ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
CVR
FDR
ATC data
Weather
Aircraft Records
Crew Records
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
Gather personnel, medical, and training records of aircrew
involved.
Get copies of operating procedures, flying schedules, and
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
Gather aircraft, engine, appliance, maintenance, servicing, and overhaul
records.
Gather personnel and training records for maintainers involved with the
accident aircraft.
Gather records on maintenance procedures, policies, and training.
Gather the same records for any organization that did outsourced
maintenance.
• Air Traffic Control Specialist –
Gather copies of all ATC voice and radar tapes.
Gather copies of local ATC policies and procedures.
Gather personnel and training records of local ATC personnel if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
Gather and analyze crew issues including medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
May involve interviews with family members to establish
activities leading up to the aircraft.
Research previous work done on human-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
Gather information from first responders and rescue
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
Gather emergency response procedures and established
plans (E.g., Airport Emergency Plan)
Gather data “CREEP” data (covered in a later module)
Gather information from operator on assigned seat location
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
Look for the obvious first: medical problems, training deficiencies,
qualification issues, personal problems.
Analyze training received and adequacy of training for the job
Analyze currency of training
Make sure the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
Make sure the people involved were capable of doing wha.
Drone technology, or Unmanned Aerial Systems (UAS) are taking over the hobbyist market. Learn the basics of what you need to implement a UAS program for your agency. Discuss opportunities to integrate footage into social media strategies, including pre-recorded and live aerial broadcasts. Identify best practices for aerial photography and what makes a captivating social media post from the sky.
HUMAN FACTOR CONSIDERATIONS IN MILITARY AIRCRAFT MAINTENANCE AND INSPECTIONSLahiru Dilshan
study of how humans behave physically and psychologically in relation to particular environments, products, or services. application of psychological and physiological principles to the engineering and design of products, processes, and systems.
In Part 2 of the Embry-Riddle Aeronautical University presenters Shawn Arena and Daniel Benny look at Airport Planning and Design and Airport Security. Presented March 31, 2016 as part of the ERAU Webinar series.
As you might know, EASA will change some of its regulations on technical records. The changes will have significant impact on the usage of MRO software and will be applicable to all countries and their operators having a cooperation with EASA
Ask Michael E. Mark about his company’s procedures for making a big .docxrandymartin91030
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docxrandymartin91030
ask an expert
www.NursingMadeIncrediblyEasy.com January/February 2017 Nursing made Incredibly Easy! 55
Be a legislative advocate
By Lisa Lockhart, MHA, MSN, RN, NE-BC
Q: As nurses, when we feel
strongly about a practice issue,
should we consider lobbying?
A: The American Nurses Association
(ANA) believes that it’s our responsibility
as nursing professionals to be involved in
advocating for patient safety, care stan-
dards, and healthy work environments.
The ANA is a strong voice for America’s
nurses and is among the most powerful
lobbying groups in Washington, D.C. Not
alone in its fi ght for nursing quality and
safety, the ANA is joined and supported
by our professional organizations, state
boards of nursing, and advocacy groups.
These include the American Academy of
Nursing, the American Nurses Credential-
ing Center, and the American Nurses
Foundation.
Participating in your local, specialty,
or state organizations can help you give
voice to your concerns as an engaged pro-
fessional. You have the ability to build,
shape, and alter current laws, effectively
changing legislation by joining forces with
your peers. To simply complain about
staffi ng ratios, the Affordable Care Act,
and unhealthy work environments is just
that—complaining. But by being involved,
we have a large and potentially powerful
voice for safety and quality when you con-
sider that we’re 3.6 million strong!
Our power as an educated workforce
must be harnessed and used purposefully
to effect change. The Institute of Medicine
and the Robert Wood Johnson Foundation
understood this when they launched The
Future of Nursing report. This doesn’t
necessarily mean that you have to go to
Washington and lobby; it means advocating
at the organizational, state, or federal level.
Stay abreast of what’s going on in your
state and nationally, be an active participant
in professional organizations, vote for legis-
lators who share your healthcare policy and
regulation views, and join internal commit-
tees where nurses at your facility review
policies and procedures. You can make a
difference.
If you decide to give lobbying a try, here
are tips on how to lobby Congress from the
American Academy of Ambulatory Nursing:
“• keep it short and to the point
• don’t forget to say ‘thank you’
• get to know the legislator’s staff (It’s
frequently more productive to speak to
a staff member than the lawmakers
themselves.)
• tell the whole story by acknowledging
when something is diffi cult and when
there’s opposition
• timing is everything (It’s important to
know Congressional procedures, so men-
tion proper deadlines and don’t ask for
requests at the last minute.)
• have a one-page written draft of what
you want available to leave or send to the
legislator
• be professional even when the answer
is ‘no;’ regroup and wait for another
chance.” ■
REFERENCES
American Nurses Associ.
More Related Content
Similar to ASCI 615 AviationAerospace Accident Investigation and.docx
Drone technology, or Unmanned Aerial Systems (UAS) are taking over the hobbyist market. Learn the basics of what you need to implement a UAS program for your agency. Discuss opportunities to integrate footage into social media strategies, including pre-recorded and live aerial broadcasts. Identify best practices for aerial photography and what makes a captivating social media post from the sky.
HUMAN FACTOR CONSIDERATIONS IN MILITARY AIRCRAFT MAINTENANCE AND INSPECTIONSLahiru Dilshan
study of how humans behave physically and psychologically in relation to particular environments, products, or services. application of psychological and physiological principles to the engineering and design of products, processes, and systems.
In Part 2 of the Embry-Riddle Aeronautical University presenters Shawn Arena and Daniel Benny look at Airport Planning and Design and Airport Security. Presented March 31, 2016 as part of the ERAU Webinar series.
As you might know, EASA will change some of its regulations on technical records. The changes will have significant impact on the usage of MRO software and will be applicable to all countries and their operators having a cooperation with EASA
Similar to ASCI 615 AviationAerospace Accident Investigation and.docx (20)
Ask Michael E. Mark about his company’s procedures for making a big .docxrandymartin91030
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docxrandymartin91030
ask an expert
www.NursingMadeIncrediblyEasy.com January/February 2017 Nursing made Incredibly Easy! 55
Be a legislative advocate
By Lisa Lockhart, MHA, MSN, RN, NE-BC
Q: As nurses, when we feel
strongly about a practice issue,
should we consider lobbying?
A: The American Nurses Association
(ANA) believes that it’s our responsibility
as nursing professionals to be involved in
advocating for patient safety, care stan-
dards, and healthy work environments.
The ANA is a strong voice for America’s
nurses and is among the most powerful
lobbying groups in Washington, D.C. Not
alone in its fi ght for nursing quality and
safety, the ANA is joined and supported
by our professional organizations, state
boards of nursing, and advocacy groups.
