Interviews and
Eyewitness
Identifications
AP Photo/Matthew Apgar
OBJECTIVES
After reading this chapter you will be able to:
• Identify the evidence collected
by investigators in the BP
gas station robbery and
discuss its role in the
identification and apprehension
of the perpetrator.
• Discuss the advantages and
disadvantages of using facial
identification software and
forensic sketches to create
composite pictures of
suspects.
• Identify and discuss the
rationale of the recommended
lineup procedures.
• Discuss the research that
has been conducted on the
accuracy of hypnotically elicited
testimony. • Identify the difference between
primary and secondary
witnesses and give an example
of each.
• Discuss the value of eyewitness
identifications in establishing
proof. • Compare and contrast the
cognitive interviewing approach
with standard police interviews.
• Identify and discuss the
methods of eyewitness
identifications.
• Identify the three phases of
human memory and discuss
how factors at each phase
may affect the retrieval of
information from witnesses.
• Discuss the contributions
of cognitive interviewing in
enhancing memory recall.
From the CASE FILE
BP Gas Station Robbery
The introduction to this chapter consists of a police
report (edited for length) of the investigation of an
armed robbery of a British Petroleum (BP) gas station
that occurred on August 22, 2011, in Germantown,
Wisconsin (a suburb of Milwaukee). The report serves
as an example of a criminal investigation case report
and also highlights issues discussed in this chapter,
such as the value of eyewitness identification. Issues
discussed in other chapters, including the important
role of patrol officers in investigations, crime scene
photographs, investigation of robbery and auto theft,
and the value of DNA, are also present in this report.
Incident Report Number: 11-014277,
Report of Officer Toni Olson
On Monday, August 22, 2011, I, Officer Olson, was
assigned to investigate and respond to a robbery, which
had just occurred at the County Line BP, located at 21962
County Line Road. Officers were advised that the c I erk at
the BP gas station had called the non-emergency number
reporting that a younger wh ite male came into the store and
hit him over the head with an unknown object before taking
money out of his cash drawer and leaving in a red SUV or
truck, northbound on Bell Road. A possible registration
of 583RIB was given out for the suspect vehicle. I, along
with Lt. Huesemann, Officer Brian Ball, and Officer Daniel
Moschea of the Germantown Police Department responded.
Upon arriving on scene, officers were advised that witnesses
reported the suspect veh icle leaving the scene of the
robbery northbound on Bell Road into a subdivision. The
witnesses also stated that they had not seen the suspect
vehicle leave the subdivision, which only has two ways to get
in and.
Ladies and Gentlemen of the Jury Description The p.docxrandymartin91030
Ladies and Gentlemen of the Jury
Description:
The purpose of this discussion is for you to gain a better understanding of how the insanity defense might be
applied in an actual case
For the final discussion you will become a member of a jury and decide whether the defendant in the case
described below should be found not guilty by reason of insanity. The case facts are based on an actual case, and
I will tell you the results of the actual case once the discussion ends
Assume the case is taking place in a state that has adopted the “irresistible impulse” insanity test. Use this week’s
course material to make sure you understand the irresistible impulse test
Read the facts of the case over a couple of times before beginning your initial response and note which facts might
relate to the irresistible impulse test
As a member of the jury, in this case discuss whether you would find the person not guilty by reason of insanity
and justify your decision. You should demonstrate your understanding of the “irresistible impulse” insanity test by
applying the irresistible impulse test to the facts of the case in your initial response. Do not make your decision
based on emotions, as the judge has instructed the jury that it must apply the law (the insanity defense) to the
facts
Facts of the Case:
Defendant was born in the Midwest into a fundamentalist family. He was always painfully shy and suffered from low
self-esteem. As a child, he was molested by a neighbor. First, his father left the home. Then, after a bitter divorce, his
mother took his brother, and left Defendant with his father. His parents weren’t speaking and Defendant didn’t even
know how to contact his mother and brother. Defendant’s history of abandonment left him with feelings of loss and
rejection.
When young, Defendant impaled the heads of animals he killed on stakes in his yard. He collected dead animals and
had necrophiliac desires. Defendant’s stepmother said, "When he was young, he liked to use acid to scrape the meat
off dead animals." She recalled during the late 1980s, an odor emanated from the basement and garage prompting
Defendant's father, a chemist, to investigate. He found "bones and the residue in the containers." Defendant told him
he stripped flesh from an animal he found.
As a teen, Defendant had fantasies of killing and mutilating men. After graduating from high school at age 17, he was
left alone at home, without money or food, and a broken refrigerator. It is believed by some that this experience,
abandonment, and mental illness gave him the justification he needed to commit crimes. However, his own history
shows that he had serious problems long before this event.
Defendant committed his first murder at age 18. He killed a young hitchhiker he invited to his house, where he killed
him with a barbell, then smashed his bones with a hammer because he "didn't want him to leave." He would not kil.
