This document discusses different types of pattern evidence that can be used for forensic identification, individualization, and reconstruction. It describes patterns for identification as those used to identify everyday objects based on general shape and form, such as facial recognition. Patterns for individualization are those that can uniquely identify a specific source, like fingerprints, toolmarks, or tire impressions. Patterns for reconstruction help create theories of events at a crime scene based on evidence such as glass fractures, bloodstain patterns, or tracks. The document also outlines how different types of pattern evidence are collected and preserved, including lifting prints and casts.
The document discusses different types of forensic evidence that can be analyzed, including fingerprints, digital evidence, and impressions. Fingerprints are unique to each individual and can help identify a perpetrator if their prints are found at a crime scene. Digital evidence such as internet searches or computer files may also provide clues. Impressions left at a scene, such as shoe prints or tool marks, can link a suspect to a crime when compared to known samples. Forensic evidence is scientifically examined to help solve cases.
You Only Get One Chance Chapters 1 and 2 PreviewKatey Bailin
This document provides an introduction and first chapter to a book about crafting powerful first impressions. The introduction discusses the importance of first impressions and how people make snap judgments. Chapter 1 explains that people assess trustworthiness, power dynamics, and value when forming impressions. It also outlines the types of learners and discusses charisma as an acquirable trait involving verbal and nonverbal communication skills. The chapter concludes by noting the importance of one's digital footprint in forming impressions.
You Only Get One Chance Unforgettable First Impression eBook Chapters 1 and 2...Katey Bailin
You Only Get One Chance: Your Ultimate Guide to Craft a Powerful First Impression and be Truly Unforgettable to Everyone You Meet. Sneak peak at Chapters 1 and 2.
Alex and Katey Bailin
The document discusses the law of attraction, which is the belief that positive or negative thoughts can attract corresponding results. It believes that people's thoughts and energy are connected, so positive energy attracts positive energy. The document also discusses how visualization, affirmations, and positive thinking are used to align one's thoughts with their desires to manifest them. It notes that while the law of attraction techniques are popular, there is no scientific evidence they work as described.
Braun, Clake & Hayfield Foundations of Qualitative Research 1 Part 3Victoria Clarke
This is the third and final part of a three part lecture entitled the Foundations of Qualitative Research 1. This lecture is followed by the Foundations of Qualitative Research 2 (also in three parts).
Verification Small Sample from one Training ModuleRmcauley
1) Fingerprint identification relies on analyzing ridge detail and comparing points of similarity between fingerprints.
2) Many factors can influence perception, so examiners must be objective and follow analysis, comparison, and evaluation procedures to avoid bias.
3) Verification by a second examiner is recommended to validate identifications, as single verifications increase the risk of identification errors.
due in 8 hours........ must have done in 8 hours no late work do.docxkanepbyrne80830
due in 8 hours........ must have done in 8 hours no late work
do the following: based on philosophy
The Recipe (Instructions):
Give the
analytical
definition of "mayonnaise." It's easier than you might think, but search the Internet!
Describe the latitude in the types of products that can count as mayonnaise in light of this analysis of what mayonnaise is. In doing this, use the language of
necessary and sufficient conditions
. Give examples if you can. (To be clear, I am assessing for whether you understand the role that necessary conditions, and sufficient conditions, play in the role of giving an analysis of a definiendum.)
Create your own
neologism
and write it into your response
.
Do
not
include its definition. A fun way to do this is to think in terms of
portmanteaus
. Portmanteaus are single words that are the result of fusing portions of two others. For example (this is my example, so make up your own - we want 100% individual originality here!), consider a
shelt
.
While you won't be giving us the definition of your own neologism right away, I will spill the beans - metaphorically speaking - about what I mean by mine: It's a really thick belt that I am also able to use to provide me with shade. So: shade + belt = shelt. There's my neologism! (That took about 10 seconds to come up with. Do you think I could market these?!)
Explain the strengths and weaknesses of
stipulative definitions
, and link this discussion to your own neologism.
___________________________________________________________________________________
information that can be helpful
Analytical definitions are the definitions most commonly prized by mathematicians and Western philosophers and scientists. The reason is that these definitions state the
necessary and sufficient conditions (Links to an external site.)
for the definiendum – that is, they do precisely what ostensive definitions inherently fail to do. In the West, their strength has often been thought to be that if you have given a genuine analytical definition of a concept, then by the same token, you guarantee genuine understanding of the definiendum. In other words, to successfully analyze a concept, is (at least by Western standards) to have knowledge of the definiendum. Ask yourself if knowing something is always a matter of “breaking a thing down” into its parts. (
For skepticism about this so-called "Western Assumption," see Australian philosopher Frank Jackson's article, "The Qualia Problem."
The weaknesses of such definitions are that they are extraordinarily hard to arrive at, and even if you do, one might wonder how you would
know
that you had done so! (John Rawls, a well-known political philosopher, tried to give an analysis of justice in his famous book published in 1971,
A Theory of Justice (Links to an external site.)
.
Check out the link to see how many pages it took him to do so!)
This idea, or ideal, of analysis is manifest in the .
The document discusses different types of forensic evidence that can be analyzed, including fingerprints, digital evidence, and impressions. Fingerprints are unique to each individual and can help identify a perpetrator if their prints are found at a crime scene. Digital evidence such as internet searches or computer files may also provide clues. Impressions left at a scene, such as shoe prints or tool marks, can link a suspect to a crime when compared to known samples. Forensic evidence is scientifically examined to help solve cases.
You Only Get One Chance Chapters 1 and 2 PreviewKatey Bailin
This document provides an introduction and first chapter to a book about crafting powerful first impressions. The introduction discusses the importance of first impressions and how people make snap judgments. Chapter 1 explains that people assess trustworthiness, power dynamics, and value when forming impressions. It also outlines the types of learners and discusses charisma as an acquirable trait involving verbal and nonverbal communication skills. The chapter concludes by noting the importance of one's digital footprint in forming impressions.
You Only Get One Chance Unforgettable First Impression eBook Chapters 1 and 2...Katey Bailin
You Only Get One Chance: Your Ultimate Guide to Craft a Powerful First Impression and be Truly Unforgettable to Everyone You Meet. Sneak peak at Chapters 1 and 2.
Alex and Katey Bailin
The document discusses the law of attraction, which is the belief that positive or negative thoughts can attract corresponding results. It believes that people's thoughts and energy are connected, so positive energy attracts positive energy. The document also discusses how visualization, affirmations, and positive thinking are used to align one's thoughts with their desires to manifest them. It notes that while the law of attraction techniques are popular, there is no scientific evidence they work as described.
Braun, Clake & Hayfield Foundations of Qualitative Research 1 Part 3Victoria Clarke
This is the third and final part of a three part lecture entitled the Foundations of Qualitative Research 1. This lecture is followed by the Foundations of Qualitative Research 2 (also in three parts).
Verification Small Sample from one Training ModuleRmcauley
1) Fingerprint identification relies on analyzing ridge detail and comparing points of similarity between fingerprints.
2) Many factors can influence perception, so examiners must be objective and follow analysis, comparison, and evaluation procedures to avoid bias.
3) Verification by a second examiner is recommended to validate identifications, as single verifications increase the risk of identification errors.
due in 8 hours........ must have done in 8 hours no late work do.docxkanepbyrne80830
due in 8 hours........ must have done in 8 hours no late work
do the following: based on philosophy
The Recipe (Instructions):
Give the
analytical
definition of "mayonnaise." It's easier than you might think, but search the Internet!
Describe the latitude in the types of products that can count as mayonnaise in light of this analysis of what mayonnaise is. In doing this, use the language of
necessary and sufficient conditions
. Give examples if you can. (To be clear, I am assessing for whether you understand the role that necessary conditions, and sufficient conditions, play in the role of giving an analysis of a definiendum.)
Create your own
neologism
and write it into your response
.
Do
not
include its definition. A fun way to do this is to think in terms of
portmanteaus
. Portmanteaus are single words that are the result of fusing portions of two others. For example (this is my example, so make up your own - we want 100% individual originality here!), consider a
shelt
.
While you won't be giving us the definition of your own neologism right away, I will spill the beans - metaphorically speaking - about what I mean by mine: It's a really thick belt that I am also able to use to provide me with shade. So: shade + belt = shelt. There's my neologism! (That took about 10 seconds to come up with. Do you think I could market these?!)
Explain the strengths and weaknesses of
stipulative definitions
, and link this discussion to your own neologism.
___________________________________________________________________________________
information that can be helpful
Analytical definitions are the definitions most commonly prized by mathematicians and Western philosophers and scientists. The reason is that these definitions state the
necessary and sufficient conditions (Links to an external site.)
for the definiendum – that is, they do precisely what ostensive definitions inherently fail to do. In the West, their strength has often been thought to be that if you have given a genuine analytical definition of a concept, then by the same token, you guarantee genuine understanding of the definiendum. In other words, to successfully analyze a concept, is (at least by Western standards) to have knowledge of the definiendum. Ask yourself if knowing something is always a matter of “breaking a thing down” into its parts. (
For skepticism about this so-called "Western Assumption," see Australian philosopher Frank Jackson's article, "The Qualia Problem."
The weaknesses of such definitions are that they are extraordinarily hard to arrive at, and even if you do, one might wonder how you would
know
that you had done so! (John Rawls, a well-known political philosopher, tried to give an analysis of justice in his famous book published in 1971,
A Theory of Justice (Links to an external site.)
.
Check out the link to see how many pages it took him to do so!)
This idea, or ideal, of analysis is manifest in the .
The following pairs of co-morbid disorders and a write 700 words .docxssuser454af01
The following pairs of co-morbid disorders and a write 700 words
based on your research:
Depression and substance abuse
Address
the following:
Discuss the general concept of co-morbidity.
Format
your paper consistent with APA guidelines.
.
The following is an access verification technique, listing several f.docxssuser454af01
The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
.
a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
2.
. The following is an access verification technique, listing several users and the access allowed for File_13.
Identify the control technique used here and for each and
explain the type of access allowed.
Finally, describe who is included in the WORLD category.
a. User_10 --E-
b. User_14 RWED
c. User_17 RWE-
d. WORLD R---
.
The following discussion board post has to have a response. Please r.docxssuser454af01
The following discussion board post has to have a response. Please read the post and respond back according to the instructions attached below. Make sure to respond as instructed. Check attachment for response instruction and respond accordingly.
The instructions for the response to post is attached and highlighted.
The due date is Tuesday 5/10/2021 by 11:59 a.m. NO LATE WORK WILL BE ACCEPTED!
.
The following information has been taken from the ledger accounts of.docxssuser454af01
The following information has been taken from the ledger accounts of Isaac Stern Corporation
Total Income since incorporation$317,000
Total Cash Dividends pai d60,000
Total value of stock dividends distributed30,000
Gains on treasury stock transactions18,000
Unamortized discount of bonds payable32,000
Directions: Determine the current balance of retained earnings
.
The following attach files are my History Homewrok and Lecture Power.docxssuser454af01
The following attach files are my History Homewrok and Lecture Power Point. Please answer those questions by your own words and read the instructions carefully beofer you start writing.
Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
.
The following is adapted from the work of Paul Martin Lester.In .docxssuser454af01
The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1.
Make an inventory list of every element in the image,
2.
Note the lighting used in the image,
3.
Note any eye contact by subjects in the image,
4.
Note the visual cues of color, form, depth, and movement,
5.
Note how the gestalt laws apply toward the composition of picture,
6.
Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1.
What is the picture's story?
2.
List primary words.
3.
List associative words.
4.
Select most significant associative words.
5.
Pair up primary & most significant associative words.
6.
Relate word pairs with your own feelings.
7.
Relate any inner symbolism.
8.
Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
When do you think the image was made?
Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
How was the image produced?
What techniques were employed?
Is the image of good quality?
Ethical Perspective - Moral Responsibility
Was the image maker socially responsible?
Has any person's rights been violated?
Are the needs of viewers met?
Is the picture aesthetically appealing?
Do the picture choices reflect moderation?
Is the image maker empathetic with the subject?
Can all the image choices be justified?
Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
What is the story and the symbolism involved with the elements in the visual message?
What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
What do I think of this image now that I've spent so much time looking and studying it?
Project Overview:
This week, you were introduced to six analytical perspectives for analyzing media. These perspectives form the foundation for your Media Analysis Project (MAP). Over the next three weeks, you will analyze a visual work from any media (print, film, television, Internet), of your own choosing.
Due Date:
June 5
Time Line:
·
Topic Assignment (Listed under Paper Topic)
·
June 5 Thesis and Outline (Listed in appropriate headings below)
·
June 5 Final Paper
NOTE: Thesis and Outline, and Final Paper are two separate documents.
Requirements:
Your analysis must encompass all six perspectives. This will be a detailed analysis consisting of 6-8 written pages. You must also use four credible academic sources in addition to the media itself. All sources must be cited in-text as well as on a reference page using standard APA format. Information on using .
The following article is related to deterring employee fraud within .docxssuser454af01
The document summarizes key findings from a report on occupational fraud. It finds that while asset misappropriation is most common, fraudulent financial statements cause the highest losses. Small businesses are most vulnerable due to lack of audits and controls. Establishing anonymous hotlines is the most effective way to reduce fraud losses, more so than audits. Fraud by executives results in highest losses and is best detected through tips rather than controls.