These include the American Academy of
Nursing, the American Nurses Credential-
ing Center, and the American Nurses
Foundation.
Participating in your local, specialty,
or state organizations can help you give
voice to your concerns as an engaged pro-
fessional. You have the ability to build,
shape, and alter current laws, effectively
changing legislation by joining forces with
your peers. To simply complain about
staffi ng ratios, the Affordable Care Act,
and unhealthy work environments is just
that—complaining. But by being involved,
we have a large and potentially powerful
voice for safety and quality when you con-
sider that we’re 3.6 million strong!
Our power as an educated workforce
must be harnessed and used purposefully
to effect change. The Institute of Medicine
and the Robert Wood Johnson Foundation
understood this when they launched The
Future of Nursing report. This doesn’t
necessarily mean that you have to go to
Washington and lobby; it means advocating
at the organizational, state, or federal level.
Stay abreast of what’s going on in your
state and nationally, be an active participant
in professional organizations, vote for legis-
lators who share your healthcare policy and
regulation views, and join internal commit-
tees where nurses at your facility review
policies and procedures. You can make a
difference.
If you decide to give lobbying a try, here
are tips on how to lobby Congress from the
American Academy of Ambulatory Nursing:
“• keep it short and to the point
• don’t forget to say ‘thank you’
• get to know the legislator’s staff (It’s
frequently more productive to speak to
a staff member than the lawmakers
themselves.)
• tell the whole story by acknowledging
when something is diffi cult and when
there’s opposition
• timing is everything (It’s important to
know Congressional procedures, so men-
tion proper deadlines and don’t ask for
requests at the last minute.)
• have a one-page written draft of what
you want available to leave or send to the
legislator
• be professional even when the answer
is ‘no;’ regroup and wait for another
chance.” ■
REFERENCES
American Nurses Associ.
Ask clarifying or thought provoking questions.Provide personal or .docxrandymartin91030
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docxrandymartin91030
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docxrandymartin91030
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
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Asian Americans had been excluded from entering the U.S. for more th.docxrandymartin91030
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docxrandymartin91030
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
Ashry 1Nedal AshryProf. GuzikENGL 301B15 February 20.docxrandymartin91030
Ashry 1
Nedal Ashry
Prof. Guzik
ENGL 301B
15 February 2020
Education and Technology
The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices.
Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner.
Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.
Ashford Graduate Intro Week Six Discussion Two 2 Examples.docxrandymartin91030
Ashford Graduate Intro Week Six Discussion Two: 2 Examples
Example One:
The purpose of this discussion is to compare and contrast a popular mainstream article
on cyber bullying with an article on the same topic in peer-reviewed scientific literature.
Cyber bullying is certainly a very important issue in the modern world, where we are, in
many ways, more connected and able to interact with each other technologically than ever
before. With the overall volume of social networking among youths and adolescents up, the
dangers posed by online abuse and bullying has come to the forefront in public awareness
and has become a topic often discussed in the mass media. With multiple high profile cases
of adolescents committing suicide as a result of constant cyber bullying, it is clear that the
issue is a serious one with deep psychological effects.
The two articles used in this discussion are a USA Today article by Robin Erb, entitled
Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of
the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing
difficulties: Above and beyond the impact of traditional form of bullying.
The most striking difference between the two articles can be found in the use of
language. The USA Today article is well-written, but it is done so in a manner that is
clearly intended to be easily consumable for both parents and potential young readers. The
scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the
casual reader, void of the colorful language and first-person accounts heavily featured in
Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote
reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of
casual language is not brought up to belittle the article in any way, because it actually is
written in a way in which the average reader is much more likely to read the article to its
completion and also more likely to understand the content once they are finished than is the
more complex journal entry. However, for someone who is truly interested in the topic and
wants to explore it more fully, the journal entry provides a much deeper insight into the
psychological effects of cyber bullying and how those psychological effects correlate with
real-world consequences. It also brings up a few factors and concepts that are not openly
discussed in the USA Today article, such as the fact that evidence shows that “students
who are cyber victimized are less likely to report or seek help than teens who were
victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695).
Perhaps the most important commonality between these two articles, besides the overall
topic itself, is the intent of the work. While the information is disseminated in a very
different manner, the overall message may be the same. Both articles are meant to bring .
Ashford 6 - Week 5 - Final ProjectFinal ProjectImagine that you.docxrandymartin91030
Ashford 6: - Week 5 - Final Project
Final Project
Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health.
After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final
The Final Presentation:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
ASD Services ResourcesAutism ResourcesFlorida Department of H.docxrandymartin91030
ASD Services Resources
Autism Resources/Florida Department of Health (www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com.
National Autism Association (https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities (CARD)
Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2
The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.
ASCM 631 – Integrative Supply Chain Management – Midterm Examination
Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each.
1)
Successful supply chain management requires which of the following decision phases?
1)
_______
A)
Supply chain strategy/design
B)
Supply chain operation
C)
Supply chain planning
D)
all of the above
E)
A and B only
2)
Supply chain surplus involves what two parts?
2)
_______
A)
Reliable transportation and supply chain cost
B)
Manufacturing cost and selling price
C)
Customer value and high quality products
D)
Customer value and supply chain cost
3)
Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories?
3)
_______
A)
Supply Chain Strategy and Design
B)
Supply Chain Operation
C)
Supply Chain Alliances
D)
Supply Chain Planning
4)
Customer arrival refers to
4)
_______
A)
the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer.
B)
the process where product is prepared and sent to the customer.
C)
the process where the customer receives the product and takes ownership.
D)
the point in time when the customer has access to choices and makes a decision regarding a purchase.
E)
none of the above
5)
Which of the following is not a process in the customer order cycle?
5)
_______
A)
Customer order fulfillment
B)
Customer arrival
C)
Customer order receiving
D)
Customer order entry
E)
All are processes in the customer order cycle.
6)
Supply chain responsiveness includes the ability to do which of the following?
6)
_______
A)
Handle supply uncertainty
B)
Match supply chain responsiveness with the implied uncertainty of demand
C)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
D)
Understand customers and supply chain uncertainty
E)
none of the above
7)
The key weakness of the ________ view is that different functions within a firm may have conflicting objectives.
7)
_______
A)
Intrafunctional scope
B)
Intercompany scope
C)
Intraoperation scope
D)
Interfunctional scope
8)
Supply chain responsiveness includes the ability to do which of the following?
8)
_______
A)
Meet short lead times
B)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
C)
Match supply chain responsiveness with the implied uncertainty of demand
D)
Understand customers and supply chain
E)
all of the above
9)
A supply chain strategy involves decisions regarding all of the following except
9)
_______
A)
operating facilities.
B)
transportation.
C)
inventory.
D)
information flows.
E)
new product development.