Page 3 of 8 b. Fifth Amendment protection against self .docxbunyansaturnina
Page 3 of 8
b. Fifth Amendment protection against self incrimination.
c. Sixth Amendment guarantee of the assistance of counsel at critical phases of the case.
d. Eight Amendment protection against cruel and unjust treatment.
9. In Utah when eyewitness identification is critical to a criminal case:
a. the prosecution is in trouble because eyewitness testimony is inherently false.
b. the case must be dismissed unless the police have either conducted a photo lineup or a
physical line-up involving the defendant.
c. the case may be decided without further hearing if the Court finds at a pre-trial hearing,
beyond a reasonable doubt, that the identification is reliable.
d. a jury must be warned that eyewitness testimony is inherently unreliable.
10. When a capital offense is committed by a person under the age of 18 or by an older person
who is developmentally disabled (mentally retarded):
a. the death penalty can be imposed.
b. the death penalty may not be imposed.
c. the death penalty may not be imposed until the defendant=s chronological or mental age
exceeds 18.
d. the death penalty may only be imposed in states where such executions have occurred
in the past.
Essay Section (Part II)
Instructions:
The first essay section includes two essay questions, designed to test the material
covered since the last exam. Each question is worth 15 points. You need not re-state the facts
but you should identify a legal issue, outline the law, do an analysis and state a conclusion
(ILAC).
The final section should include two IFLAC essays, each worth 25 points. This portion
of the exam is comprehensiveBmeaning the answer may be drawn from any doctrine or topic we
have covered during this course. More detailed instructions are included, below.
ESSAY SECTION I: (2 essays, 15 points eachB30 POINTS TOTAL)
Consider these facts for question 1:
On May 2, 2001, Deputy Wayne Keith was patrolling the Provo Dike Road, which is a public
road. Deputy Keith observed a convertible vehicle that was parked on the side of the road.
Deputy Keith noticed that the registration was expired on the vehicle and subsequently stopped
his vehicle behind the parked convertible. Deputy Keith did not activate his overhead lights or
his siren when he parked behind the vehicle. Furthermore, he did not block their vehicle from
moving or leaving with the position of his vehicle. Deputy Keith observed three occupants
sitting in the car. Deputy Keith approached the vehicle on foot and observed several open
containers of alcohol in plain view in both the front and rear area of the passenger compartment
Ahmed Alanazi
Page 4 of 8
of the vehicle. Deputy Keith asked for the three passengers' identification. Defendant was
determined to be the individual sitting in the driver's seat. Deputy Keith asked the occupants to
step out of the vehicle and explained that he was going to search for more open containers.
Deputy.
In a 3 – 4-page paper (excluding title and reference pages)·a.docxrochellscroop
In a 3 – 4-page paper (excluding title and reference pages):
·
apply principles of criminal law to criminal justice practice.
·
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
·
Cite case law regarding the possible civil action that could be taken against the police officer, the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute or two earlier. Officer Jones called for medical assistance and for backup as well. While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that partially fit the description about a block away from the scene. Though it was very dark, Officer Jones observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police! However, the individual refused to comply with Officer Jones’s commands and continued to walk away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones, refused to keep hands where Officer Jones could see them. The subject reached into his right front pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and fired at the individual, hitting him in the left shoulder. The individual fell to the ground and Officer Jones approached him and called for additional medical personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable. Detectives investigating the incident discovered that the person shot was not the perpetrator in the alleged strong-armed robbery. They also discovered that the victim lied and was actually involved in a domestic violence incident and did not want her husband to be arrested.
Strictly NO plagiarism
TurntIn shall be used.
.
In the scenario listed below there are at least four alleged crimes .docxmigdalialyle
In the scenario listed below there are at least four alleged crimes and at least one possible civil action. Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer, the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at
approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed
and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked
from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she
was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she
was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The
perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute
or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet
away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk
away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As
the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the
subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones,
refused to keep hands where Officer Jones could see them. The subject reached into his right front
pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and
fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to
be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person shot was not the perpetrator in the
alleged strong-armed robbery. They also discovered that the victim lied and was actually involved in a
domes.
In the scenario listed below there are at least four alleged crimes .docxmecklenburgstrelitzh
In the scenario listed below there are at least four alleged crimes and at least one possible civil action. Review the scenario and identify these crimes and civil action.
In a 3 page paper (excluding title and reference pages), apply principles of criminal law to criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer, the department, and the city.
SCENARIO
Police Officer Jones, in full uniform, was walking the midnight shift in a high crime area at approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that partially fit the description about a block away from the scene. Though it was very dark, Officer Jones observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police! However, the individual refused to comply with Officer Jones’s commands and continued to walk away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones, refused to keep hands where Officer Jones could see them. The subject reached into his right front pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person shot was not the perpetrator in the alleged strong armed robbery. They also discovered that the victim lied and was actually involved in a domestic violence incident and did n.