The Five stages of ChangeBy Thursday, June 25, 2015, respond to .docxssuser454af01
The Five stages of Change
By Thursday, June 25, 2015, respond to the discussion.
Discussion Question
Anthony is a 27 year old heterosexual Caucasian male. He was arrested 2 weeks ago for his second DWI and is facing a license suspension. He works as a delivery driver for a local store and after disclosing the arrest to his employer, as well as the consequences including loss of his license, he was terminated.
Anthony lives with his girlfriend of 3 years and their 2 year old son. Anthony’s drinking behavior has increased to consumption of a case of beer on Saturday and Sunday evenings each week. He consumes several beers after work during the week “to maintain.” He has also been using methamphetamines, specifically “crystal meth” several times weekly. Anthony’s girlfriend ended their relationship as a result of his increasing substance use and ongoing difficulties. Anthony feels depressed and anxious about his current life situation, especially now that he realizes that he has no job and may be homeless because of his substance use. He is also feeling down about the loss of his relationship. He researched a few outpatient treatment programs to help him stop using both alcohol and methamphetamines, but is ambivalent about entering treatment. Anthony has considered the need to stop using substances to improve his life and relationships with significant others, though fears that he will lose his friends and miss partying with them if he stops. He also fears what life will be like without the comfort of getting high.
Consider and discuss the 5 stages of change. Based upon the information provided discuss what stage Anthony is in, and provide a rationale for your decision. Next, discuss the other stages of change and what indicators we might see as Anthony progresses on through these stages. Your posting must be a minimum of 500 words.
.
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
The first one is due Sep 24 at 1100AMthe French-born Mexican jo.docxssuser454af01
Elena Poniatowska, a French-born Mexican journalist and author, will give a public lecture called "We Can All Be Writers" at ASU on September 24th. Students can receive extra credit by attending the full event and submitting a 250-word rhetorical analysis that identifies one thing the speaker did well and one thing not done well in reaching her audience.
On September 25th, fiction writer and poet Matt Bell will read from and discuss his work at ASU. Extra credit can be received by attending the full event and submitting a 250-word report and 500-word personal reflection on what was learned, anything surprising, and how something related to the student's personal experiences or writing.
The first part is a direct quote, copied word for word. Includ.docxssuser454af01
The
first part
is a
direct quote, copied word for word. Include the author's last name and the page number of the quote in parantheses. MLA format.
The
second part
of the journal entry, is
one paragraph that explains why you found the passage to be important
.
.
The final research paper should be no less than 15 pages and in APA .docxssuser454af01
The final research paper must be at least 15 pages long, not including the references page, follow APA format, and include visual elements like charts or pictures to support the study. Students will submit their papers through the eCourse website where a link for submissions will be provided.
The first one Description Pick a physical activity. Somethi.docxssuser454af01
The first one
Description: Pick a
physical activity
. Something you do all the time, or something you’ve never done before: bike riding, running, swimming, hiking, golf, playing twister, roller skating, soccer, basketball, etc. Now go and spend at least twenty minutes participating in this activity. Really do it. Engage. Explore and experience it. Pay attention to every part of your body and mind as you play/do the activity. Even if you’ve done it all your life, engage with every nuance of the activity. What do your muscles do and feel like when doing the activity? What is challenging? What is smooth and easy? What sounds to you experience? smells? Tastes? Sights? Sensations? What about your mind? Where do your thoughts go as you perform the activity? Really pay attention and discover the experience of the activity. Perform it for at least twenty minutes, mindfully paying attention to every part of the experience. Experience and notice the details. Now go home. And write about what you experienced. Detail it. Tell me about what was hard, easy, unusual, fun, new? What did you feel, taste, smell, hear, see? Take me through it beat by beat, moment by moment, nuance by nuance.
The second one
Description: Go to a busy café or diner, or some other eatery, where you can sit near TWO other people, engaged in a conversation, a dynamic interesting conversation with tenstion… where something is happening between the two people… EAVES DROP on conversations – without being obvious. Find one that has something interesting going on. Anticipate spending at least 20-30 minutes listening in to this conversation.
From this conversation, listen carefully, pay attention to what is being said, what conflict is arising, what is expressed and revealed through the language. NOW, also pay attention to the people involved. What do they look like? What is their body language? Pay attention to all the details. Do not write anything at the busy café or diner. Just listen to what is said. Watch. Pay attention to all the details.
At a later time (when you get back home)
write a letter as if you are one of the people you observed in the café. Write the letter addressing the person that they were at the café with. This can be a love letter, a complaint, an email, an apology, an explanation, etc… For this exercise to work, you must have 1) chosen a conversation to listen to where something was HAPPENING and 2) you must really have spent the time, listening in on a conversation and paying attention to the dramatic tension… something between the two people must have been witnessed, heard, experienced, by YOU the writer. If not this letter will be flat, uninteresting, and lacking conflict. Write about something you heard or observed happening between the two people, but write about it as if you are one of the people in the conversation to the other. Write about some inherent need, conflict, obstacles. The letter can be a complaint, an apology, a .
The first column suggests traditional familyschool relationships an.docxssuser454af01
The first column suggests traditional family/school relationships and the second identifies a more collaborative approach. Provide an example of a situation (attendance, behavior problems, academic difficulties) that could arise at school and suggest how this issue may be resolved with a collaborative approach. Respond to at least two of your classmates’ postings.
.
The first president that I actually remembered was Jimmy Carter. .docxssuser454af01
The first president that I actually remembered was Jimmy Carter. I do remember as a child Ford being mentioned, but I was certainly not engaged in his presidency. However, I remember Reagan quite well. He came to office after a major financial down turn and his policies did seem to improve things immediately. Some have said that his actions of borrowing money were a hindrance to the future. Do you feel that Reganomics was beneficial to future generations or did he just borrow from the future in order to benefit his present circumstance? Did this set precedence for future presidents to take the nation into debt in order to help their political careers? I look forward to your thoughts?
.
The final project for this course is the creation of a conceptual mo.docxssuser454af01
The final project for this course is the creation of a conceptual model for an integrated afterschool childhood prevention, education, or intervention program (Boys and Girls Club, for example). The program serves a wide range of age groups (ages 4 through 17) and demographic backgrounds. Students should design a program that can appropriately address the needs of the various learners. This final project should include a program foundation, program description, research proposal, and self-reflection.
The final product represents an authentic demonstration of competency because it requires students to apply classic theory in order to compose an original program based on advanced developmental principles. The project is divided into
four milestones
, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
Modules Three, Five, Seven, and Ten.
Main Elements
1.
Program Foundation:
a narrative/essay format that will describe the main concept of the program (prevention, education, intervention) and if the program will focus on a specific topic (math, English, drugs, bullying, coping skills for stress or anxiety, peer pressure, or your choice). This foundational narrative will provide citations that link the program concept to at least two of the classical theories presented in this course (Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner). (approximately 3–4 pages)
·
What type of program will be the focus of this project? Will it be a prevention program to stop kids from using alcohol and drugs? To try and prevent bullying? Will the program be an educational model, for example, a program focused on improving educational outcomes like math, critical thinking, problem solving, science, language skills, or other? Will the program be an intervention model or a program that targets kids for problematic behaviors like truancy, acting out in class, running away, vandalism, minor theft, or underage possession of alcohol or substances?
·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
: This section will provide specific descriptions of the elements (tasks, materials, activities) for the each developmental level spanning the age ranges from 4 through 17. These levels should be consistent with at least one of the two classical theories proposed in your program foundation narrative. (approximately 3–4 pages)
·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
·
How will you describe the activities, materials, and tasks that will take place in the program for each age range?
·
Are the age ranges consistent with at least one of the classic theories employed to guide this.
The finance department of a large corporation has evaluated a possib.docxssuser454af01
The finance department of a large corporation has evaluated a possible capital project using the NPV method, the Payback Method, and the IRR method. The analysts are puzzled, since the NPV indicated rejection, but the IRR and Payback methods both indicated acceptance. Explain why this conflicting situation might occur and what conclusions the analyst should accept, indicating the shortcomings and the advantages of each method. Assuming the data is correct, which method will most likely provide the most accurate decisions and why?
.
The Final Paper must have depth of scholarship, originality, theoret.docxssuser454af01
The document provides guidelines for a final paper assignment. It states that the paper must be 10-15 pages long, follow APA style guidelines, use 8-10 scholarly sources, and address specific topics related to the future of managed health care delivery systems. These topics include managed health care quality, provider contracting, cost containment, effects on Medicare and Medicaid, the future role of government regulations, and three recommendations for quality changes to Medicare and Medicaid plans. The paper must also include an abstract, introduction, conclusion, and separate reference page.
The Final exam primarily covers the areas of the hydrosphere, the bi.docxssuser454af01
The Final exam primarily covers the areas of the hydrosphere, the biosphere and the lithosphere. As in the Midterm, special attention should be paid to the lecture notes and the PowerPoint files, as well as the Discussion Boards. These sections are dependent on the text and the laboratory exercises, but the discussions and the lecture notes are more conducive to explanation and understanding with a essay-driven format. Additionally, the animated PowerPoints are good at achieving an understanding of processes that are in motion, especially when looking at the lithosphere, giving them more of a 3-dimensional quality.
For this final essay exam you are required to answer all five (5) of the questions. Although there is no set word limit for these essay questions, you will be graded on your knowledge of the material and the detail with which you write your answers. You should take care to cite your sources in APA format and provide full references in a Works Cited list.
Describe the paths of water through the hydrologic cycle. Explain the processes and the energy gains and losses involved in the changes of water between its 3 states. Operationally, we often most concerned with water does when it reaches the solid earth, both on the surface and in the sub-surface. Explain the relationship between the saturated zone, the water table, a ground water well and the cone of depression, all within the sub-surface.
The food chain is a valuable concept in biogeography. Give an example of a specific food chain, labeling the various levels of the food chain. After looking at characteristics of food chains, explain how a geographer’s approach to the study of organisms might be different than biologist’s study of organisms; what would each try to emphasize more than the other? What exactly is a biome? Compare/contrast the concept of the biome with that of the zoogeographic region. Compare/contrast the floral characteristics of 2 of the following biomes: Desert, Tundra, Midlatitude Grassland and Boreal Forest.
Theorize the difference in soil development in adjoining soils developed on forested, sloped area versus a grassed flat area. What are the soil-forming factors? Explain the importance of the nature of the parent material to soil formation and type. Then, cite at least 2 examples in which the influence of parent materials might be outweighed by other soil-forming factors. Explain the “struggle” between the internal and external processes in shaping the Earth’s surface. What are the different ways that the surface of the Earth is changed over time?
Describe the general sequence of events in continental drift since the time of 5 separate continents 450 million years ago. What is the difference between the older continental drift theory by Wegener and the more recent plate tectonic theory? Plate tectonics theory explains many seemingly unrelated phenomena. Explain how the patterns of volcanoes and earthquakes related to plate tectonics..
The Final Paper must be 8 pages (not including title and reference p.docxssuser454af01
The Final Paper must be 8 pages (not including title and reference pages) and should demonstrate an understanding of the reading assignments, class discussions, your own research, and the application of new knowledge. It must include citations and references for six to eight sources; one may be the text.
Micozzi, M. S. (2010). Fundamentals of complementary and alternative medicine. (4th ed.). St. Louis, MO: Saunders Elsevier.
At least four must be from the ProQuest, EBSCOhost, or PubMed Central databases in the University Library, and the remaining sources must be from other scholarly or professional Internet resources.
For the Final Paper,
Complementary and alternative medicines >> (
Natural Products)
Provide a brief discussion of the protocols, and provide details of historical events that shaped the practice.
Chronic Pain
Describe the disease or condition from the CAM perspective
Include potential cultural challenges faced by the afflicted patient population as well as the practitioner.
Describe how the CAM (Natural Products) practitioner diagnoses and treats the condition.
Identify potential questions or skepticisms other health care providers and potential clientele may have regarding the CAM selected, and address the questions, supporting your responses with a minimum of two sources of research for the health condition and system chosen.
Identify and substantively describe a minimum of two other CAM practice interventions that could be suggested to assist in minimizing the impact of the illness/condition. Justify implementation of the two interventions you are recommending.
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a restatement of the thesis and a conclusion paragraph.
Must utilize six to eight sources; one may be the text, at least four must be from the ProQuest, EBSCOhost, or PubMed Central databases, and the remaining sources must be from other scholarly or professional Internet resources.
Must document all sources in APA style.
Must include a separate reference page that is formatted according to APA style.
.
The following pairs of co-morbid disorders and a write 700 words .docxssuser454af01
The following pairs of co-morbid disorders and a write 700 words
based on your research:
Depression and substance abuse
Address
the following:
Discuss the general concept of co-morbidity.
Format
your paper consistent with APA guidelines.
.
The following is an access verification technique, listing several f.docxssuser454af01
The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
.
a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
2.
. The following is an access verification technique, listing several users and the access allowed for File_13.
Identify the control technique used here and for each and
explain the type of access allowed.
Finally, describe who is included in the WORLD category.
a. User_10 --E-
b. User_14 RWED
c. User_17 RWE-
d. WORLD R---
.