10)
Pricing directly affects revenues but.
asapnursingProvide a Topic of Health Promotion Paper for App.docxrandymartin91030
asap
nursing
Provide a Topic of Health Promotion Paper for Approval
Health Topic
1. Describe a single health promotion/disease prevention problem from the Healthy People 2020 Objectives Introduction to population or problem. Describe incidence, prevalence, epidemiology, cost burden etc.,
2. Description of specific population, program or organization Discuss how the policy is intended for a specific population, program or organization.
3. Specific legislators involved Identify and discuss specific legislators involved in the policy development and policy, practice and outcomes.
4. Discuss how the policy influences clinical practice and is used to promote best outcomes. Policy, practice and the inter-professional team. Examine how the policy can be used by the inter-professional team to ensure coordinated.
Use of primary sources and evidence that is not older than 5 years. Writing, grammar and APA application Scholarly grammar, use of APA 6th edition.
.
Asap Essay Need, it needs to be 4-5pages long. I really want to get .docxrandymartin91030
Asap Essay Need, it needs to be 4-5pages long. I really want to get A+.... Please help...... NO PLAGIARISM...OR SPELLING MISTAKES..... IF FOUND YOU WILL BE IN TROUBLE........
Topic--There are probably a few things that have changed since you were in high school. Write an essay that might seve as a call to action.What would you change about high school systems in general and specially.
Please make sure that there is good introduction.. good attention in the intro... good transition... and there better be thesis....
Make sure there is a thesis...
Plagiarism
is the "wrongful appropriation" and "purloining and publication" of another
author
's "language, thoughts, ideas, or expressions," and the representation of them as one's own
original work
.
[1]
[2]
The idea remains problematic with unclear definitions and unclear rules.
[3]
[4]
[5]
[6]
The modern concept of plagiarism as
immoral
and
originality
as an
ideal
emerged in Europe only in the 18th century, particularly with the
Romantic movement
.
DO IT RIGHT OR MONEY BACK...
.
ASB 100Spring 2019Writing Assignment 3In this assignme.docxrandymartin91030
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
asapnursingHealth policy unfolds daily and drives clinical p.docxrandymartin91030
asap
nursing
Health policy unfolds daily and drives clinical practice in the US. The student will investigate current policies or legislation underway for a specific health-related issue. The Student will develop a scholarly APA formatted supported by evidence. The rubric:
1. Introduction to population or problem (incidence, prevalence, epidemiology, cost burden etc)
2. Description of how the policy is intended for a specific population, program or organization
3. Specific legislators involved in the policy development and dissemination
4. Identify the role of the APRN in assisting with the policy or refuting the policy – this requires the evidence to support opinion, ideas and/or concepts.
5. Discuss how the policy influences clinical practice and is used to promote best outcomes
6. Examine how the policy can be used by the interprofessional team to ensure coordinated and comprehensive care for the specific population
7. Conclusion – summarize findings
8. APA format – use of primary peer-reviewed references as much as possible
.
Asam100bbXinyu ShangReading journal week1In the article Im.docxrandymartin91030
Asam100bb
Xinyu Shang
Reading journal week1
In the article Immigration and Livelihood, 1840s to 1930s, the key reason why the Asians moved to the United States was to look for jobs. The Asians were desperate for jobs and were ready to work even if they received low salaries. On the other hand, their employers loved the situation since they made a lot of profits. The first Asians to enter the United States made it through the Manila galleon trade. “An act for the governance of masters and servants” (Chan, 1991 p25). However, other communities felt as if the Asians brought competition, which could result in a reduction of job opportunities. Some of these were the Euro-Americans employees who saw the Asians as their competitors. Others were the nativists for all levels who were aggressive to them since they stopped them for restless reasons to prevent their coming.
Azuma Introduction tells that people who were born in Japan and later on shifted to America for studies had the right to express their views without any restrictions. Both the Tateishi and the Hoashi had not gotten a chance to become leaders in the Japenese colonist community, and they were not even recognized in America. “East is West West is East” (Azuma, 2005 p9). However, their routes were not highly valued compared to their expressions, especially during their times. These two communities had the capability of offering their shared predicament comprehensibly in public. Linking with the article on Mercantilists, Colonialists, and Laborers, the dilemma of these communities living through the claimed the separation for the East-West separation and linked binaries. The article also concentrates on the global history of Japanese immigrants and the procedure of creating the racial process. Additionally, the collective impacts of the organizational and figurative regulators control the experience of a marginal group that was viewed as a racial project.Chapter one talks about theoretical groups and how they are confusing. There was considerable confusion on whether the Japanese who relocated to the United States were there to colonize the U.S, or they had just come as immigrants. “Going to America” (Azuma, 2005 p23). The difficulty categorized the historical course of Japanese relocation to the United States as a varied nature of the early Issue community. It is clear that later on, after the Japanese had shifted to the United States, they implemented their capitalist economy, which brought more confusion concerning the issue of immigration and colonization. Therefore, this was one of the intercontinental histories of Japanese immigration in the American West, which brought about the contradiction issue.
On the Takaki talks about how the Chinese moved to one of the cities in the United States known as California. It happened to be a movement that had been formed by several people from various nations. These were inclusive of the Korean, Chinese, Filipino, and Japanese. “Cheap .
As youre reading On the Fireline, take good notes about wha.docxrandymartin91030
As you're reading
On the Fireline,
take good notes about what you're reading. Focus on the main concepts/questions I've outlined below
What is Desmond's research question? In other words, what is the purpose of his book? Why is his study important?
What theoretical frameworks does Desmond draw from to think about his analysis?
In what ways in the U.S. Forest Service an institution in the firefighters' lives and work?
How does the firefighters' social location shape the ways they view wildland firefighting and their interactions with their fellow firefighters?
Discussion1
Discuss the research methods Desmond used for his study. What are the strengths and weaknesses of the methods he chose? Why did he choose these methods? Would you have chosen the same methods? Why/why not?
Discussion2
What is country competence and how does it impact the ways in which the firefighters approach firefighting? According to Desmond, what is habitus and what is the significance of habitus for country competence? Discuss an example of habitus in your own life.
.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
2. tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
involved.
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
and overhaul
records.
involved with the
accident aircraft.
training.
outsourced
maintenance.
• Air Traffic Control Specialist –
opies of local ATC policies and procedures.
3. if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
ing medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
activities leading up to the aircraft.
-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
4. plans (E.g., Airport Emergency Plan)
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
deficiencies,
qualification issues, personal problems.
job
the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
was
demanded of them
e needed. Get
trained aviation psychologist to do it
Records Analysis (Cont.)
5. • Operations and maintenance records –
programs, procedures, policies, compliance issues
the adequacy of policies and procedures involved in
operations and maintenance
OSHA and their findings
pany
Records Analysis (Cont.)
• Maintenance records –
ensure adequacy of maintenance and compliance with FAA
and company procedures
reports
records of the outside agency
Records Analysis (Cont.)
