y tecnología: Comprometida con el desarrollo humano del país

TABLA DE ASISTENCIA
32/32=1 *5 =5%
31/32=96*5=4.8%
30/32=9.3*5=4.6%
29/32=90*5=4.5%
28/32=87*5=4.3%
27/32=84*5=4.2%
26/32=81*5=4.0%
25/32=78*5=3.9%
24/32=75*5=3.7%
23/32=71*5=3.5%
22/32=68*5=3.4%
21/32=65*5=3.2%
20/32=
ASSESSMENT
attendance5%
workshops21%
partias33%
Lab7%
j
finaltest34%

COMPETENCE
This semester offers students the great opportunity to learn more activities related to the basic English and practice conversation ,
listening,speaking,reading and writing because this book cover all the skills of the language.
COMPETENCES CONTENTS S TRATEGIES EVALUATION RESOURCES
.
 Describe the
weather.
Leave phone messages
Talk about sports and
exercise
Say how your week is
going
Give exercise advice
 Talk about clothes
Ask for gives prices
Shop for gives
Discuss shopping habits
 Give sightseeing
information
Talk about countries you
want to travel to
Discuss international
foods, foods ,places ,and
people
 Ask for and give
information about
the recent past
Describe the past
week
Talk about how you
remember things
Present continuous statements, yes-no
questions short answers, and information
questions.
Imperatives
Like to, want to, need to and have to
Questions with how much?
This, these,those,that
Can and can´t
Simple past statements, yes-no questions,
and short answers
Brainstorming
Poll sessions
Formative assessment
Workshops
Dialogues
Assignments
listening
Reading
Role play
Tongue twisters
Puzzle
Realia
Community language
learning
Cooperative language
Rosetta Stone
Diagnostic
Exploratory questions
Assignments
Dialogues
Speeches
Attendance
To be on time
Searches
Practices
Mid term
Final test
Realia
Copies
Book
Internet
Whiteboard
People
Marker
Tape recorder
Classroom
Computer lab

 Describe
experiences such
as your first day
of school or work
Talk about a vacation
Tell a funny story
 Talk about food
likes and dislikes
and eating habits
Make requests and offers
Invite someone to a meal
Make recommendations
Simple past of be in statements, yes-no
questions, and short answers
Simple past information questions
Countable and uncountable nouns
How much? And
How many?
Would you like (to)
And I´d like to
Some and any
A lot of ,much, many
TOUSCHONE 1°

DEPARTAMENTO DE:
(ANALÍTICA)
Facultad: Educación Social y Desarrollo Humano.
Carrera: LICENCIATURA EN SEGURIDAD Y SALUD OCUPACIONAL
Semestre: II
Período:
Horas Teóricas: 3 Horas
Viernes:6:00 pm 8:40 pm
Fecha: 1 de agosto 2016 /19 de Noviembre 2016
Recordar el uso del uniforme en todas las clases, de lo contrario el estudiante que porta el uniforme no recibirá la clase.

SISTEMA DE EVALUACIÓN
ARTICULO 173: EL SISTEMA DE CALIFICACIONES SE EXPRESA POR LETRAS CON LA SIGUIENTE SIGNIFICACION
A -91-100
B -81-90
C-71-80
D-61-70
ARTÍCULO 178: Para la evaluación final del estudiante de cada periodo académico, en cualquiera de los niveles de formación
o actualización se deberán considerar los siguientes aspectos
33% asistencia, puntualidad, presentaciones orales, graficas escritas, investigaciones, prácticas, laboratorios,
participación y talleres.
33% promedio de exámenes parciales que no deben ser menos de tres (3) durante cada periodo académico
34% examen final (prueba escrita)
ASSESSMENT

attendance5%
workshops18%
Reading9%
Dialogue9%
Partialss33%
Lab7%
finaltest34%TABLA DE ASISTENCIA
32/32=1 *5 =5%
31/32=96*5=4.8%
30/32=9.3*5=4.6%
29/32=90*5=4.5%