The following discussion board post has to have a response. Please r.docxssuser454af01
The following discussion board post has to have a response. Please read the post and respond back according to the instructions attached below. Make sure to respond as instructed. Check attachment for response instruction and respond accordingly.
The instructions for the response to post is attached and highlighted.
The due date is Tuesday 5/10/2021 by 11:59 a.m. NO LATE WORK WILL BE ACCEPTED!
.
The following information has been taken from the ledger accounts of.docxssuser454af01
The following information has been taken from the ledger accounts of Isaac Stern Corporation
Total Income since incorporation$317,000
Total Cash Dividends pai d60,000
Total value of stock dividends distributed30,000
Gains on treasury stock transactions18,000
Unamortized discount of bonds payable32,000
Directions: Determine the current balance of retained earnings
.
The following attach files are my History Homewrok and Lecture Power.docxssuser454af01
The following attach files are my History Homewrok and Lecture Power Point. Please answer those questions by your own words and read the instructions carefully beofer you start writing.
Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
.
The following is adapted from the work of Paul Martin Lester.In .docxssuser454af01
The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1.
Make an inventory list of every element in the image,
2.
Note the lighting used in the image,
3.
Note any eye contact by subjects in the image,
4.
Note the visual cues of color, form, depth, and movement,
5.
Note how the gestalt laws apply toward the composition of picture,
6.
Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1.
What is the picture's story?
2.
List primary words.
3.
List associative words.
4.
Select most significant associative words.
5.
Pair up primary & most significant associative words.
6.
Relate word pairs with your own feelings.
7.
Relate any inner symbolism.
8.
Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
When do you think the image was made?
Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
How was the image produced?
What techniques were employed?
Is the image of good quality?
Ethical Perspective - Moral Responsibility
Was the image maker socially responsible?
Has any person's rights been violated?
Are the needs of viewers met?
Is the picture aesthetically appealing?
Do the picture choices reflect moderation?
Is the image maker empathetic with the subject?
Can all the image choices be justified?
Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
What is the story and the symbolism involved with the elements in the visual message?
What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
What do I think of this image now that I've spent so much time looking and studying it?
Project Overview:
This week, you were introduced to six analytical perspectives for analyzing media. These perspectives form the foundation for your Media Analysis Project (MAP). Over the next three weeks, you will analyze a visual work from any media (print, film, television, Internet), of your own choosing.
Due Date:
June 5
Time Line:
·
Topic Assignment (Listed under Paper Topic)
·
June 5 Thesis and Outline (Listed in appropriate headings below)
·
June 5 Final Paper
NOTE: Thesis and Outline, and Final Paper are two separate documents.
Requirements:
Your analysis must encompass all six perspectives. This will be a detailed analysis consisting of 6-8 written pages. You must also use four credible academic sources in addition to the media itself. All sources must be cited in-text as well as on a reference page using standard APA format. Information on using .
The following article is related to deterring employee fraud within .docxssuser454af01
The document summarizes key findings from a report on occupational fraud. It finds that while asset misappropriation is most common, fraudulent financial statements cause the highest losses. Small businesses are most vulnerable due to lack of audits and controls. Establishing anonymous hotlines is the most effective way to reduce fraud losses, more so than audits. Fraud by executives results in highest losses and is best detected through tips rather than controls.
The Five stages of ChangeBy Thursday, June 25, 2015, respond to .docxssuser454af01
The Five stages of Change
By Thursday, June 25, 2015, respond to the discussion.
Discussion Question
Anthony is a 27 year old heterosexual Caucasian male. He was arrested 2 weeks ago for his second DWI and is facing a license suspension. He works as a delivery driver for a local store and after disclosing the arrest to his employer, as well as the consequences including loss of his license, he was terminated.
Anthony lives with his girlfriend of 3 years and their 2 year old son. Anthony’s drinking behavior has increased to consumption of a case of beer on Saturday and Sunday evenings each week. He consumes several beers after work during the week “to maintain.” He has also been using methamphetamines, specifically “crystal meth” several times weekly. Anthony’s girlfriend ended their relationship as a result of his increasing substance use and ongoing difficulties. Anthony feels depressed and anxious about his current life situation, especially now that he realizes that he has no job and may be homeless because of his substance use. He is also feeling down about the loss of his relationship. He researched a few outpatient treatment programs to help him stop using both alcohol and methamphetamines, but is ambivalent about entering treatment. Anthony has considered the need to stop using substances to improve his life and relationships with significant others, though fears that he will lose his friends and miss partying with them if he stops. He also fears what life will be like without the comfort of getting high.
Consider and discuss the 5 stages of change. Based upon the information provided discuss what stage Anthony is in, and provide a rationale for your decision. Next, discuss the other stages of change and what indicators we might see as Anthony progresses on through these stages. Your posting must be a minimum of 500 words.
.
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
The first one is due Sep 24 at 1100AMthe French-born Mexican jo.docxssuser454af01
Elena Poniatowska, a French-born Mexican journalist and author, will give a public lecture called "We Can All Be Writers" at ASU on September 24th. Students can receive extra credit by attending the full event and submitting a 250-word rhetorical analysis that identifies one thing the speaker did well and one thing not done well in reaching her audience.
On September 25th, fiction writer and poet Matt Bell will read from and discuss his work at ASU. Extra credit can be received by attending the full event and submitting a 250-word report and 500-word personal reflection on what was learned, anything surprising, and how something related to the student's personal experiences or writing.
The first part is a direct quote, copied word for word. Includ.docxssuser454af01
The
first part
is a
direct quote, copied word for word. Include the author's last name and the page number of the quote in parantheses. MLA format.
The
second part
of the journal entry, is
one paragraph that explains why you found the passage to be important
.
.
The final research paper should be no less than 15 pages and in APA .docxssuser454af01
The final research paper must be at least 15 pages long, not including the references page, follow APA format, and include visual elements like charts or pictures to support the study. Students will submit their papers through the eCourse website where a link for submissions will be provided.
The first one Description Pick a physical activity. Somethi.docxssuser454af01
The first one
Description: Pick a
physical activity
. Something you do all the time, or something you’ve never done before: bike riding, running, swimming, hiking, golf, playing twister, roller skating, soccer, basketball, etc. Now go and spend at least twenty minutes participating in this activity. Really do it. Engage. Explore and experience it. Pay attention to every part of your body and mind as you play/do the activity. Even if you’ve done it all your life, engage with every nuance of the activity. What do your muscles do and feel like when doing the activity? What is challenging? What is smooth and easy? What sounds to you experience? smells? Tastes? Sights? Sensations? What about your mind? Where do your thoughts go as you perform the activity? Really pay attention and discover the experience of the activity. Perform it for at least twenty minutes, mindfully paying attention to every part of the experience. Experience and notice the details. Now go home. And write about what you experienced. Detail it. Tell me about what was hard, easy, unusual, fun, new? What did you feel, taste, smell, hear, see? Take me through it beat by beat, moment by moment, nuance by nuance.
The second one
Description: Go to a busy café or diner, or some other eatery, where you can sit near TWO other people, engaged in a conversation, a dynamic interesting conversation with tenstion… where something is happening between the two people… EAVES DROP on conversations – without being obvious. Find one that has something interesting going on. Anticipate spending at least 20-30 minutes listening in to this conversation.
From this conversation, listen carefully, pay attention to what is being said, what conflict is arising, what is expressed and revealed through the language. NOW, also pay attention to the people involved. What do they look like? What is their body language? Pay attention to all the details. Do not write anything at the busy café or diner. Just listen to what is said. Watch. Pay attention to all the details.
At a later time (when you get back home)
write a letter as if you are one of the people you observed in the café. Write the letter addressing the person that they were at the café with. This can be a love letter, a complaint, an email, an apology, an explanation, etc… For this exercise to work, you must have 1) chosen a conversation to listen to where something was HAPPENING and 2) you must really have spent the time, listening in on a conversation and paying attention to the dramatic tension… something between the two people must have been witnessed, heard, experienced, by YOU the writer. If not this letter will be flat, uninteresting, and lacking conflict. Write about something you heard or observed happening between the two people, but write about it as if you are one of the people in the conversation to the other. Write about some inherent need, conflict, obstacles. The letter can be a complaint, an apology, a .
The first column suggests traditional familyschool relationships an.docxssuser454af01
The first column suggests traditional family/school relationships and the second identifies a more collaborative approach. Provide an example of a situation (attendance, behavior problems, academic difficulties) that could arise at school and suggest how this issue may be resolved with a collaborative approach. Respond to at least two of your classmates’ postings.
.
The first president that I actually remembered was Jimmy Carter. .docxssuser454af01
The first president that I actually remembered was Jimmy Carter. I do remember as a child Ford being mentioned, but I was certainly not engaged in his presidency. However, I remember Reagan quite well. He came to office after a major financial down turn and his policies did seem to improve things immediately. Some have said that his actions of borrowing money were a hindrance to the future. Do you feel that Reganomics was beneficial to future generations or did he just borrow from the future in order to benefit his present circumstance? Did this set precedence for future presidents to take the nation into debt in order to help their political careers? I look forward to your thoughts?
.
The final project for this course is the creation of a conceptual mo.docxssuser454af01
The final project for this course is the creation of a conceptual model for an integrated afterschool childhood prevention, education, or intervention program (Boys and Girls Club, for example). The program serves a wide range of age groups (ages 4 through 17) and demographic backgrounds. Students should design a program that can appropriately address the needs of the various learners. This final project should include a program foundation, program description, research proposal, and self-reflection.
The final product represents an authentic demonstration of competency because it requires students to apply classic theory in order to compose an original program based on advanced developmental principles. The project is divided into
four milestones
, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
Modules Three, Five, Seven, and Ten.
Main Elements
1.
Program Foundation:
a narrative/essay format that will describe the main concept of the program (prevention, education, intervention) and if the program will focus on a specific topic (math, English, drugs, bullying, coping skills for stress or anxiety, peer pressure, or your choice). This foundational narrative will provide citations that link the program concept to at least two of the classical theories presented in this course (Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner). (approximately 3–4 pages)
·
What type of program will be the focus of this project? Will it be a prevention program to stop kids from using alcohol and drugs? To try and prevent bullying? Will the program be an educational model, for example, a program focused on improving educational outcomes like math, critical thinking, problem solving, science, language skills, or other? Will the program be an intervention model or a program that targets kids for problematic behaviors like truancy, acting out in class, running away, vandalism, minor theft, or underage possession of alcohol or substances?
·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
: This section will provide specific descriptions of the elements (tasks, materials, activities) for the each developmental level spanning the age ranges from 4 through 17. These levels should be consistent with at least one of the two classical theories proposed in your program foundation narrative. (approximately 3–4 pages)
·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
·
How will you describe the activities, materials, and tasks that will take place in the program for each age range?
·
Are the age ranges consistent with at least one of the classic theories employed to guide this.
The finance department of a large corporation has evaluated a possib.docxssuser454af01
The finance department of a large corporation has evaluated a possible capital project using the NPV method, the Payback Method, and the IRR method. The analysts are puzzled, since the NPV indicated rejection, but the IRR and Payback methods both indicated acceptance. Explain why this conflicting situation might occur and what conclusions the analyst should accept, indicating the shortcomings and the advantages of each method. Assuming the data is correct, which method will most likely provide the most accurate decisions and why?
.
The Final Paper must have depth of scholarship, originality, theoret.docxssuser454af01
The document provides guidelines for a final paper assignment. It states that the paper must be 10-15 pages long, follow APA style guidelines, use 8-10 scholarly sources, and address specific topics related to the future of managed health care delivery systems. These topics include managed health care quality, provider contracting, cost containment, effects on Medicare and Medicaid, the future role of government regulations, and three recommendations for quality changes to Medicare and Medicaid plans. The paper must also include an abstract, introduction, conclusion, and separate reference page.
The Final exam primarily covers the areas of the hydrosphere, the bi.docxssuser454af01
The Final exam primarily covers the areas of the hydrosphere, the biosphere and the lithosphere. As in the Midterm, special attention should be paid to the lecture notes and the PowerPoint files, as well as the Discussion Boards. These sections are dependent on the text and the laboratory exercises, but the discussions and the lecture notes are more conducive to explanation and understanding with a essay-driven format. Additionally, the animated PowerPoints are good at achieving an understanding of processes that are in motion, especially when looking at the lithosphere, giving them more of a 3-dimensional quality.
For this final essay exam you are required to answer all five (5) of the questions. Although there is no set word limit for these essay questions, you will be graded on your knowledge of the material and the detail with which you write your answers. You should take care to cite your sources in APA format and provide full references in a Works Cited list.
Describe the paths of water through the hydrologic cycle. Explain the processes and the energy gains and losses involved in the changes of water between its 3 states. Operationally, we often most concerned with water does when it reaches the solid earth, both on the surface and in the sub-surface. Explain the relationship between the saturated zone, the water table, a ground water well and the cone of depression, all within the sub-surface.
The food chain is a valuable concept in biogeography. Give an example of a specific food chain, labeling the various levels of the food chain. After looking at characteristics of food chains, explain how a geographer’s approach to the study of organisms might be different than biologist’s study of organisms; what would each try to emphasize more than the other? What exactly is a biome? Compare/contrast the concept of the biome with that of the zoogeographic region. Compare/contrast the floral characteristics of 2 of the following biomes: Desert, Tundra, Midlatitude Grassland and Boreal Forest.