6. • Reviewing records is tedious, but it is essential.
• They paint a picture of conditions of man, machine,
and environment prior to the accident.
• Records are rarely pure.
quality of the records-
keeping system.
-ups are usually evident.
• Do not be afraid to ask for anything you think is
missing.
• Keep track of what you have read so when it becomes
important you can find it.
Electronic Evidence Basics
• Most widely known are Cockpit Voice Recorder and
Flight Data Recorder
• “Black Boxes” are really orange
• Computerization of aircraft has opened new sources
of data
• Flight director computers, flight control computers,
maintenance recorders, and others with non-volatile
memory may contain useful information
7. Electronic Evidence Basics (Cont.)
• Collect any computer cards, protect them from the
elements and from magnets, and send them to be
read at the laboratory
• Never open a CVR or FDR in the field. If submerged in
water, place in a water-tight container filled with the
same water.
• The NTSB labs can resurrect data from burned tape
and computer memory. Never throw out a computer
component or audio/video tape because it’s
damaged.
Flight Data Recorders
• Early recorders only tracked five
parameters. Used steel or
aluminum tape. Poor recording
quality and readout
• Digital Flight Data Recorders
(DFDR) track up to 300+
parameters. Newest technology
records with digital and microchip
technology. More accurate data
collection. Data points recorded
more frequently. Improved
recording quality and readout.
Flight Data Recorders (Cont.)
8. • Newer FDRs are tied into the Flight
Management System (FMS). They
record up to 25 hours of data on
non-volatile memory. New
construction methods make them
lighter and stronger.
• DFDR information can be used to
create a computer generated flight
recreation and in advanced
simulation
TWA 800 FDR Printout
Cockpit Voice Recorders
• Older recorders recorded on mylar
tape – 30 minute loop then
overwrote itself
• Cockpit area microphone picks up
all conversations and aircraft noises
in the cockpit
• Each crew position has a separate
channel that records all
radio/intercom transmissions.
Cockpit Voice Recorders (Cont.)
• Newer, solid state recorders will record up to two hours of
9. audio data before it writes over the communications. In
development are solid state recorders that also have video
storage capability.
• Restrictions on release – may not be used in legal or
certificate
actions. Transcripts not released until 90 days after the
accident or public hearing, whichever is first.
Cockpit Voice Recorders (Cont.)
• Cockpit cameras –
investigation.
would use them for disciplinary action rather than just for
accident investigation.
Air Traffic Control Recorders
• All air traffic control facilities record all radio transmissions
on
audio recorders
• Radar facilities record radar data from both primary and
secondary radars as well as audio
• Radio communications and time signals on the tapes allow
10. synchronization between ATC tapes and other recorded media
• Following an accident, ATC facilities change tapes to preserve
audio and radar information
• Important for the investigator to get copies of tapes along with
transcripts of audio
Air Traffic Control Recorders
• ATC tapes can confirm aircraft flight path, verify
communications recorded by the CVR, indicate erratic flying,
show converging aircraft or flight path conflicts, or show
when/where an aircraft disappeared from radar.
• ATC tapes, along with Flight Data Recorders may be used to
reconstruct aircraft flight path
• Limitations: primary radar affected by terrain and weather.
Slow sweep rates by older radars may limit effectiveness of
recording.
Uses of Electronic Evidence
• Just as computers are playing a larger part in aircraft
construction, they are also playing a greater role in accident
investigation.
• FDR data can be input to create a computer model of aircraft
flight leading up to and during an accident.
• Non-volatile memory cards from other computer systems such
11. as FMS can be used to verify the computer model.
• CVR data can assist in analyzing crew actions and though
processes.
Other Records
• ATC Records
• Aircraft Records
• Crew Records
• Weather
Accident Photography
• Photography is a necessary and
important tool in accident
investigation.
• Photography records facts:
at something is
• Photography will jog your
memory
12. • Photography is used in the
courtroom
Accident Photography Basics (Cont.)
• Photographs are not a substitute
for a well written report.
• Good photographs enhance the
story that is told in the report.
• Bad photographs confuse the
story.
• Photographs used in the report
must be well planned.
• Think about hiring a professional
photographer, this is not the time
for amateur hour
Accident Photography Basics (Cont.)
Photographic tendencies:
• Don’t take enough pictures –
miss the key piece of the puzzle
• Don’t have a plan – photos
taken at random or poorly
documented
13. • No frame of reference in the
pictures – don’t know the size
of what you’ve shot
• Enclose too many pictures in
report – try to use photos
without any explanation
Photographic Equipment
Digital versus film
• Digital is cheap and can be inserted
into the report easier. It can also be
manipulated easily.
• Film is more expensive and requires
more work to insert into the report.
Film is more difficult to “doctor” and
is more evident when it has been
doctored.
• Probably wise to use both. Shoot
digital pictures and backup anything
that might be important with 35 mm
film. That way you have negatives to
use in court to backup your
testimony.
Famous fake digital photo. Portion of
photo of 747 used in test of explosion
in baggage compartment added to
photo of landing 747. Circulated
through the Internet as original photo.
Done by someone well versed in photo
14. manipulation.
Photographic Equipment (Cont.)
Color versus black and white
• Cost difference between the
two no longer a factor.
• Color should be used where
required to show paint
transfer, fluid colors, burn
patterns, paint discolorations,
medical evidence, color coded
instruments, etc.
• Black and white can be used to
document contrasts.
Color shows burn pattern
B&W shows contrast
Photographic Equipment (Cont.)
• Video versus still - Video cannot be put into a printed report,
but it can be used effectively to show the overall wreckage
distribution. Overhead video can be used to distinguish
between aircraft path and rescue vehicle path.
• Make sure you understand your equipment before you need
it. You usually only get one opportunity to photograph things.
15. That’s not the time to be learning to use your camera.
• Keep a log of every picture you take.
Photographic Equipment (Cont.)
• Camera:
35 mm single lens reflex
• Tripod – Effective for photos in low light and for photos
where
the investigator must hold up a part or hold up a reference
marker.
• Flash attachment – For low light conditions and to fill in
shadows in daylight.
Accident Photography
• Arrive at scene as soon as possible – the sooner
you’re there, the less the scene will be contaminated
• Determine specific sequence to shoot – have a plan
and shoot your plan
• Start from big to small
scene to give perspective to the accident
16. nce shots connect overviews and close ups
Accident Photography
• Record position of wreck before it’s moved – need
close-ups to document damage, but longer range
shots to show wreckage position
• Record position of switches and flight controls and
instrument readings before they are moved
• Distinguish between accident damage and
rescue/firefighting damage
• Photograph scrapes, ground impact marks, paint
transfers, and fire/soot marks
• Document every photo taken, where it was taken,
and what the object of the photo was
Accident Photography (Cont.)