28/32=87*5=4.3%
27/32=84*5=4.2%
26/32=81*5=4.0%
25/32=78*5=3.9%
24/32=75*5=3.7%
23/32=71*5=3.5%
22/32=68*5=3.4%
21/32=65*5=3.2%
20/32=
DEPARTAMENTO DE: INGLES
Module N° 1: Students roles at workplace

MODULE 2: Top things that might occur in my workplace
MODULE 3: Tools used in my workplace
MODULE 4: Experiences gaining at college
Título: Students roles at worplace
III. Objetivo General: OBJECTIVOS GENERALES:
 Incrementar el léxico del estudiante en el área de su especialidad.
 Desarrollar destrezas en las áreas de comunicación oral, lectura, y escritura.
 Valorar la importancia del conocimiento de la lengua inglesa en su campo de estudio.
IV. OBJECTIVOS ESPECIFICOS:
 Identificar estructuras funcionales necesarias para comunicarse en el idioma inglés.
 Emplear diferentes estrategias y técnicas que incrementan la producción oral, lectura comprensiva, y producción escrita en temas
relacionados con la carrera del participante.
 Demostrar habilidades de comunicación tanto oral como escrita.
 Preparar un proyecto en grupo donde se presenten los conceptos aprendidos.
Duración: Estos módulos serán desarrollados durante 18 clases de horas teóricas.
OBJETIVOS DE
APRENDIZAJES CONTENIDOS
ACTIVIDADES
DIDÁCTICAS RECURSOS EVALUACIÓN

COMPETENCIAS:
SABER:
Identificar términos
científicos, técnicos,
sinónimos y otros en el idioma
inglés.
Reconocer estructuras
gramaticales en textos con
léxico técnico y científico.
Emplear de manera oral y
escrita términos científicos y
técnicos.
SER:
Investigador
Lector activo
Organizador de eventos
HACER:
Traducir o parafrasear textos.
Participar activamente en
trabajos grupales.
Preparar reportes utilizando
términos técnicos y
científicos.
3. Duties to perform
in my workplace-
reading no. 1
* a case of study
of student´s field
– part 1
Listen and look up for key
vocabulary words in the
text.
Listen to different parts of
the text by chunks and
identify the main events.
Read along in pairs or
small groups the whole
reading.
.
4. FINDING
SOLUTIONS TO
POSSIBLE
PROBLEMS IN
MY WORKPLACE
– Reading No. 2
A case of study of
student’s field – Part 2
Listen, ask and answer
questions.
Translate the text from
English to Spanish.
Summarize the main
ideas and events from the
reading.
Discussion Activity –
Possible problems and
Round table
Assignments
Task
Role plays
Reading
Projects
Workshops
Pair work
Analyze texts
Solution problem
Tape recording
Create a portfolio with
terminological terms.
Computer
Google
Dictionaries
Internet
Board
Marker
Copies
Attendance 5%
Worshops 18 %
3 partials 33%
Rosetta 7%
Work activities 3%
Final test 34%

To develop skills each
students inside industry.
To value the importance to
communicate in other
language.
To promote the ability to
write and understand the
language.
solutions found in the
reading.
BUILDING MY
REPERTOIRE OF
TECHNICAL WORDS.
A case of study of
student´s field – Part
Create a bank of data –
(audio or visual
recordings of students´
participation)
Make recordings of
team´s participations in
class.
Retell the case of study
Getting reading for a self-
assessment
a case of study
of student´s field
H– part 4
Choose one case of study
to write a report.
Sentences Dictation from
previous readings.
Prepare a synthesis with a
similar experience they
have had.

Prepare a portfolio with
scientific and technical
words with pictures.
BIBLIOGRAFÍA:
Nunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.
Nunan, D. (2003). Practical English Language Teaching. First Edition, McGraw Hill, New York, NY 100
Oxford, R.L. (1996). Language Learning Strategies Around the World: Cross-Cultural Perspectives (ed.
Richards, J. (2001). Approaches and Methods in Language Teaching. Cambridge University Press