Theorize the difference in soil development in adjoining soils developed on forested, sloped area versus a grassed flat area. What are the soil-forming factors? Explain the importance of the nature of the parent material to soil formation and type. Then, cite at least 2 examples in which the influence of parent materials might be outweighed by other soil-forming factors. Explain the “struggle” between the internal and external processes in shaping the Earth’s surface. What are the different ways that the surface of the Earth is changed over time?
Describe the general sequence of events in continental drift since the time of 5 separate continents 450 million years ago. What is the difference between the older continental drift theory by Wegener and the more recent plate tectonic theory? Plate tectonics theory explains many seemingly unrelated phenomena. Explain how the patterns of volcanoes and earthquakes related to plate tectonics..
The Final Paper must be 8 pages (not including title and reference p.docxssuser454af01
The Final Paper must be 8 pages (not including title and reference pages) and should demonstrate an understanding of the reading assignments, class discussions, your own research, and the application of new knowledge. It must include citations and references for six to eight sources; one may be the text.
Micozzi, M. S. (2010). Fundamentals of complementary and alternative medicine. (4th ed.). St. Louis, MO: Saunders Elsevier.
At least four must be from the ProQuest, EBSCOhost, or PubMed Central databases in the University Library, and the remaining sources must be from other scholarly or professional Internet resources.
For the Final Paper,
Complementary and alternative medicines >> (
Natural Products)
Provide a brief discussion of the protocols, and provide details of historical events that shaped the practice.
Chronic Pain
Describe the disease or condition from the CAM perspective
Include potential cultural challenges faced by the afflicted patient population as well as the practitioner.
Describe how the CAM (Natural Products) practitioner diagnoses and treats the condition.
Identify potential questions or skepticisms other health care providers and potential clientele may have regarding the CAM selected, and address the questions, supporting your responses with a minimum of two sources of research for the health condition and system chosen.
Identify and substantively describe a minimum of two other CAM practice interventions that could be suggested to assist in minimizing the impact of the illness/condition. Justify implementation of the two interventions you are recommending.
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a restatement of the thesis and a conclusion paragraph.
Must utilize six to eight sources; one may be the text, at least four must be from the ProQuest, EBSCOhost, or PubMed Central databases, and the remaining sources must be from other scholarly or professional Internet resources.
Must document all sources in APA style.
Must include a separate reference page that is formatted according to APA style.
.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Facial recognion with familiar people is easy, but trying to.docx
1. Facial recogni�on with familiar people is easy, but trying to
recognize someone based only on descrip�on is challenging.
Erik S. Lesser/Associated Press
Bullet stria�ons are dis�nct impressions that can be used to ma
tch
bullets to the gun they were fired from. What are some other
examples of stria�ons?
Alexandre Meneghini/Associated Press
Chapter 7
Pattern Evidence I: General Patterns and Fingerprints
Andy Carpenean/Laramie Boomerang/Associated Press
Learning Objec�ves
A�er reading this chapter, you should be able to do the followi
ng:
Describe pa�ern evidence that can be used for iden�fica�on, i
ndividualiza�on, and reconstruc�on.
Explain the collec�on and preserva�on of pa�ern evidence.
Explain how pa�ern evidence is analyzed.
Summarize the nature and history of fingerprints and their role i
n personal iden�fica�on.
Discuss how fingerprint evidence is collected and preserved.
Explain how fingerprints are analyzed.
2. Ch. 7 Introduc�on
In this and following chapters, we will discuss pa�ern evidence
. Many of the topics concern pa�erns for individualiza�on, incl
uding physical pa�erns, fingerprints, footprints, footwear and
�re impressions,
handwri�ng, firearms and tool mark iden�fica�on, bitemarks,
and bloodstain pa�erns. This chapter looks closely at physical p
a�erns (broken or torn objects) and fingerprints (a major catego
ry of
individualiza�on pa�ern).
Pa�ern evidence can be very important in an inves�ga�on, bec
ause it includes many types of evidence familiar to most people.
Some types of pa�erns can poten�ally be individualized—
that is, a�ributed to a
specific source. In this way, people can be associated with or di
ssociated from specific places, like scenes, or from other people
. Conclusions from pa�ern evidence comparisons are usually m
ore defini�ve than
those from trace or chemical evidence, and correspondingly mor
e useful to juries and judges. Pa�ern evidence is examined by t
he eye, for the most part. No complicated instruments, other tha
n the occasional
use of microscopes, are required. Some�mes, a pa�ern evidenc
e match can be obvious to anyone, such as in a physical pa�ern
match (jigsaw fit), making the evidence easier to present to a co
urt.
7.1 Classifica�on of Pa�ern Evidence
Pa�ern evidence can be classified into three overarching catego
ries: pa�erns for iden�fica�on, pa�erns for individualiza�on,
and pa�erns for reconstruc�on. This idea follows by analogy fr
om the three ac�vi�es
that can comprise the elements of a forensic inves�ga�on—
iden�fica�on, individualiza�on, and reconstruc�on—
that we discussed in Chapter 1. So, just as we can talk about ide
3. n�fica�on, individualiza�on, and
reconstruc�on as elements of a criminalis�cs inves�ga�on, so
in the same way we can talk about pa�ern evidence categories t
hat have these elements as their goals.
Iden�fica�on (or classifica�on) pa�erns, which are used to id
en�fy things in our everyday environment by general shape and
form, are applied in forensic work to hair comparisons (Chapter
5) and handwri�ng
(Chapter 8). The different individualiza�on pa�erns that are im
portant in forensic work are discussed in detail in this and the n
ext chapter. In later chapters, we briefly discuss some reconstru
c�on pa�erns,
including bloodstain pa�erns. Before specific types of physical
pa�erns are discussed, let’s go over each category of pa�ern ev
idence.
Pa�erns for Iden�fica�on
Pa�erns for iden�fica�on are used to iden�fy objects and peo
ple in our everyday life and experience. For instance, right now,
you might be si�ng
at a table. How do you know it’s a table? You might say: "I kno
w it’s a table just by looking at it." The reasoning behind your k
nowledge is that
your brain has a record of the pa�ern of a table, which you lear
ned when you were younger. This pa�ern has to do with the sha
pe and form of a
table: its four legs and flat top. There are varia�ons of tables in
the world, but on the basis of their general pa�ern, we classify
them all as "tables."
When you see this par�cular pa�ern, it matches up with the bra
in pa�ern that iden�fies it as a "table." This works the same wa
y for facial
recogni�on. You recognize people you know instantly—
even in a large crowd and even if you haven’t seen them in a lo
4. ng �me. But what if one of
your friends tries to describe someone new to you in enough det
ail for you to find this stranger in a crowded place, like an airpo
rt? No ma�er how
much detail is provided, you may not find him or her.
It is very difficult to enumerate the features and proper�es of a
person’s facial pa�ern that one person recognizes in enough det
ail to allow
someone else to do so. The human mind is very good at pa�ern
recogni�on, but it is not yet clear in a detailed way how it work
s. In forensic work,
the examina�ons that most closely resemble this type of pa�ern
are hair comparisons and handwri�ng comparisons. In compari
ng hairs or
handwri�ng samples, the examiner looks at specific features in
the known and the ques�oned sample. But the comparison is mo
re than just a
checklist of which features match. The examiner incorporates th
e sum of all these feature comparisons into an overall pa�ern co
mparison between
the ques�oned and known. It is a lot like the facial recogni�on
example. Recognizing someone’s face is more involved than a si
mple checklist of the
features that are compared. One of the important things that dis
�nguish handwri�ng and hair comparisons from the other evide
nce category
comparisons is intra‐individual variability, which means that th
ere is variability in the knowns themselves, and this must be tak
en into considera�on
in the comparison.
Pa�erns for Individualiza�on
Pa�erns for individualiza�on are characteris�c of evidence tha
5. t can be unique among the members of their class. This can be v
ery important associa�ve evidence in an inves�ga�on. We mig
ht be able to figure
out that a par�cular �re made a �re mark, or a par�cular piece
of footwear made an impression, or that broken pieces of a hea
dlight lens came from a specific car in a hit and run, which may
�e a suspect to
the scene of a crime. There are two major types of individualiza
�on pa�erns: physical match pa�erns and impressions.
Physical Matches
Physical match pa�erns are formed from the pieces of randomly
broken objects and are some�mes called jigsaw fit matches. Th
e pa�erns are like a picture puzzle. For instance, if a glass was
broken and there
weren’t too many pieces, it wouldn’t take long to figure out ho
w the pieces fit back together to form the original glass. Even if
some pieces were missing, it would be likely that at least a few
pieces would fit
together. Note that this works for solid objects that fracture in a
random fashion. In cases of solid objects, these physical match
es are also known as fracture matches.
Suppose that several pieces of a broken glass were found at a cr
ime scene. Later, a suspect was developed and police searched h
is apartment. In the cuff of a pair of pants, a piece of glass was
found. The lab
performed an analysis and physically matched the pants‐cuff pie
ce to the glass pieces from the scene. This evidence goes a long
way toward pu�ng the owner of these pants at the scene around
the �me the
glass was broken.
Think About It
6. In the previous example about the suspect and the piece of brok
en glass, are you convinced that this evidence places the suspect
at the scene around the �me the glass was broken? What if you
were an
expert witness and the suspect’s lawyer asked, "How do you kno
w glasses break randomly? Why couldn’t there have been anothe
r glass in my client’s kitchen that broke in a way that produced
the piece
the police found, and it just happened to fit the scene pieces?"
How would you answer the lawyer’s ques�on? How would you
prove that glass breaks randomly and show that this is really an
individualiza�on?
When the object that fractures is solid and breaks in a random f
ashion, the physical matching of the pieces is called direct, or s
ome�mes primary. If an object or item isn’t solid or fractures i
n a way that
doesn’t result in clean, smooth fracture surfaces—
such as pieces of cut or torn fabric or a snapped piece of wood
with ragged irregular ends—
the physical match is called indirect, or secondary. Experts can
work to try to fit these pieces back together, but even if the mat
ch looks right, there is uncertainty. It is much easier to imagine
a piece of similar cut or torn fabric "matching" an unknown by c
hance than it is
in the broken glass case. Experts will not generally say that sec
ondary physical matches are true individualiza�ons. Instead, th
ey might say the pieces fit, and are consistent with having been
part of the same
original, but they cannot confirm a common origin.
Impressions
Another major type of individualiza�on pa�ern is impressions.
Impressions occur when two objects come in contact with one a
nother, and one
7. object leaves behind dis�nguishing markings on or in the other.
There are three types of impressions, which are dis�nguished b
ased on depth and
how the marks are made. Impressions that are essen�ally stamp
ed by an object into or onto another are called imprints if they a
re more or less
flat (two‐dimensional). They are called indenta�ons if they hav
e depth (three‐dimensional character). For example, many finger
prints and �re
impressions are imprints because they are le� on hard surfaces.
However, they can be indenta�ons if they are le� in a so� rece
iving medium, such
as a fingerprint in so� tar, or a �re impression in so� soil. If th
e receiving surface is marked by an object or surface moving ac
ross it—in effect,
being scratched by it—
the marks are called stria�ons. The markings on bullets that fire
arms examiners use to iden�fy the gun from which a bullet
came are stria�ons. Any sliding toolmark, like a mark made by
a screwdriver scraping across a latch plate on a door, is also a st
ria�on.
Pa�erns for Reconstruc�on
Pa�erns for reconstruc�on help create theories of the events th
at occurred at a scene. Reconstruc�on pa�erns include glass fra
ctures, furniture and
objects at a scene, tracks, trails, trajectories of projec�les, skid
marks in auto accidents, and more. Fracture pa�erns in glass ca
n help determine
what caused the breakage. The distribu�on and condi�on of clo
thing and objects at scenes can help to determine what happened
, if there was a
struggle, movements of persons involved, and so forth. Tracks a
nd trails can help show the direc�on of movement of people. Pr
ojec�le trajectories,
8. such as the path followed by a bullet in a shoo�ng case, can hel
p reconstruct the posi�on of the weapon with respect to the targ
et. Skid marks
help automobile accident reconstruc�onists determine the direc
�on and speed of vehicles just prior to an accident. Depending
on the speed and
direc�on of a vehicle at the �me its brakes are applied, a �re s
kid mark with a par�cular length and direc�on is created. Docu
menta�on and measurements of the marks can help reconstruct
direc�on and
speed. There are computer programs now that assist traffic acci
dent reconstruc�on specialists in these tasks.
Snow prints are among the most difficult
indenta�on markings to collect and
preserve. Can you think of any other
environments where pa�ern evidence
would be extra hard to recognize, collect,
and preserve?
Johner/SuperStock
Analysis of pa�ern evidence, such as this sneaker sole, requires
that the correct type of impression (posi�ve or
nega�ve) and orienta�on is used to make a comparison between
the unknown and the known mark.
Bitemark evidence is not as accepted for individualiza�on toda
y as
it was during Ted Bundy’s trial.