Other sources of photographs:
• Press – the media will arrive on scene quickly, with cameras
rolling. They can document rescue/ firefighting efforts and
damage. Usually are willing to cooperate with investigators
• Emergency teams – often they document their efforts with
onboard video cameras in fire trucks and police cars
17. • Passengers – digital cameras on cell phones and passengers
on vacation with cameras can yield photos of conditions
prior to the accident
• Witnesses – noise, smoke, lights, etc. attract attention and
availability of cameras makes accident photos likely
Let the pictures tell their story
Witness Rules of Thumb
• Witnesses may help or hinder
• Eye witnesses may offer conflicting testimony
• Some witnesses say what they think they’re expected to
say
• If witnesses get the chance to discuss their separate
stories, they may include what others saw into what they
saw
• The longer it’s been since the accident, the less the
witnesses remember
• Plan your interview so you know what you expect to
obtain from each witness
Types of Witnesses
• Participants – aircrew, passengers, maintainers – May be in
18. shock initially. Some are reluctant to talk. Some want to
tell everything they know. Trauma can lead to repressed
memory.
• Eye witnesses – People who saw something or think they
did.
• Experienced witnesses – People with a technical
knowledge of what they saw. Often will provide analysis in
addition to information.
• Technical witnesses – People with technical knowledge of
the aircraft involved.
• Legal expert witnesses – Hired guns used in court to
validate data.
Locating Witnesses
• Airline personnel – dispatcher, aircrew, cargo handlers,
anyone who may have been able to see
• Rescuers – fire, medical, HAZMAT
• Law enforcement – can collect names and addresses of
witnesses at the scene
• News media – video footage of the scene can be used to
spot witnesses, but they must be identified
• Spectators – not most reliable witnesses, may not have
seen anything, but want to tell what they’ve heard
• Advertising – least reliable way to locate witnesses
19. Witness Interview Techniques
• Plan a location for the interview where the witness will be
comfortable. The location can be a major factor in the
witness’ attitude.
• Introduce yourself to the witness, tell him/her your
mission and who you work for
• Bring a list of questions to ask, note pad, pencils, maps,
tape recorder, and model of the aircraft
• Get permission from the witness to use the tape recorder
before you start recording and again on tape
Witness Interview Techniques (Cont.)
• Put the witness at ease and if possible remove all
distractions
• Establish where the witness was in relation to the crash in
order to establish the witness’ perspective in relation to
the accident
• Establish witness’ background to establish witness
knowledge of aviation and credibility
• Be patient with the witness and do not argue. If you
contradict the witness, he/she may change testimony to fit
what they think you want to hear
20. Witness Interview Techniques (Cont.)
• First question: “What did you see?” Allows the witness to
lead the interview rather than being led
• Let the witness tell the story without interrupting. Shows
the witness you want to listen
• Let witness hold the aircraft model and move it to simulate
what was seen
• Only make notes if absolutely necessary. Note taking may
make witness think what was just said was important and
may try to embellish it
Witness Interview Techniques (Cont.)
• After witness tells the story, play back tape and ask
questions for clarification of individual points
• Go through witness statement again
• Give witness a point of contact for contacting you later if
more is remembered
• Thank the witness
Witnesses
• Witness testimony is not evidence.
• Use the testimony to corroborate what the evidence tells
21. you. If they disagree, believe the evidence
• What we observe we try to fit into our personal frame of
reference, to make it make sense to us
• Not all witnesses can put what they saw into words due to
experience, intelligence, or physical limitations
Summary
• Records collection and analysis is a tedious process, but if
done properly can build a picture of an individual, aircraft,
and organization and the corporate culture prior to the
accident
• Electronic evidence is providing more information to
investigators than ever before
• You can never have too many photographs.
• Witnesses can be your best friend or worst enemy in an
investigation. Use them to back up physical evidence. If
they disagree, believe the evidence
G(JY DE MAUPASSANT The Jewelry 6S5
"She won't leav(' me alom•~-yoi, won't foavc me alone." Norma
Jean seems to 1ss
be crying, bul she is looking away from him. "I foci ctghlc..'en
again. I can't face
that all over again." She starts walking away. "No, iL wasn't
22. fine. I don't know
what J'm saying. Forget 'll."
L<>.roy takes a lungful of smok<~ and closes his cy<1s as
Norma Jeans words sink
in. He tries Lo focus on t.hc fact that thirty-five hundred
soldiers died on the
grounds around him. I le CJ.in only think of that war as a board
game wllh plasUc
soldiers. Leroy almost smHes1 as he compares the Confcdc·mt-
es' daring attack on
the Union camps and Virgtl Mathis's raid on the hm.~ling aHey.
General Grant,
drunk and furious, shoved the Southerners back lo Corinth,
where Mabel and
Jet Beasley were married years lat<.'r, when Mabd was still thin
and p,oo<l-looklng.
TI1e next day, Mabel and Jet v1sltcd the battlegrou nd, arid
Lhcn Norma Jean was
born, and lhcn she married Leroy and they had a baby,, which
they lost, a nd now
Leroy and Norma Jean are here at the sam(' battleground. Leroy
knows he Is
lcavtng out a lot I le Is leaving out the Insides of hlsi.ory. I
listory was alv,·ays Just
names and dates Lo him. It occurs Lo him thaL bu;Jd tng a
hou$e out of logs is
similarly empty-too simple. And the real inner workings of a
marriage, like
most of history, have es('.aped him. Now he sees thal bulldtni:i,
a log house ls th<.~
dumbest idea he could have had. 1t was clumsy of hlm to think
Norma Jean
would want a log house. IL was a crazy idea. I lc' ll have to
think of somet hing
else, quickly. He w1l1 wad the blucprlnls I nlo light balls ,and
23. Ill ng them inlo the
lake. Then hell get moving again. I le opens his <.~yes. Norma
Jean has moved
away and is walking through the cemetery, following a
serp<:~nt'lnc t,rick path.
Leroy gets up Lo follow his wife, but his good k-g js asleep 3ml
his bad leg sti ll
hurts him. Norma Jean is fa r away, walking rnpidly loward the
bluff by t.hc river,
and he tries to hobble toward her. Some children run past fl1 rn
, scn~amlnj!; nois-
ily. Norma Jean has reached the bluff, and she is lopki ng out
over tht~ Tcnn('ssoo
H1ver. Now she turns toward Leroy and waves her arms. Is she
bcckonln~ lo
him? She seems to be doing an exercise for her chest musdes.
Tht~ sky 1s, u11usu~ '
ally pale- the color of the dust ruffle Mahd made for their bed.
GU Y 0£ MAUPASSANT
(1850 - 93)
The Jewelry1
1982
Born I fonri Bene Albert in Nonnanq.y, l;ran-ce, Mau-
passant was expelled at sixlecin from a Houcn semi-
nar)' and linlshr.d his <!ducation at a public.' high
!Khoo I. Af tcr serving in the I ;mnco-Prussian War, he
workt<l as ~• ~OV·Crtuncnt clerk in Paris fur ten years.