CRONOGRAMA DEL II SEMESTRE 2016
SEMANA FECHA TEMA/ACTIVIDAD
1 5/8/2016 Duties to perform in my workplace- reading no. 1
2 12//8/2016 Finding solutions to possible problems in my workplace – reading no. 2
3 19//8/2016 Building my repertoire of technical words.
4 26/8/2016 Getting reading for a self-assessment
5 2/9/2016 Top things that might occur in my workplace
6 16/9/2016 Deal with misunderstanding situations and conflicts
7 23/9/2016 Deal with sexual harassment
8 30/9/2016 becoming a winner in my workplace
9 7/10/2016 tools used in my workplace

hospitals, clinics and others
10 14/10/2016
Constructions, jails and compananies
11 11/12/10/2016
school and college places / outdoors areas
12 21/10/2016 experiences gaining at college
13 28/10/2016 through observations and practicum
14 4/11/2016 DAY OFF
through professors experiences
15 8/9/11/2016 through famous people experience around the world
16 18/11/2016 to review the all material for the final test.

Written Documentation at a Crime Scene
Mike Byrd
Miami-Dade Police Department
Crime Scene Investigations
In an Organized step by step approach Scene Documentation is one of the stages in the proper processing of a crime scene. The final results of a
properly documented crime scene is the ability of others to take our finished product to use in either reconstructing the scene or the chain of events in
an incident and our court room presentation. In documenting the scene there are actually 3 functions or methods used to prope rly document the crime
scene. Those methods consist of written notes which will ultimately be used in constructing a final report, crime scene photographs, and a diagram or
sketch. Consistency between each of these functions is paramount.
Each method is important in the process of properly documenting the crime scene. The notes and reports should be done in a chronological order and
should include no opinions, no analysis, or no conclusions. Just the facts!!!! The crime scene investigator or evidence recovery technician should
document what he/she sees, not what he/she thinks. The final report should tell a descriptive story. A general description of the crime scene should be
given just as the investigator sees it when he/she does the initial walk through of the scene.
Each department or agency has a method which they use for written documentation of the crime scene. There investigator/technician should follow
his/her departments assigned procedures for written documentation. The importance of sharing information can never be over -looked. This article is
intended to share ideas in the area of uniform documentation as an example of the format that is used by my department. We use a narrative section
of the report divided it into 5 categories. The categories are summary, scene (including a detailed body description if in a death
investigation), processing, evidence collected, and pending.

The summary would basically give the details of how we were initiated into the investigation. For an example: " At the request of Robbery Detective J.
Doe, this writer was requested to respond to assist in processing the scene of an armed robbery involving 4 unknown masked subjects. Det. J. Doe's
preliminary investigation revealed that the subjects startled the victim as she returned home from shopping". For further details of this investigation
refer to Det. J. Doe's report.. Our summary is brief and does not include a lot of he said, she said information.
In the scene section of the narrative we give a detailed description of the scene as it is seen upon our approach. The scene description usually
includes anything that is unusual and out of place. Any weather or environment conditions are also included. Again this is a description of wha t we see
not what we think. The Evidence observed, its location, condition, or anything remarkable about the item will be included in our scene description
section. This would also correspond to any identification markers used to number or label the items of evidence. These remark s would all be
consistent with any numbers, letters, or labels indicated in the photographs, or drawn into a sketch of the scene.
The processing section is for our units to describe what we did, if assistance was needed during the processing stages, who w e had assisting, and
what functions they did.
The evidence collection section is to organize what evidence we and others assisting were able to recover from the crime scene, where the items
were recovered from, and what part of the lab the items were directed to for analysis.
The pending section would be for any known tasks that would need to be completed at a later date in the investigation.
Recently I was asked to give an opinion on the crime scene portion of a cold case investigation which had occurred more than 20 years earlier. I
agreed to take a look at everything to give my interpretation of the crime scene from the work product. So the reports and pictures were ordered from
the original files.
When the items came in the mail the report consisted of a one page, one paragraph narrative. The scene photographs consisted of several overall
prospective of a wooded area. I could be of no assistance to my fellow college. But the experience best illustrates how important it is to prope rly use
the tools at hand. We are brought in to assist in the beginning stages of an investigation when very limited information is known. We should realize

that our work product may need to be viewed extensively by someone years from now for interpretation. The written documentati on, photographs, and
simple sketch need to tell the scene story. Hopefully by sharing this simple organized method it will be of some assistance to you.

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