Associated Press
7.2 Collec�on and Preserva�on of Pa�ern Evidence
9. There are different ways of collec�ng pa�ern evidence, depend
ing on the markings or impressions le� behind. Two important t
erms to know are posi�ve and nega�ve impressions. A posi�ve
impression is
iden�cal to the object that made it, whereas a nega�ve impressi
on is its mirror image. The shoe prints le� in the mud are nega
�ve impressions; they are nega�ves of the shoes’ soles. In this
scenario, the
posi�ves would be the shoes’ soles. The same is true in the case
of a �re indenta�on. This mark would be collected by cas�ng.
The resul�ng cast is a posi�ve, like the �re that made the mar
k, so the cast can
be compared to the �re.
In general, imprint markings are collected by first photographin
g the mark with and without a scale present, and then either coll
ec�ng the whole object that has the mark, or if that is not possi
ble, by tape
li�ing. If the imprint markings are made up of dirt or grease or
other residues, they can be li�ed from a surface with s�cky tap
e (similar to Scotch® tape). The tape must be placed onto the su
rface with care, to
avoid crea�ng any bubbles. A rubber roller can help in this pro
cess. Then the tape is carefully li�ed, so as to avoid any damag
e to or distor�on of the mark, and placed onto a contras�ng bac
king surface. A
black mark, for example, would be placed onto a white backing
surface. This item is then labeled with the usual required inform
a�on and placed into a paper or plas�c container and sealed. Li
�ing tapes of
various sizes and appropriate backings are commercially availab
le.
Indenta�on markings must also be photographed. As men�oned
earlier, side ligh�ng helps give the impression be�er contrast.
A�er photography, the mark is cast. For
10. this purpose, dental stone is used. This is a special finely groun
d plaster used by den�sts to make molds for restora�ons. It is
mixed with water to make a pancake‐
ba�er consistency mixture, then poured into the indenta�on so
as not to disturb any of the detail present. Once it hardens, it ca
n be removed. It captures fine detail
quite well. In addi�on to labeling the packaging of a cast, the c
ollector can scratch a case number or item number into the top s
ide of the hardening dental stone.
There are special types of cas�ng materials for tool marks, for
marks in snow, and other specific types of marks. Tool marks ar
e discussed in a later chapter, but for
now, dental stone is not capable of capturing the very fine detail
in a tool mark (like a stria�on mark made by a screw driver on
a lock plate). There are silicone‐based
materials commercially available that are be�er suited for this t
ask. These silicone‐based materials can also be used for indenta
�on‐type fingerprints, such as a
fingerprint in wax. Indenta�on markings in snow pose a proble
m because dental stone gives off heat as it hardens, and the heat
can melt the snow and destroy the
impression detail. Products like Snow Print Wax can be sprayed
onto the mark to protect it from this effect. An indenta�on imp
ression is a nega�ve, and so the cast of
the impression is a posi�ve. Accordingly, the cast can be compa
red directly with the �re or footwear or other item that is thoug
ht to have made the indenta�on.
Both in collec�ng evidence and in thinking about how pa�ern c
omparisons are done, it is important to remember that compariso
ns must be made between like
impressions. Le� with le�, right with right, posi�ve with posi
�ve, and nega�ve with nega�ve. The detailed individual chara
cteris�cs that help in individualizing the mark
must be in the same orienta�on as the original object that made
the mark (or as its mirror image). Some�mes, this requires that
11. the lab create a known from the
suspected item in order to make the comparison. For example, a
li�ed footwear impression from a scene would be compared wit
h an inked impression of the
suspected footwear made in the laboratory.
Think About It
Imagine you are a pa�ern evidence examiner, and the police bri
ng you a tape‐li�ed impression of a �re they have go�en from
a flat concrete surface. They have a suspect car, but it is up to y
ou to figure
out how to compare the �res with the impressions. How would
you make the known specimens from the �res to use for compar
ison with the ques�oned impression?
7.3 Analysis of Pa�ern Evidence
In Chapter 1.4 (h�p://content.thuzelearning.com/books/AUCRJ
311.13.1/sec�ons/sec1.4#sec1.4) , class and individual characte
ris�cs were introduced. These concepts become very important
in physical pa�ern analysis.
Consider items like shoes or �res. There are hundreds, or mayb
e even thousands, of iden�cal shoes and �res in the world. The
y were manufactured under quality control standards to be as si
milar as possible.
So, if a brand new shoe or �re leaves an impression, what chara
cteris�cs make up that impression? Class characteris�cs. With
a new shoe, the sole pa�ern, manufacturer, size, type of shoe, e
tc., can be
determined. However, it is impossible to dis�nguish any individ
ual shoe in that class, because there are not yet any individual c
haracteris�cs. The same rule applies to �res. Individual charact
eris�cs come about
as a result of wear. Sole or �re pa�ern features wear down in n
on‐uniform ways, parts of the sole or �re can be cut or torn by
wear, foreign objects can make unusual marks in the sole or �re
12. material, and so
on.
The forensic examiner will make a comparison between a ques�
oned mark and a known object. If you recall, ques�oned objects
are found at the scene and have an unknown source. Known obj
ects have a
known source and can help to determine the source of a ques�o
ned object. Here, the ma�er of ques�oned and known specimen
s becomes a li�le more complicated with the inclusion of posi�
ve or nega�ve
impressions. A sneaker sole itself, for instance, cannot be comp
ared with the impression mark because posi�ves and nega�ves
cannot be compared directly. The features of interest would be
mirror‐imaged. Take
a good look at Figure 7.1.
Figure 7.1: Sneaker sole impressions
The figure shows a right sneaker, but it is a mirror image with r
espect to the inked impression on the brown paper. To make a c
omparison, the sneaker must be used to make a known nega�ve
impression. This
might be an inked impression on paper, or on transparent plas�
c. These are good surfaces for capturing the detail in the footwe
ar in approximately the same way as it was captured in the evid
ence mark. Note
that these inked impressions would be made by someone actuall
y wearing the sneaker and taking a step, so that there would be
weight on the shoe. The middle impression on transparent plas�
c in Figure 7.1
is turned to match the orienta�on of the sneaker in the picture,
but if it is turned over, it will match the orienta�on of the paper
print. As an inked sneaker impression, it is a nega�ve, and ther
efore could be
used as the known for an unknown imprint thought to have been
13. made by that sneaker. You can also see from Figure 7.1 how it
would be easy to confuse le� and right if you don’t keep track o
f what you are
doing when making these impressions on transparent surfaces.
Physical Matches
There are four criteria that must be met in order to state that evi
dence is individualized in a fracture match. The criteria include:
1. The objects must be broken or torn or cut.
2. They must be capable of being realigned.
3. There must be a jigsaw fit (or lock and key fit) surface to sur
face.
4. The match must be unique.
With indirect or secondary matches, such as torn fabrics, it is u
nlikely that individuality can be declared, even if the pieces app
ear to fit. It isn’t intui�ve that every fabric cut or tear will be c
ompletely random
and thus unique. This means that there is a possibility of a chan
ce duplicate. Two different cuts, or even tears, of a fabric could
be so similar as to be indis�nguishable in a comparison.
Physical matching is done by the eye, or with the aid of a magni
fier or stereo microscope. This is a microscope with two eyepiec
es (enabling stereo vision) that is essen�ally a magnifier. This t
ype of matching is
intui�ve and quite familiar to people. As a result, it is very con
vincing for a jury or judge, because they can look at it and see i
t for themselves.
Impressions
With the other impressions that have been discussed, such as th
ose from shoes or �res, the comparison is more subjec�ve and
14. will depend on the examiner’s training and experience. These co
mparisons are
also done by the eye or with the aid of simple magnifiers. The i
ndividual characteris�cs must be located and their posi�on wit
hin the overall pa�ern noted. With experience, examiners devel
op a sense of what
the different individual characteris�cs are in each impression. T
hey also learn to judge the quality of the impression and how m
any individual characteris�cs it possesses. As you can imagine,
not every
impression gives good detail. It might be light, or smudged, or d
istorted. Examiners use these factors to determine if known and
unknown markings match. There is no rule about how many mat
ching individual
characteris�cs must be present to declare that the known is the
source of the ques�oned. This determina�on is up to the exami
ner and is thus more subjec�ve. Unlike a physical match, these
comparisons are
not intui�ve or obvious, and the skill to do them comes only fro
m extensive training and experience.
As with the random fracturing of solid objects, individuality du
e to wear comes about because the accidentals, the individual ch
aracteris�cs acquired by the item, are expected to be random.
With a sneaker
sole, for example, this might be a cut or a par�cularly worn are
a. An examiner must use his or her training and judgment to ass
ess the quality of the impression, and the number and distribu�
on of individual
characteris�cs that were transferred to the mark from the object
. These factors help the examiner to decide what conclusion to d
raw from the comparison.
Other pa�erns can fall into this general category. Occasionally,
a lip print or ear print is examined. These imprints are unusual,
so there is not much examiner experience with or research on th
15. em. Thus, there is
not much of a basis for finding enough individual characteris�c
s to reach an unambiguous conclusion. Sock prints or glove prin
ts may be included here, as well as fabric impressions, such as
when a blood‐
soaked fabric is pressed against a nonabsorbent surface and leav
es an impression in blood. Some�mes, in a hit‐and‐run case, the
pa�ern of the fabric from the clothing of a vic�m can be impre
ssed into the
bumper of a vehicle.
Bitemarks can be included here, as well. Only forensic odontolo
gists deal with bitemark comparisons, but these marks can be co
nsidered members of the pa�erns for individualiza�on category
. Bitemarks are
complicated because different numbers of teeth might make the
m, they are frequently on curved surfaces that can change or shr
ink, and it is difficult to prepare truly proper knowns for compa
rison from a
suspect’s teeth. One can make models (casts) of someone’s teeth
, but it is not easy to reproduce the eviden�ary mark, because t
hey are usually on living skin and the surfaces are o�en curved.
Up un�l around
ten years ago, forensic den�sts some�mes declared that a bitem
ark could be individualized and could iden�fy a par�cular pers
on. There were a number of cases where bitemark evidence figu
red in a criminal
convic�on.
One famous example of these cases occurred in the Florida trial
of the serial murderer Ted Bundy. Ted Bundy was one of the mo
st prolific serial
murderers in U.S. history. He is known to have killed dozens of
women in Washington, Oregon, Idaho, Utah, Colorado, and Flor
ida, and inves�gators
familiar with him think there were many others. His en�re story
16. is long and complicated, but the bitemark evidence against him
came in the
murder of two Chi Omega sorority sisters, and the assault on tw
o others, in their sorority house at Florida State University in Ja
nuary, 1978. Two
forensic odontologists tes�fied that the bitemarks on the murde
red women were from Bundy. Bundy was executed on January 2
4, 1989. Leading up
to his execu�on, he talked to inves�gators from several of the
western states where he had lived; he confessed to a long list of
murders, some of
which the police hadn’t even known about. He was such a skille
d liar, however, that police could never be sure how many vic�
ms there really were.
More recently, however, there were a couple of cases in which t
here was saliva around the bitemark on the vic�m, and later DN
A typing showed
that the saliva did not match the person whom the forensic odon
tologist had posi�vely iden�fied. As a result, bitemarks are not
generally
a�ributed to a specific person any more. It is more likely that a
den�st will say that the person is excluded, or could not be excl
uded.
Think About It
Bitemarks are no longer considered to be a way to specifically i
den�fy someone, but they can be used to exclude or include a p
erson of interest. Do you think that if Ted Bundy were on trial t
oday, the
bitemarks would s�ll be a key piece of evidence against him? If
you were the odontologist tes�fying in the trial, how would yo
u explain the bitemarks to the court?
Individualiza�on
17. The term individualiza�on has been used frequently in this disc
ussion. The term means uniqueness—one of a kind—
the only one—
to the exclusion of all others. Recently, there has been discussio
n among
pa�ern analysts about whether uniqueness is a realis�c conclus
ion based on their knowledge of and experience with many of th
ese pa�erns. How is anyone sure there is no chance duplicate an
ywhere? There
has been a trend in the direc�on of changing the terminology to
describe persuasive matches as a single source (Polski et al., 20
11). If a phrase like a�ributable to a single source were to be us
ed and defined in
an understandable way that suggested a strong possibility of ind
ividuality or common origin, but permi�ed some uncertainty, it
could be a be�er reflec�on of the state of knowledge. Experime
nts on pa�ern
matching will con�nue, but in truth there is no way to compare
any given pa�ern with every possible source. Even if a single p
a�ern were studied, for example, a stria�on toolmark made by
a screwdriver on a
scratchable surface, it is nearly impossible to replicate. The ang
le, the pressure, the speed of movement—
these could all affect the appearance of the final mark. And that
is only in one surface! So, we have to
rely on the scien�fic concept of induc�on. If we have good inf
orma�on on basic principles about a representa�ve number of p
ossible situa�ons, we can, by induc�ve logic, extend them to c
over all the marks in
that category.
https://content.ashford.edu/books/AUCRJ311.13.1/sections/sec1
.4#sec1.4
18. Everyone is familiar with the no�on of using fingerprint eviden
ce to
�e a suspect to a crime. Do you think the idea of fingerprints is
ever misconstrued by jurors as part of the CSI Effect?