, , ~ pr<>IC$;!C of Flaubert , lw puhlisheJ durin~ 11,c J~80s
some Lhroc hundred ~tm·ics, hair a doi m, novcit~, i1nd pl11ys.
·n,e shor1 stories, which
24. appcarccl rcgu[arly in p(;pu'lar pc ricxlkals, ~arnpled military a
n<l peasant life, the
clt'.t·mlt·nl world or pol11 k-1, und joumaH:.m, prn,.lif utinn,
the su[>irnatural, an<l tlw hypc.x·-
I. 'lrun,;lal<:d l~y l.11frJ1r.liu I lr~m.
6S6 HF.: AOING MORl•: l~.ICTION
risies of solid citizens; with Chekhov, Maupas.,c;anl may be
sai<l 10 have creat~ the mod·
em short story. I· lis life ended somewhat. like one of his <>'wn
storic.~: 11,e died or syphilis
in .an asylum. His novels include Une Vw {A l .ife, 1883), Hd
Anii (Handsome Fr;end,
1885), and Piern! et ]ea•1 (1888).
H avtng met the gtrl one evening, at the house of the
oHicc"supcrlntcnd<.~nL, M. Lantin became enveloped in love
as in a ncL
She was the daughter of a country•tulor, who ha<l been dead for
several years.
Afterward she had come to Paris wlth her mother, who made
regular vls1t.s to
several bourgeois families of the neighborhood, in hopes of
being able to get her
daughter married. They were poor and respect.able, <1u~et and
gentle. The younp;
girl seemed to be the very ideal of lhat pure good woman to
whom every younF,
man dreams of entrusung hJs fut urc. [ lcr mockst h<>aul y had
a charm of angclk
shyness; and the slight smile that always dwdt about lwr lips
25. sc·cmcd a rcn~c-
t1on of her heart.
Everybody sang her praises; all who knt~w her kept saying:
'"l11e man who .,
gets her will be lucky. No one could find .a nicer girl than
(h;i.t."l
M. Lantin, who was then chief cle!rk in Lhc office of lhc Mi
nister of the lnte-
rlor, with a salary of 3,500 francs a year/ demanded her hand,
and married her.
5 He was unutterably happy wJth her. She ruled h~s home with
an economy so
adroit that they really seemed lo live in luxury. lt would be
impossible to con-
ceive of any atte ntions, tcn<lcrncsscs, playful l:arcsses which
she <lid not lavish
upon her husband; and such was the charm of her per!.on thHt,
six years aft.t~r he
married her, he loved her even more than he did lh<.~ first day.
There were only two poinls upon which he ever found fault with
her- her
love of the theater, and her passion for false Jt•wclry.
lier lady-friends (she was acquainted with the wtws of
St.>Vl~ral small ofl1cc
holders) were alwa)'S bringing her tickets for the theaters;
whenever there was a
performance that made a sensation, she always had her lvge
sccurc.·d, cv<."n for
first performances; and she would dmg h<'r husband wtth her to
all thes<.~ enter•
Lainments, which us0d to tire him horrihly after his <lay's
26. work. So al last he
begged her Lo go lo the lhcatcr with some lady-acquaintances
who would con-
sent lo see her home afterward . She refused for quue a whllc-
lhlnktng il would
not look very well to go out thus urrnccompank<l by her
husband. But Hnally sJ1t~
yielded1 ju.s't to please him ; and he felt inrinilcly j?_ralef ul lo
her Lhc•reforc.
Now this passion fot th<.• tli<.'atcr at lasl cvoke<l 1n her the
desire of dress. It
was true that her tollell<' fl~m~ilnc.~d ~lmpk always In good
taste, but modest;
and her swool gr~tcc li er irrcslsul,lc p,n•c~ ev()r smiling and
shy. seemed to take
rrush charm from the simpikily ofl,hcr robes. Hut she gol into
the habit of sus-
pending In h<.~r rm•tty cars two bl~ t~ul pebhles, fashioned In
tmltaUun of dla-
monds; and shi~ wore rwcklnces ol' false p<•arls, bmcclets of
false p,o1<l, and
huircombs studded with pastc>-imih1lions o[ precious stones.
} lcr husband, who [dt sbo<:ked hy this love of tinsel Hn<l
show, ,vould often
say- "'My dear, when orw has not lhe rrwa ns lo afford real
J<'wr lry, one should
2. Midlevd hure:iucr.alic V.'3~, (>t.'Th:tps :tl10ut $30,000 tu
$40,000 tci<ia)'·
GUY OF. MAU PAS SANT The Jewalry 657
27. appear adorned with one's natuml beauty and grace only,--.. and
these ,glfts arc
the rarest of jewels."
But she would smile sweetly and answer: "What docs il maltcr?
I like those ,o
things-that ls my little whim. I know you Hre rJ~hl; but one
can't mak<· oneself
over aga.tn. I've always loved Jewelry so mucht
And then she would roll Lhc pearls of the ncck,aces between her
fingers, and
make the facets of the cut crystals flash in the hght1
rep<."ating: "Now look at
them-see how well the work Is done. You woukl swenr it was
real Jewelry."
He would then smile in his turn, and dcckm.~ Lr;> heir~ "You
have the tast(~s of
a regular Gypsy."
Sometimes, in the evening, when they w<.~rc having a chal by
lhc tire, stw
would rise and fetch the morocco box ln which sh<! kept !wr
"stock" (as M. I .an•
tin called it)- would put it on the Lea-table, a nd begin lo
C'.xaminc the false
jewelry with passionate delight, as 1f sh<' experienced some
secrd and mysl<~ri •
ous sensations of pleasure In their conwmplat.iont and she
would Insist on put~
ling one of the necklaces round her husband's ~eek, and .augh
UH shC' couldn't
laugh any more, crying oul: "Oh! how fun ny you look!" Then
she would rush
into his arms, and ktss him furiously.
28. One w1•nter's nfght, after she had bc.~cn to l'he Opt•ra, she
came honw ,:hilk·d
through, and trembling. Next day she had a bad cough. Ei~ht
days after that,
she dJed of pneumonia.
Lantln was very nearly following her lnlo the tomb. l·lis
<k·spalr was so fright~ •~
fu1 that in one single month his hajr turn<-?<! white. I h! wept
from mornfng till
night, feeling his heart Lorn by inexpressible suffering- ever
haunted by the
memory of her, by the smile, by lhe voice, by all Lhc churrn of
the dead woman.
Time did not assuage his grief. Of u~n du rlng office houl'$ his
fcllow ~derks
went off Lo a corner lo chat about this or that topic of the day-
his cheeks
might have O<X~n sren to swell up all of a sudden, ht.s nos<>
wrinkle, his eyes fiJI
wll.h water- he wou ld pull a fr1,ghtful face, and b<~gln to sob.