Jeff Schrier/The Saginaw News/Associated Press
Can you see the differences between the fingerprint pa�erns? W
hich pa�ern is on your fingers?
Now that you know the fingerprint pa�erns on your fingers, exa
mine them again. Can you find examples of the key
minu�a features?
The idea of the uniqueness of an
individual’s fingerprints goes way
back in history, as demonstrated by
Thomas Bewick’s use of his
thumbprint as his signature mark.
Michael Nicholson/Historical/Corbis
7.4 Fingerprints
Among the oldest and best‐established individualizing markings
, fingerprints remain one of the most important types of physica
l evidence in the repertoire. A fingerprint impression from a sce
ne matched to the
known fingerprint of a suspect essen�ally proves that the perso
n was there at some point. Almost everyone believes that finger
prints are highly individual. It has become part of our unspoken
culture. People
talk about "DNA fingerprin�ng" and use the term "unique" to d
escribe a fingerprint.
Fingerprints are a form of biometric iden�fier, a biological mea
surement or feature of a person that has the poten�al of being u
19. sed as the basis for individualiza�on. Other types of biometric i
den�fiers include
DNA; facial features; parts of the eye, such as re�nas and irises
; and even handwri�ng.
There is interest in biometrics as individuality markers because
they are difficult to reproduce or forge. All documentary iden�f
ica�on systems have
been subject to forgery, including driver’s licenses, passports, c
redit and debit cards, and employee iden�fying cards or badges,
making it possible
for a criminal to change his or her iden�ty. This is more difficu
lt and less common with biometric markers.
Fingerprints are an a�rac�ve biometric because they are forme
d during a person’s development in the womb, are permanent an
d unchanging
throughout life, easy to record and scan unobtrusively, and invo
lve a bare minimum of privacy invasion to record. Something to
remember about
the use of fingerprints as biometric iden�fica�on vehicles is th
at the goal is not to individualize the person among everyone in
the world. That is
not necessary. A system might be put in place to dis�nguish em
ployees who work in a large, secure defense plant, or every airli
ne passenger who is
a frequent flyer with United Airlines. It is possible to determine
how many features an automated scanning system has to dis�n
guish on how many
different fingers to tell apart some specific number of people. T
he theory behind this technology is, of course, the basis for auto
mated fingerprint
iden�fica�on systems. And, it is important in ge�ng at the que
s�on of fingerprint individuality, because it represents an auto
mated method for
comparing large numbers of prints for individual characteris�cs
20. .
Nature of Fingerprints
The beginning of the recogni�on of fingerprints as a unique per
sonal iden�fier is shrouded in the mists of history. Fingerprints
are the result of a
type of skin, fric�on ridge skin, which is found on the ends of t
he fingers, in the palms, and on the soles of the feet of primates,
including humans.
Though palm prints and footprints can be compared and analyze
d, the most work has been done on fingerprints.
As shown in Figure 7.2, there are three basic fingerprint pa�ern
s: arches, loops, and whorls.
Figure 7.2: Three basic fingerprint pa�erns
An important development in the history of fingerprints was cla
ssifica�on systems. Classifica�on schemes are based on all ten
prints from an individual. The basic pa�ern is determined from
each print and
within the basic pa�erns, fingerprints have certain ridge feature
s that they all share. Fingerprint examiners call these features m
inu�ae (singular: minu�a) and three of them are important to fi
ngerprint
examiners when they compare prints. These are the dot, the bifu
rca�on, and the ridge ending (see Figure 7.3). Note that these m
inu�ae can be present in more than one place in the print pa�er
n, and that the
loca�on varies from print to print. The type, number, and loca�
on of minu�ae within a print form the basis of its individuality.
Figure 7.3: Key minu�a features
Think About It
21. Compare the pa�erns and minu�ae of your fingerprints with fri
ends or family members. Do you see the differences? Do you thi
nk fingerprints are an accurate and reliable way to iden�fy peo
ple?
Can Fingerprints be Altered?
History of Fingerprints for Iden�fica�on
There are indica�ons from archaeological excava�ons that the
use of fingerprint and handprint pa�erns as methods of personal
iden�fica�on dates back thousands of years (Berry & Stoney,
2001). They are
thought to have been used as signatures and marks of authen�ci
ty.
The study and use of fingerprints as unique iden�fiers can be tr
aced to the 17th and 18th centuries in Europe. The English plant
morphologist Nehemiah Grew (1641–
1712) published very accurate drawings and
descrip�ons of ridge pa�erns in a paper called "The Descrip�o
n and Use of the Pores in the Skin of the Hands and Feet," in th
e Philosophical Transac�ons of the Royal Society of London (1
684). Then Johannes
Evangelista Purkinje (1787–
1869), a Czech physiologist, wrote about fric�on ridge pa�erns
and described a number of fingerprint pa�erns in his thesis in
1823. Thomas Bewick (1753–1828) was primarily known
as a wood engraver whose engravings appeared in books. He ap
pears to have "signed" his work with his own thumbprint, believ
ing it to be as unique as his signature.
Bri�sh civil servants in India, beginning around 1850, were imp
ortant contributors to the development of fingerprints as a mean
s of personal iden�fica�on. Sir William Herschel,
22. one such person, is o�en credited with being the first European
to recognize the value of fingerprints as a means of iden�fying
individuals. Dr. Henry Faulds, a Sco�sh physician,
is known to have been involved in the study of fingerprints at le
ast by 1879. Faulds noted that fingerprints could be classified a
nd that ridge detail appeared to be unique, and
he men�oned the idea of apprehending criminals by loca�ng fi
ngerprints at scenes. He wrote to Charles Darwin (the scien�st r
esponsible for proposing the theory of evolu�on)
about fingerprints, who then forwarded the le�er on to Francis
Galton. Galton was a well‐known scien�st and early gene�cs re
searcher, who has been said to have put the study
of fingerprints on scien�fic foo�ng. Galton became interested i
n the subject of fingerprints and put much thought into figuring
out how to show that fingerprints were individual.
Fingerprint minu�ae are some�mes called Galton features in re
cogni�on of his contribu�ons. Thomas Taylor, a U.S. Departme
nt of Agriculture microscopist, noted in a scien�fic
journal ar�cle in 1877 that fingerprints and palm prints might b
e used as iden�fica�on features, especially in criminal ma�ers.
To understand and appreciate how fingerprints came into widesp
read use, some background on a technique called anthropometry
is necessary. Anthropometry involves the
measurement of the human body and its parts, and can be regard
ed as the first recognized biometric iden�fica�on method. This
method was created by Alphonse Ber�llon
(1853–
1914) and laid the founda�on for the eventual acceptance of a b
iometric parameter as an objec�ve basis for personal iden�fica
�on in a law enforcement context. Ber�llon
came up with this concept while working with the Paris Police P
refecture, where his du�es included filling out and filing crimin
al informa�on cards. The criminals were skilled at
avoiding iden�fica�on by using disguises and aliases. It occurr
ed to Ber�llon that individual physical features could be used t
23. o uniquely iden�fy people on criminal records, and
he developed a system of measurements that included head size,
finger length, and so forth, ul�mately choosing 11 different me
asurements. The informa�on was recorded on
file cards and a system was devised for organizing the files. His
superiors doubted the system, but it soon proved its value by en
abling the police to iden�fy repeat arrestees even
if they provided alias names. Ber�llon eventually became direct
or of the iden�fica�on bureau of the Paris Police. Police agenci
es in many other places began to use his system—
o�en called Ber�llonage. Its ul�mate undoing was the unequiv
ocal proof that different individuals could have the same anthro
pometric measurements.
A well‐known example of this chance duplica�on came at the L
eavenworth Prison in the U.S. A new prisoner named Will West
was having his measurements taken when a staff
member began to suspect that he had encountered this profile be
fore. Upon inves�ga�on, he found that the same measurements
fit a man named William West who was
already incarcerated at the prison (and unrelated to Will West, a
lthough they looked a lot alike). However, the two did have diff
erent fingerprints. This incident, and others like it,
eventually convinced police iden�fica�on specialists that finge
rprints represented the basis for a superior method of personal i
den�fica�on.
Around 1893, the Bri�sh Home Office, parent agency of the Lo
ndon Metropolitan Police (Scotland Yard), decided to add finger
prints to the Ber�llon cards for criminals in their iden�fica�on
system. Before long,
the success of fingerprints overshadowed that of Ber�llonage in
criminal iden�fica�on, and anthropometry was abandoned in 1
901.
Sir Edward Henry (1850–
24. 1931) was a member of the Bri�sh Indian Civil Service, beginni
ng in about 1873. In 1891, he became inspector general of polic
e for Bengal province, where anthropometry was in use for
criminal iden�fica�on. He became interested in fingerprints, re
ad Galton’s book, and corresponded with and later visited him.
Galton shared all the informa�on he had about fingerprints with
Henry, including
materials he had obtained from Herschel and Faulds. Henry is w
idely known for working out a fingerprint classifica�on system
that was adopted in Bri�sh India, and presented to people in the
U.K. in 1899. He
wrote a classic book en�tled Classifica�on and Uses of Fingerp
rints.
Juan Vuce�ch (1858–
1925) was the western hemisphere’s fingerprint pioneer. An em
ployee of the police department in La Plata, Argen�na, he beca
me convinced of the value of fingerprints as a means of
criminal iden�fica�on and wrote a book on the subject in 1894.
By 1896, the Argen�ne police had abandoned Ber�llonage in f
avor of fingerprints in criminal records. The first recorded case
in which fingerprints
were used to solve a crime took place in Argen�na in 1892. A
woman named Francisca Rojas alleged that her two children wer
e murdered by a man named Velasquez. Inves�gators examined
her home and
found a bloody thumb print on the bedroom door. Vuce�ch com
pared the fingerprints of Rojas and Velasquez to the bloody fing
erprint, and found it belonged to Rojas, linking her to the murde
r of her children.
Vuce�ch devised a classifica�on system for fingerprints that w
as used in Argen�na and throughout South America.
In North America, fingerprints were in use by the New York Cit
y civil service (to prevent impersona�ons during examina�ons)
by 1903, and fingerprints were introduced about the same �me
25. in the New York
State prison system and at the Leavenworth Peniten�ary. A num
ber of police departments began using fingerprints as iden�fiers
in criminal records as well. The 1904 St. Louis World’s Fair pr
ovided the venue for
a chance mee�ng between Inspector Edward Foster of the Royal
Canadian Mounted Police and Detec�ve John Ferrier of Scotla
nd Yard. As a result of what he learned in St. Louis, Foster con
vinced his superiors
in the R.C.M.P. of the u�lity of fingerprints. In 1910, a man cal
led Thomas Jennings was arrested in Chicago and brought to tri
al for murder. The primary evidence against him was fingerprint
s. The state wanted
to ensure that the fingerprint iden�fica�on evidence would sur
vive the an�cipated appeal to the Illinois Supreme Court, and th
ey called Edward Foster as an expert witness. The defendant wa
s convicted, the
evidence did survive, and the Jennings case is considered a land
mark fingerprint case in criminal jurisprudence.
Fingerprint Iden�fica�on Organiza�ons
Now that fingerprints have become a major biometric indicator
and play an important role in criminal inves�ga�ons, there are
a couple of important organiza�ons that fingerprint examiners
may choose to
become a part of. The Interna�onal Associa�on for Iden�fica�
on (IAI) is the primary professional organiza�on for fingerprint
examiners. It has extensive cer�fica�on programs and its laten
t print cer�fica�on is
difficult to obtain. Many physical pa�ern comparison specialist
s also belong to the IAI.
Another important group is the Scien�fic Working Group on Fri
c�on Ridge Analysis, Study and Technology (SWGFAST). This
commi�ee is a consensus standard se�ng body for all comparis
26. ons involving fric�on
ridge skin (fingerprints, footprints, palm prints, etc.). It has alre
ady adopted a number of consensus standards, including standar
ds for assigning single source a�ribu�on.
Fingerprint Classifica�on and File Storage
When all fingerprint records consisted of inked impressions on
a ten‐print card, a classifica�on system was very important. Ho
w else could the cards be filed so that they were easily found? C
lassifica�on was
based on a ten‐print card, not on a single print. You needed all t
en prints from a person to classify the prints.
In most criminal cases where fingerprints are recovered, there is
only one—or some�mes only a par�al—
impression of one finger. In such a case, how would you locate i
t in your card file? Simply put, you
couldn’t, which was the problem. Some�mes, there might be on
e or more suspects, and their fingerprints could be pulled for co
mparison. But if there weren’t any suspects, there was no realis
�c way to search
drawers that were full of files to look for one fingerprint. That i
s why the advent of automated fingerprint iden�fica�on system
s (AFIS) revolu�onized the use of fingerprints.
The system consists of a scanner that records images of all ten p
rints and stores them on a server. It includes many worksta�ons
from which operators can enter new fingerprints, and search the
system for
exis�ng ones. The way in which the system works is rela�vely
simple. The examiner begins by scanning a fingerprint and com
puterized algorithms mark the minu�ae to search for. The comp
uter then calculates a
score based upon the degree of match. Most of the �me, the mat
ching print will appear in the first few entries, if it is in the syst
27. em. The examiner must pull up the likely matches and compare t
hem with the
fingerprint in ques�on. The computer is not used for the purpos
es of matching prints for court purposes. That is something only
an examiner can do. AFIS is used to provide possible matches,
helping narrow
down the list of individuals the fingerprint could belong to. An
examiner will then need to compare the fingerprint and the poss
ible matches provided to make the final decision on the iden�fi
ca�on of the
fingerprint.
Think About It
Do you think that ten‐print cards and/or AFIS systems are a goo
d way to organize and store fingerprint data? What other ways c
an you think of that could improve the filing system?
Fingerprint collec�on done the old‐fashioned way consisted of
inking each individual finger and organizing the impressions on
to a
single card. How has modern technology improved this process?
iStockphoto/Thinkstock
If fingerprints are to be found at the scene of a crime, they are
most likely to be latent ones found a�er an inves�gator has dus
ted
for fingerprints.
Joe Johnston/The Tribune (of San Luis Obispo)/Associated Pres
s
Don Ryan/Associated Press
28. 7.5 Collec�on and Preserva�on of Fingerprints
There are two topics that must be considered in terms of collec
�ng and preserving fingerprints for a case. The first is collec�n
g or taking
fingerprints from known individuals. The second is collec�ng fi
ngerprints from crime scenes and objects.
Collec�on and Preserva�on of Knowns
At one �me, fingerprints were taken from known individuals by
inking the fingers and impressing them onto fingerprint cards. I
n addi�on to
including a labeled box for each finger, there was space on the b
o�om of the card to reprint the thumbs, and to impress the four
fingers of each
hand. These impressions served as back‐ups if the main boxed i
mpressions were not of high enough quality for a comparison. F
ingerprints from
these ten‐print cards can be scanned into AFIS systems to build
the single print databases.
Today, most fingerprints are collected by Live Scan technology.
The person places each finger (and thumb) onto a small scannin
g plate. Some�mes,
there is an on‐screen guide to help the person adjust the posi�o
n and pressure of each finger. The device then scans the prints d
irectly into an
AFIS. These devices can be seen at ports of entry into the Unite
d States, such as in interna�onal airports.
Fingerprints are also preserved electronically. The largest datab
ase of fingerprints is contained in the FBI’s integrated AFIS (IA
FIS) system. The system
contains over 70 million print files from criminal histories, and
about 35 million other files. People who are arrested are fingerp
29. rinted. But many
other people may be fingerprinted as well, like those who have f
irearms permits or security clearances or have undergone backgr
ound checks for a
variety of reasons.
Collec�on, Preserva�on, and Processing of Eviden�ary Prints
Collec�ng fingerprints from scenes is similar to collec�ng evid
ence from a scene, but it is more complicated than collec�ng kn
own prints. Some�mes, prints at scenes are visible, but o�en th
ey are not. The ones
which are not require some sort of development or processing to
render them visible. The first decision an inves�gator must ma
ke is whether to use development (visualiza�on) techniques for
prints at the
scene, or bring the object bearing the print back to the lab. The
larger and more unmovable the object or surface, the more likel
y an inves�gator would employ development techniques in the f
ield. A�er
loca�ng and/or developing the print or prints, the crime scene p
rocessor must either collect the whole object the print resides o
n, or collect the fingerprint alone. Photography and sketches are
used to
document the loca�on of the fingerprint, or the object containin
g it, at the scene. The print or developed print must also be phot
ographed. It is best if the photo can be 1:1 (life size image). Th
at way there is
no compression of the details. If a print has required developme
nt, it may be possible to tape li� the print, depending on the typ
e of development. All the usual rules about chain of custody per
tain here. The
item bearing the print or the tape li� must be carefully package
d, labeled, and sealed. Items have to be packaged so as to provi
de maximum protec�on of an undeveloped print impression. No
thing should
30. touch or rub the impression during storage or transport. Some ty
pe of wood or plas�c trough would have to be used to protect th
e ridge impressions from the package during transport. Develop
ed latents must
also be protected. Tape li�s are placed onto backings, and are t
hus protected.
There are three kinds of fingerprint impressions encountered: vi
sible, plas�c, and latent.
Visible Fingerprints
Visible prints are also some�mes called patent. Visible prints a
re made in dirt, ink, blood, or some other medium that is visible
to the eye. These would be photographed and, if possible, the o
bject on which
they are deposited would be collected.
Plas�c Fingerprints
Plas�c prints are three‐dimensional and are made in so� receivi
ng materials like silly pu�y or tar. These are indenta�on prints.
They are first photographed. Then, the object bearing the print
is collected, if
possible. If not, this type of fingerprint impression can be cast i
n the same manner as footwear indenta�ons, only the cas�ng m
aterials are silicone‐based and capable of capturing fine detail
much be�er than
any type of plaster.
Think About It
What do the techniques and procedures for eviden�ary fingerpri
nt collec�on and preserva�on have in common with the collec
�on and preserva�on techniques for other pa�ern evidence? W
hat are the
31. differences?
Latent Fingerprints
Latent fingerprints cannot be clearly seen or visualized without
some development or processing. There are three basic methods
of processing or
developing latent fingerprints: physical, chemical, and instrume
ntal. The most common and familiar physical method is powder
dus�ng. Here, a
fingerprint powder (usually black) is applied with a fine brush t
o the latent print residue. The powder par�cles adhere to the fa
�y components in
the residue and make the ridges visible. Another technique used
is called magna‐brush. Here a small magnet is used to apply ma
gne�c par�cles to
the print residue. These par�cles adhere to the latent residue th
e same way as the powder par�cles. Powder‐dusted (including
magna‐powder
dusted) prints can generally be li�ed using transparent tape. Th
e tape must be placed carefully onto the dusted print to avoid an
y air bubbles. This
can be done with a rubber roller. The tape is li�ed all in one slo
w mo�on, and the transparent tape li� is then placed onto a con
tras�ng
background, such as a white surface. Another more complex tec
hnique uses molybdenum disulfide par�cles in a solu�on. This
is known as "small
par�cle reagent" and works on surfaces that are wet. Li�ing of
a small par�cle reagent developed print can be accomplished wi
thout le�ng the
surface dry if the tape is carefully applied to the center and pres
sure applied in all direc�ons outward, pushing away the liquid
droplets in the
process. Latents on wet surfaces aren’t common, but the situa�
on does arise. Think of a can of beer with a latent on it, taken fr
32. om the refrigerator
and allowed to sit out in a humid environment for a while where
water can condense onto it.
The classical chemical techniques for print development were si
lver nitrate, iodine fuming, ninhydrin, and super glue. Silver nit
rate development
works on the same principle as the development of photographic
film, where silver chloride is chemically reduced to metallic sil
ver. Iodine fuming is
based on iodine molecules going from solid to vapor without be
coming liquid (a process called sublima�on). The iodine vapor
can interact with
fingerprint residue and give it a temporary color. The color can
be made permanent with other chemicals. Neither silver nitrate
nor iodine are used
for latent prints anymore because the other techniques are be�e
r or equivalent. Silver has go�en expensive, and it creates a dis
posal problem a�er
use. Other techniques are be�er than iodine because they have t
he poten�al for greater sensi�vity.
Today, ninhydrin or super glue treatment is followed by an addi
�onal treatment with other chemicals to make the visualiza�on
more sensi�ve—
that is, lesser amounts of residue can be detected. Ninhydrin is
a
chemical that reacts with the amino acids in fingerprint residue.
Amino acids are the building blocks of proteins. Super glue can
be fumed onto fingerprint residue where it reacts to form a semi
solid, whi�sh
deposit on the ridge pa�erns. Super glue will vaporize by itself,
and the process can be accelerated with heat. The vapors, or fu
mes, interact with the fingerprint residue. The super glued finge
rprint is fairly
permanent, but can be powder dusted, and the dusted print li�ed
33. . This is done in the same way as li�ing dusted fingerprints as d
escribed earlier. Super glued prints can also be further treated w
ith other
chemicals by dipping or spraying to make the visualiza�on mor
e sensi�ve. Ninhydrin is the method of choice for absorbent sur
faces like paper or sheet rock. Super glue will work on prac�cal
ly any surface.
The most common instrumental technique is called laser illumin
a�on. With this process, fingerprints are commonly developed
with super glue, on which a chemical called laser dye is applied.
When a laser is
shined on a fingerprint processed in this way, a very small amou
nt of residue can be visualized, and then photographed. Some�
mes, laser illumina�on is used directly on fingerprint residues,
but this technique
is used less frequently. Laser procedures are usually performed
in the lab. Portable lasers do exist, but these techniques are very
cumbersome in the field. Laser‐illuminated prints would typical
ly be
photographed for comparison. The laser dye procedure is indicat
ed if the ridge pa�erns are not clear enough for a comparison fo
llowing super glue alone.
Fingerprints in blood can be a special case. Some�mes, they are
plainly visible (in these cases these would be considered visibl
e prints), but at other �mes they may require special enhanceme
nt techniques. The
enhancement procedures make use of chemicals that produce col
or in the presence of blood. They also contain a s�cky substanc
e to make them adhere to the residue and a rapidly evapora�ng
solvent so that
bloody prints on a ver�cal surface don’t run when the chemical
is sprayed. These enhancement techniques have the poten�al of
interfering with DNA profiling of the blood as the chemicals in
the enhancement
34. mixture can adversely affect DNA. It is important for inves�gat
ors to consider the value of DNA profiling and fingerprint iden
�fica�on to the case in these situa�ons. A small specimen of b
lood could be
collected, for example, without disturbing the ridge pa�erns a fi
ngerprint examiner would need.
Think About It
If you had to choose a single method for processing latent prints
in the laboratory, which one would you choose, and why?
7.6 Analysis of Fingerprints
For forensic and legal purposes, fingerprint analysis or compari
sons are the heart of the ma�er. The comparison of a ques�one
d print with a known, and the ability to form an unequivocal con
clusion, make
fingerprints valuable as evidence.
Trained examiners complete the comparisons. The training is le
ngthy. It can take up to two years before a new examiner is allo
wed to operate without supervision. There is a specific protocol
to be completed
for each comparison. The first thing to be decided is whether th
e print is suitable for comparison. This decision is based on the
clarity of the ridges and the examiner’s judgment that a proper c
omparison can
be completed. For example, the examiner must determine if ther
e is enough of the print present in the impression and if there ar
e enough visible details (minu�ae). The examiner must also det
ermine if the
print is easily viewed, is not smudged, and does not have too ma
ny impressions overlaid on one another. If the print is judged to
be unsuitable for comparison, the examina�on ends. If the prin
t is judged to be
suitable, the ques�oned print must be properly oriented for com
35. parison with a known (a whole fingerprint). To perform an accu
rate examina�on, the print cannot be upside down or rotated 90
degrees. Next, it
goes through analysis, comparison, evalua�on, and verifica�on
(ACE‐V). Analysis consists of judging suitability, arranging co
rrect orienta�on, and judging the minu�ae content of the print.
The comparison part
is carefully figuring out if every minu�a feature in the ques�on
ed impression is also in the known, and in the same loca�on. Th
e evalua�on step is based on the examiner’s knowledge of and e
xperience with
print comparisons. How common or rare is this pa�ern? If the e
xaminer is sa�sfied that there is enough detail, and there are no
unexplained differences between the ques�oned and known, an
iden�fica�on
can be made. In the verifica�on step, another examiner is asked
to look at the prints and verify the first examiner’s conclusion.
As shown in Table 7.1, the main category to which the fingerpri
nt belongs (arch, loop, whorl, etc.), is some�mes called First Le
vel, or Level 1. The minu�ae present and their loca�on is some
�mes called Second
Level, or Level 2. There is a Level 3 as well, consis�ng of pore
s and ridge features. Level 3 is not always used because the first
two levels are nearly always sufficient for making an iden�fica
�on or determining
an exclusion.
Table 7.1: Fingerprint pa�ern levels
Level Pa�ern category
1 Arch, loop, or whorl
2 Minu�ae (such as dot, bifurca�on, and ridge ending)
36. 3 Pore and ridge features
An examiner may reach three possible conclusions following a c
omparison: exclusion, inconclusive, or iden�fica�on. Exclusio
n means that the ques�oned print does not match the known pri
nt and therefore the
person to which the known print belongs is excluded. Inconclusi
ve means the examiner can neither make the iden�fica�on nor
exclude the person. There isn’t enough informa�on in the ques
�oned print.
Iden�fica�on means that this ques�oned print is a�ributable t
o the person who furnished the known.
Du�es of a Latent Print Examiner
In recent years, there have been ques�ons as to whether there is
a sufficient scien�fic underpinning to fingerprint comparisons
to warrant the iden�fica�on conclusion (Na�onal Research Co
uncil, 2009; Koehler
& Saks, 2010). How do we know fingerprints are individual? Th
e standard answer is that hundreds of thousands of prints have b
een compared, and no two have been found that are alike. This s
tandard answer
is correct, but one person did not analyze all of these pairwise c
omparisons. That is, the sum total of all the pairwise compariso
ns was done by many different people at different �mes. Furthe
rmore, an
examiner doesn’t compare a ques�oned print with millions of k
nowns; the ques�oned print is compared with only a few. With
AFIS systems, the mul�ple pairwise comparison argument is m
uch more
supportable. If a ques�oned print is searched within IAFIS and
found, that ques�oned print was compared with all the prints in
the database. To date, no one has found two or three matches—
only one (or
none, if the print isn’t in IAFIS). The fact that so many searches
37. have been completed lends considerable support to the individu
ality idea.