Uc had kept his de~d companion's room Ju.sL in the ordN she
had loft ll,
and he usc.?d to lock himsl'lf up in 'il every evening to think
about her- all the
furniture, anti even all hc•r dresses, remtdne<l tn the same
place~ they had b<..'t'n
on the last day of her II f'c.•.
But lil'c becnmc hard for him. Mis salury, which, in his wile's
hands, had
amply sufficed .for all household nl'OOs, now proved scarcely
suffident to supply
29. bls own few wanls. And lw asked himself tn astonishment how
she had man-
aged alw.ays lo furn fsh him wuh (ixcdlcnl wines and wtth
dellcat.<! caUng which
he could not now afford at nll with his scanty means.
He.· got a lluk• lnlo debt, likl· men oblt~ed to live by their
wUs. At last one
rniornlng that ht~ happenl~d to rind hhnsdf without a cent .In
his pocket. and a
whole week lo wait before he could drnw his monlhly salary, he
thought of sell-
ing, something,; and almost lmmc.,-dtuldy It ol'currcd to him to
sell his ·wifc·s
"stock"- for he had always borne a secret grudge ajl;atnsl tlw
Oash•Jcw~!lry that
used to annoy him so much in forml?r days. The mere sight of
it, -day afLer day,
somewhat sporled the sad pleasure of thinking of his darling.
He tried a long time to make a choice among the heap of t
rinkets she ha<l lcft 20
behind her- for up to the very last day of her life she had kcpl
obstinately buy-
ing Lhcm , bringing home some new thing almost every night-
and finally he
tS8 REAOJNG MORE FICTION
resolved to take the big pearl necklace which sht" us<.'d 10
filkc the best of aJI,
and which he thought ought ccrlai nly Lo be worth six or ci~hl
francs, as il was
really very nicely mounted for an imitation ncckfocc.
30. He put it in his pocket, and walked toward the office, foUowlng
the boule-
vards, and looktng for some Jewcfry~slore on tlw way, wfl<'rc
he couJd <-mlcr wtdl
confidence.
Finally he saw a place and went Jn; fodtng a ltu]e ashamed of
thus exposing
his mJseJY, and of trying to sell such a trfOing object.
11
"Sir," he said to the jeweler, "picas~ tell me what this is worth.
The jeweler took Lhc necklace, examined it, weighed il, look up
a magnifying
glass, called his derk, talked to him in whispers, pul down the
nt!tklac<• on th<·
counter, and drew back a little bu to Judge of its cffoct Hl a
dtstance.
25 M. Lantin, feeling very much embarrassed by nil these
ceremonies, op<>ncd
his mouth and began to dedarc-"Oh! J know It cun
1
t be worth much" . ..
when the jeweler I nterruptcd him sayln~r
"Well, sir, that is worth between twelve' and rifttwn Lhousand
francs; but I
cannot buy it unless you can let me know exactly how you came
by it.''
The widower's eyes opened cn.ormous.ly, :md he stoou iapln~
31. unabk· to
understand. Then after a while h,~ swmmcred oul ; "You said?
... Arc you sun.,?"
The jeweler, misconstruing the cause of this astonishment,
r<'plicd in a dry
lone- "Go elsewhere If you like, and sec lf you can gel any
mor<· for IL TJw VNY
most I would give for It Is fifteen thousand. Come.• back and
stx~ mti a~tn, If you
can't do better."
M . Lanlin, feeling perfectly idiotic, look his necklace and
departed; obeying
a confused desire to fin<l himself alone and lo ~et a chance to
think.
But 1hc moment he found himself In 1hc strc<'t again, fw began
to laugh, and
he mullc rcd lo himself: "The fool!-oh! what a fool; If I had
only ta ken h im at
his word. Well, well!- a jt'wcler who can't tdl paste from .real
Jewdry!"
10 And he cnLN<xl anoth<.~r Jewelry-store, at the conwr of
Lfw Bu(' d(• la Pafx.
The moment the j<'wdc•r set eyes on the necklace he exa
mtn<•d- ~I lcllo! I
know that necklace well- it was sold herd"
M. LanU n, very n<•rvous, asked:
''What's It worth?"
"Sir, I sold it for t wcnl y-rivc thousand francs. I am willing Lo
buy il back
again for dghtl'cn thousand- If you can prove to me
satisfactorily, accorcfln~ to
32. l('gal pr('sclpllons, how you crtm<' Into posS<.•~lon of lt."-
Thts time, M. Lantln
was simply parnly:t<.'<I wllh astonlshmPnl . '1(? s~11d: "" 'di
... but please look .tl it
agajn, sir. J always thou~ht until now that it was ... was false• ."
Th<' Jewel<.'r salt!:
:1s "./1II you give nw your na,n(', sir?"
"Certainly. M)' name is l..antin; 1 am employed al the office of
the Minister
of !he Jnterlor. I liV<' at No. 16, Hue des Martyrs."
f11e merchant opcn<><l the r<'glster, looked, and s.-11d: ''Yes;
Lhls necklace was
sent lo the addn~ss of' Madame Lanlln, 16 Hue des Marl)'rs, on
July 20th, 1876 ."
And the two men looked into each other's eyes- the clerk wild
with sur-
prise; the Jeweler suspecting he had a thief before him.
The Je weler resumed:
·GUY DI~ MA'VPASSANT The Jewelry ht;9
"MU you be kind enough to leave this artldc heie for
twentyrfour hours .io
only-I'll gi1e you a rc.Cc1pt." · 1 •
M. LanUn stuttered: "Yes - ah! certainly." And he went out
folding up . the
recelpl 1 which he put j n his pocket. .
33. 'Ilwn he crossed the street, went the wrong way, found oul his
mistake,
returned by way of the Tuilcrtcs, crossed the, Seine foancl out
he had taken the
wrong road again, and went back tu the Champs-f1lysees
without being alJle to
get one clear ldea inlo his head. I le tr1ed to r~tSOtl, to
understand. Jlts wtfo
could never have bought so valuable an ohjc~l as that. Cer"4-
iinly nroL But 11,.hcn,
it must have been a present! . . . A present from whom? Whal
for?
He slopped and stood stock•sllll in the middle of the avt~rmc.
A horrible suspicion swept across his mJnd .. •I· 8fw7 . .. But
then a 11 those
other pieces of jewelry must have been presents also,! . . , Then
it. seemed Lo
htm that the ground was heaving under his feet~ thal a tree,
right In front of
him, was faJllng toward him; he thrust oui h~s arms
lnsUncUvely, and foll
senseless.
He recovered his consciousness again in a drug-store lo '"'hich
some bysLand- 4 'i
ers had carried him. He had them leHd hirfil bomc, fl,r~d he
lot:kcJ himself Into
his room.
Until nightfall he cried without sloppi~g, biting his
handkerchief lo keep
himself from screaming out. Then, complctdy ,.vo:rn out with
grid a"'d fatigue,
he went to bed. and slept a Jcadcn sleep ..
34. A ray of sunshine awakened him> and he rose and dressed
himself slowly lo
go to the office. It was hard to have Lo work af Lcr such n
shock. Then he refl<·clc-d
that he mtght be ab]e to excuse hlmscU to the superintt~ndenE,
and he wrote to
htm. Then he remembered he would have to go back to tht•
jew<.'llit's; and shame
made his face purple. I-le remained thinking a long limo. Still
he could nol
leave the necklave there; he put on his eoal anu W<.'nt out
It was a fine <lay; the sky extended al l blue ovc!r the dty. an<l
~er.~med to make
it smile. Stroffors were walkinR aimfossty about, with th~ir
hands in their
pockets.
LanUn thought as he watched them passing: ca l fow lucky the
men are who
have fortunes! i/Uh money a man can rv<.~n shake ofr grJcf--
you t:an go where
you please-.;-travcl- amuse yoursdf! Oh! if I were only rkhr'
He suddenl.y <llscovcrit-<l hl' was huniry- nol having eulen
anything s1nce so
the <.wenlng hdo~. Out his pockets wert~ empty; and he
remembered tlw neck-
lace. Etghto<'o lhou$and francs! Hl~ll(ien thousand f mncs!-
lhat was a sum-
that was!
I l e made Ids way lo the• Hue de Ju Paix and L>ewin to walk
backward and for-
ward on thti stllewal~ ln 1 fronl of 1he st.ore. Eighteen
35. t.housand francs! ·n"'·ent y
Limes he started lo go in; hut shame ah•vays kept him back.
Still he was hu,n~ry- very hungry- mad had nut a cent. He made
one
brusque n.~solve, and crossed the stre:t.·t almost at a run, so os
.not to let himself
have time lo think over the matter; .and he rushed lnlo the
jcwdt.!r's.
As soon as he SiJW him , the merchant hurried forward, a nd
offere d him a
chair with smiling politeness. Ev<.'n the dcrks came forwa rd to
stare at Lanlln,
with gaiety In their ey~.s and smiles about t.hdr lips.
660 READING MOHE FICTION
The Jeweler satd: ··sir, I made Inquiries; and If you arc still so
disposed, .I am
ready to pay you down Lhe price> r offered you.'' ,
55 The clerk slammercd: '"Vlhy, yes-sir, certainly."
The J<.~wdcr took from a drawer eighLccn hi~ btlls,1 cOLmtcd
them. and held
them out to Lantln, who signed a l111lc receipt., and t.hmst
tll<~ money feverishly
inlo his pocket.
Then, as he was on the poi nt of leaving., he t um<•<l to lhe
ever-smiling merM
chant. and said, lowering his eyes: "I lJHVC some uu- 1 luwe
some other Jewdry,
36. which came lo me in the same--from the ~'un ci ~n hcritance.
,Vou1d you pur-
chase them also from me?''
The men.~hant bowed, and answered: 44 Why, cerlalnly, slr-
cert.ainly . . . .''
One of the clerks rushed oul to laugh at l11s eas<; ~nolher
kepi' blowing his nose
as hard as he could.
Lant1n, impassive, flushed and serious, said: "l wdl hr-Ing them
lo you."
60 And he hired a cab lo get the jewd ry.
When he returned to the store, an hour lalcr, ho h .. 1d not )'(?t
hrcakfastecl.
They examined the jewclr)r-piccc by piece- pull ing a •.ialue on
each. Nearly
all had been purchased from thal very house.
Lanun. now, disputed esumal.cs made, iPl angry. Insisted on
$ee1n~ the
books, and talked louder and louder the higher t he cslimatcs
gr~·.
The big diamond earrings were worth 20,000 frnncs; the
bmcclets, 35,000;
the brooches, rJngs and mcda11Jons, 16,000; a set of emeralds
and sapphire.~'>,
14,000; solitaire, suspended lo a gold nnckcha in, 40,000; th<'
iotal valm~ h(~in~
estimated at 196,000 francs.
The merchant observed with mlschicvuus 1?.ood nat u I"<.' : "'I
'he person who
owned these must have put all her savings Into Jt.!wdry.''
37. 6i LanLin answered with gravily: .. Perhaps thal is as good a
way of saving money
as any other." And he went off, after havin!?. agreed with the
merchant that an
expert should mak(~ a counlcr•esUmatc for him the next <lay.
When he found himself in lhc street again, he looked al the
Column
Vcnd6me4 wilh the desire Lo climb il, as if it wcro a May pole.
I le fdt jolly enough
to play leapfrog 01er the EmJ){?ror's head up I hew In the
blul~ sky.
He breakfasted at Voisin'sc; restaurant, and orden~ win<• at 20
francs a
bottle?.
Tht•n h~~ h~red a cab 1rnd drove oul lo the Bols.6 He looked at
lhc.· l'arrlu~t'S
passln~ with a sort of ~ontcmpl. and a wild dt.?Slr<> to ydl out
to the passcrs•by:
"I am rich, ton- I am! i hav(1 200,000 fmncs!"
The recolJC'ctjon of thl' ofHcc suddenly CJJme back lo him. l le
drove there,
walked right tnlQ lht~ supt~rro~lmden t's prlvah.• room. and
said: ''Sir, I come to
give you my f(~si~rrnUon. I havt~ Just come 1nto a fo rtune of
diree hundred thou -
sand francs." Then hci shook hands all round with his follow-
clerks; nnd told
them an ahoul hls plans for i• new l'-clrt.~l'r. Th<.'n he wenl to
dinner at th e- Cafe
Anglals.
38. :3 . Fr<!nch. p:rper money y11 r it":li in 11i:r:c; th1.• larger the
bill, the la rger the denomination.
4. Fumoui; culunm with 11 sCulm• of Lia(• emperor Nn1ml<-un
ut. d,c rot'·
5. Lik~ the- Cuf~ A11ilai$ bclvw, "~di-known 1md high•ptkcd
re~taurunt.
6. I .arJ:C' P:rrisi.1n p.:arlc wh(!ft' the rwh look thi..-ir outint:s,
4.6 - Lab Activity: Witness Interviews
In this module, referring to the resources provided in 4.2 and
4.3,. Considering your readings and experience with the crash
lab interviews, prepare a 500-750 word assessment of the
benefits and pitfalls of witness interviews. Answer the
following questions and cite any examples:
1. What is the purpose and importance of witness interviews?
2. Why is it important to understand the roles of the witness?
3. What factors can affect witness reporting?
4. Can the techniques employed vary? If so, how/why can they
vary?