Think About It
From everything you have learned so far, do you think there are
two people who have exactly the same ten fingerprints? What ab
out two people who have one fingerprint iden�cal to one of the
other
person’s? What about two people who have a par�al of one fing
erprint iden�cal to the par�al fingerprint of the other person?
Nevertheless, a high profile case from 2004 has caused the think
ing to be reconsidered. The real ques�on is not so much whethe
r complete fingerprints are duplicated to the extent that a traine
d examiner can’t
tell them apart, but whether there is a chance to get a par�al du
plicate. That is, presented with an incomplete ques�oned impre
ssion, could there be two prints out in the world that could be in
terpreted to
"match"? See what you think a�er reading the case of United St
ates v. Brandon Mayfield.
Case Illustra�on: United States v. Brandon Mayfield
Brandon Mayfield was a Muslim a�orney prac�cing in Oregon.
He was a U.S. ci�zen and Army veteran. He converted to Islam
a�er mee�ng and marrying his Egyp�an‐born wife. On March
11, 2004, a series
of coordinated bombings did extensive damage to Spain’s comm
uter train system in Madrid, killing 191 people and wounding ar
ound 1,800 others. The a�ack was perpetrated by a local terrori
st cell, inspired
by but not directly connected to Al Qaida. In the subsequent inv
es�ga�on, a bag containing detona�ng devices was recovered
by the Spanish police and latent fingerprints were found. These
38. were shared
with other countries’ law enforcement agencies to help with the
case.
The FBI fingerprint unit ran an AFIS search and generated a nu
mber of poten�al matches. Mayfield’s prints were among them.
Possibly because he was Muslim and
had provided legal assistance to some Muslim clients, he becam
e a principal suspect. FBI fingerprint experts working on the cas
e came to the conclusion that the
eviden�ary latents matched Mayfield, and several of them—
all highly experienced and seasoned examiners—
agreed on this conclusion. The FBI conducted a detailed
inves�ga�on of Mayfield, and eventually arrested him. There w
ere discussions and at least one mee�ng between FBI examiners
and Spanish fingerprint examiners, in
which the la�er told the FBI that the prints did not match Mayfi
eld. However, the FBI con�nued the inves�ga�on un�l it beca
me clear that the FBI was incorrect on
this iden�fica�on. It was found that the prints belonged to an
Algerian na�onal named Ouhnane Daoud.
The FBI released and apologized to Mr. Mayfield and the gover
nment se�led a suit he filed against it for $2 million. There was
a public discussion involving federal
overreach in the inves�ga�on, aside from the fingerprint issue.
Mr. Mayfield sued the government seeking to overturn parts of t
he PATRIOT Act (New York Times,
2006).
Reflect On It
Analyzing palm prints is not as common
39. as fingerprints, as fingerprints are more
prevalent. Do you think fingerprints show
more differences between individuals than
palm prints do?
Orlin Wagner/Associated Press
Reflect On It
What do you think about the misiden�fica�on of this case? Wa
s it bias, incorrect examina�on of the fingerprints, or a combina
�on of both that led to the wrong arrest? What do you think cou
ld have
prevented this?
It has been suggested by fingerprint cri�cs that misiden�fica�
on occurred in this case because of examiner bias. They state th
at FBI experts knew all about the case, and thought it should be
a match, and that
knowledge ended up deeply prejudicing them. In any event, it d
oes show that iden�fica�on errors can happen.
You may be thinking as you read this sec�on and this case exa
mple, why isn’t there a minimum number of points to define a m
atch? It sounds easy, but it isn’t. There was such a criterion in t
he United Kingdom
for quite some �me. But, it turned out that non‐matching finger
prints could have the minimum required number of points. It is
also the case that an examiner may not always have the minimu
m number, but is
convinced the prints match. For these reasons, the IAI, the profe
ssional organiza�on that makes interna�onal consensus stateme
nts about these ma�ers, has long taken the posi�on that there s
hould not be a
specified number of matching minu�ae or points to declare a m
atch. As noted, the IAI is con�nuing to examine its principles r
40. egarding fingerprint iden�fica�on (Polski et al., 2011).
Another way of looking at examiner accuracy is through profici
ency tests. Examiners are subjected to these proficiency tests fo
r cer�fica�on and recer�fica�on. Some agencies and accredite
d forensic labs also
par�cipate in proficiency tes�ng for their examiners. At �mes,
the tests can be done for research purposes as well. In proficien
cy tests, examiners are given sets of ques�oned prints or par�al
s along with known
prints, and told to complete pairwise comparisons and form con
clusions. The vast majority of tests and studies of this type sho
w that the examiners get the right answers. One study involving
the fingerprints of
iden�cal twins resulted in a few misiden�fica�ons (Grieve, 19
96). Iden�cal twin fingerprints are dis�nguishable, but they ca
n be very similar.
Analysis of Other Fric�on Ridge Impressions
Fric�on ridge skin impressions, such as palm prints and footpri
nts, are compared in the same way as fingerprints are compared.
To clarify, o�en�mes people refer to "footwear impressions" a
s footprints, but
this is incorrect. Footprints are made by bare feet. The main diff
erence between these types of fric�on ridge skin impressions an
d fingerprints is that files of palm or footprints are not maintain
ed because these
impressions are less frequently encountered than fingerprints. G
enerally, inves�gators must develop one or more suspects, then
arrange to collect inked palm or foot
impressions as knowns for comparison. The methods used for co
mparison and the criteria for conclusions are the same as for fin
gerprints.
41. Ch. 7 Conclusion
Pa�erns are an important class of evidence. Iden�fica�on pa�
erns refer to the mental images used to classify objects in the en
vironment. Individualiza�on pa�erns can be physical pa�erns
or impressions. The
most commonly seen impressions are footwear and �re tracks.
Reconstruc�on pa�erns help inves�gators form theories about
events that took place in the past, based on the physical evidenc
e record.
Pa�ern evidence is collected by photography, li�ing, and cas�
ng, as appropriate. It is analyzed by comparing a ques�oned im
pression with a known impression or object. A proper compariso
n requires that only
like impressions be compared (posi�ves, nega�ves, le�, right,
etc.). Some pa�ern evidence can some�mes be individualized.
Fingerprints are an important category of evidence, and have a l
engthy history of use as a means of personal iden�fica�on. Aut
omated fingerprint iden�fica�on systems have enabled the stor
age and search of
single fingerprints, and rendered ten‐print cards and classifica�
on systems obsolete. At scenes, visible, plas�c, and latent print
s can be found. Latent prints require some visualiza�on techniq
ues to make the
ridge detail suitable for comparison. There are physical, chemic
al, and instrumental methods for developing latent prints. Ques
�oned fingerprints are compared with known prints, and examin
ers can o�en
individualize the print to a person, or exclude a person as the so
urce. Some�mes, prints are not suitable for comparison, or ther
e is insufficient detail to reach a conclusion. There has been dis
cussion about the
scien�fic basis for fingerprint individuality, and whether indivi
dualiza�on is jus�fied in fingerprint comparison, par�cularly
with ques�oned par�al prints. Palm prints and footprints are so
42. me�mes encountered at
scenes, and they may be compared to knowns in the same way a
s fingerprints.
Ch. 7 Learning Resources
Key Ideas
There are pa�erns for iden�fica�on, for individualiza�on, and
for reconstruc�on.
Important pa�erns for individualiza�on include physical match
es, as well as imprint and indenta�on markings, of which footw
ear and �re impressions may be the most common.
Fingerprints are an important class of physical evidence and an
example of a biometric iden�fier.
AFIS systems enable rapid search and retrieval of single fingerp
rints.
Latent fingerprints require visualiza�on or processing steps in
order to be suitable for comparison.
There is a method for fingerprint (and other fric�on ridge print)
comparisons called ACE‐V, which describes the steps an exami
ner follows to compare ques�oned and known prints.
Fingerprints are individual. With very rare excep�ons, iden�fic
a�ons or exclusions can be made following a comparison by a q
ualified examiner.
Foot and palm prints are compared in the same manner as finger
prints.
Cri�cal Thinking Ques�ons
1. In a criminal aggravated assault case, the accused ripped off t
he vic�m’s dress, and in the process, a piece became completel
y separated and got stuck on the back of the perpetrator’s shirt.
The police later
recovered the shirt, which s�ll had the fragment of dress on it. I
magine that you are the lab examiner, comparing the fragment t
43. o the dress. This is a summer‐weight, light material with a dis�
nc�ve, decora�ve
pa�ern on it. The fragment lines up almost perfectly with a mis
sing area on the vic�m’s dress. Color and pa�ern are the same.
Thread count is the same. It definitely could be the missing piec
e. How would you
tes�fy to this finding?
2. In a criminal case, a suspect is thought to have kicked in a m
etal door while wearing a sneaker. The police successfully use a
n electrosta�c dust li�er to li� a good dust print of the sneaker
from the door. They
also have a suspect, and the sneaker they think probably made t
he mark. How would you, as the examiner, make the "known" sn
eaker impression to compare with the dust print?
3. A government agency is willing to fund a study to establish t
hat fingerprints are really individual. How would you design thi
s study? Describe the study design, the results that might be exp
ected, and the
conclusions that could be drawn from them.
4. In a homicide case, the police find a good bloody footprint on
a bathroom floor �le. They think the footprint belongs to the p
erpetrator. They have a suspect in custody, but they cannot prov
e he was at the
scene at the �me of the crime. You are the examiner and are giv
en the �le with the ques�oned footprint on it. How would you t
ell the police to collect the known footprints from the decedent
and from the
suspect? Do you think the police need a search warrant to collec
t the known footprint from the suspect?
5. You are the fingerprint expert witness in a criminal trial. An
object from the crime scene had a good latent print on it, and yo
u were able to match the latent to the known print from one of t
44. he defendant’s
fingers. You have tes�fied that the latent fingerprint came from
the defendant. The defense lawyer now says to you the followin
g: "The police had a ten‐print card on file containing the defend
ant’s fingerprints.
At the �me the police arrested the defendant, they had very li�l
e evidence that he was actually at the scene, but they were convi
nced he was their guy. Suppose they took some li�ing tape and
carefully li�ed
off one of the prints from the ten‐print card, then used that tape
to place the ‘latent print’ on the object from the scene that was
submi�ed to you for examina�on. Do you concede that this sce
nario is
possible? If so, would you agree that the latent match to the def
endant does not then prove that he was actually at the scene?"
Key Terms
Click on each key term to see the defini�on.
accidental
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ec�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma
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J311.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/sec�on
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45. oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
An individual characteris�c in an item of footwear, a �re, or ot
her object that occurs as the result of wear and exposure, and th
at can be detected in an imprint or indenta�on of the item.
Analysis, Comparison, Evalua�on, and Verica�on (ACE‐V)
(h�p://content.thuzelearning.com/books/AUCRJ311.13.1/sec�o
ns/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/b
ooks/AUCRJ311.13.1/sec�ons/front_ma�er/books/AUCRJ311.1
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�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�e
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1.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/fr
ont_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/books/
AUCRJ311.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/s
ec�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma
�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/books/AUCR
J311.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/sec�on
s/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/bo
oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
The process followed by fingerprint examiners in their comparis
ons of known and ques�oned fingerprints, as well as foot or pal
m prints.
biometric
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ns/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/b
ooks/AUCRJ311.13.1/sec�ons/front_ma�er/books/AUCRJ311.1
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�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�e
48. oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
A conclusion by an examiner that a ques�oned specimen cannot
have originated from a known specimen with which it has been
compared.
iden�fica�on
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ns/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/b
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1.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/fr
ont_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/books/
AUCRJ311.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/s
ec�ons/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma
�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/books/AUCR
J311.13.1/sec�ons/front_ma�er/books/AUCRJ311.13.1/sec�on
s/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/bo
oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
In pa�ern evidence comparisons, this term means individualiza
�on, a conclusion that the ques�oned specimen originated from
the known with which it was compared.
impression
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t_matter/books/AUCRJ311.13.1/sections/front_matter/books/AU
CRJ311.13.1/sections/front_matter/books/AUCRJ311.13.1/secti
ons/front_matter/books/AUCRJ311.13.1/sections/front_matter/b
ooks/AUCRJ311.13.1/sections/front_matter/books/AUCRJ311.1
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oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
In pa�ern evidence comparisons, this conclusion means that the
re is not sufficient informa�on to draw a definite conclusion; th
at is, we cannot say for sure whether the ques�oned is excluded
or there is an
iden�fica�on.
indenta�on
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ns/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/b
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oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
A three‐dimensional impression.
indirect physical match
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oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
A chemical that reacts with amino acids to form a visible, violet
‐colored product. It is used to visualize latent fingerprints.
patent
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ns/front_ma�er/books/AUCRJ311.13.1/sec�ons/front_ma�er/b
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oks/AUCRJ311.13.1/sec�ons/front_ma�er#)
Literally, "visible" or "obvious." A patent fingerprint is visible.
plas�c
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