Ladies and Gentlemen of the Jury Description The p.docxrandymartin91030
Ladies and Gentlemen of the Jury
Description:
The purpose of this discussion is for you to gain a better understanding of how the insanity defense might be
applied in an actual case
For the final discussion you will become a member of a jury and decide whether the defendant in the case
described below should be found not guilty by reason of insanity. The case facts are based on an actual case, and
I will tell you the results of the actual case once the discussion ends
Assume the case is taking place in a state that has adopted the “irresistible impulse” insanity test. Use this week’s
course material to make sure you understand the irresistible impulse test
Read the facts of the case over a couple of times before beginning your initial response and note which facts might
relate to the irresistible impulse test
As a member of the jury, in this case discuss whether you would find the person not guilty by reason of insanity
and justify your decision. You should demonstrate your understanding of the “irresistible impulse” insanity test by
applying the irresistible impulse test to the facts of the case in your initial response. Do not make your decision
based on emotions, as the judge has instructed the jury that it must apply the law (the insanity defense) to the
facts
Facts of the Case:
Defendant was born in the Midwest into a fundamentalist family. He was always painfully shy and suffered from low
self-esteem. As a child, he was molested by a neighbor. First, his father left the home. Then, after a bitter divorce, his
mother took his brother, and left Defendant with his father. His parents weren’t speaking and Defendant didn’t even
know how to contact his mother and brother. Defendant’s history of abandonment left him with feelings of loss and
rejection.
When young, Defendant impaled the heads of animals he killed on stakes in his yard. He collected dead animals and
had necrophiliac desires. Defendant’s stepmother said, "When he was young, he liked to use acid to scrape the meat
off dead animals." She recalled during the late 1980s, an odor emanated from the basement and garage prompting
Defendant's father, a chemist, to investigate. He found "bones and the residue in the containers." Defendant told him
he stripped flesh from an animal he found.
As a teen, Defendant had fantasies of killing and mutilating men. After graduating from high school at age 17, he was
left alone at home, without money or food, and a broken refrigerator. It is believed by some that this experience,
abandonment, and mental illness gave him the justification he needed to commit crimes. However, his own history
shows that he had serious problems long before this event.
Defendant committed his first murder at age 18. He killed a young hitchhiker he invited to his house, where he killed
him with a barbell, then smashed his bones with a hammer because he "didn't want him to leave." He would not kil.
Page 3 of 8 b. Fifth Amendment protection against self .docxbunyansaturnina
Page 3 of 8
b. Fifth Amendment protection against self incrimination.
c. Sixth Amendment guarantee of the assistance of counsel at critical phases of the case.
d. Eight Amendment protection against cruel and unjust treatment.
9. In Utah when eyewitness identification is critical to a criminal case:
a. the prosecution is in trouble because eyewitness testimony is inherently false.
b. the case must be dismissed unless the police have either conducted a photo lineup or a
physical line-up involving the defendant.
c. the case may be decided without further hearing if the Court finds at a pre-trial hearing,
beyond a reasonable doubt, that the identification is reliable.
d. a jury must be warned that eyewitness testimony is inherently unreliable.
10. When a capital offense is committed by a person under the age of 18 or by an older person
who is developmentally disabled (mentally retarded):
a. the death penalty can be imposed.
b. the death penalty may not be imposed.
c. the death penalty may not be imposed until the defendant=s chronological or mental age
exceeds 18.
d. the death penalty may only be imposed in states where such executions have occurred
in the past.
Essay Section (Part II)
Instructions:
The first essay section includes two essay questions, designed to test the material
covered since the last exam. Each question is worth 15 points. You need not re-state the facts
but you should identify a legal issue, outline the law, do an analysis and state a conclusion
(ILAC).
The final section should include two IFLAC essays, each worth 25 points. This portion
of the exam is comprehensiveBmeaning the answer may be drawn from any doctrine or topic we
have covered during this course. More detailed instructions are included, below.
ESSAY SECTION I: (2 essays, 15 points eachB30 POINTS TOTAL)
Consider these facts for question 1:
On May 2, 2001, Deputy Wayne Keith was patrolling the Provo Dike Road, which is a public
road. Deputy Keith observed a convertible vehicle that was parked on the side of the road.
Deputy Keith noticed that the registration was expired on the vehicle and subsequently stopped
his vehicle behind the parked convertible. Deputy Keith did not activate his overhead lights or
his siren when he parked behind the vehicle. Furthermore, he did not block their vehicle from
moving or leaving with the position of his vehicle. Deputy Keith observed three occupants
sitting in the car. Deputy Keith approached the vehicle on foot and observed several open
containers of alcohol in plain view in both the front and rear area of the passenger compartment
Ahmed Alanazi
Page 4 of 8
of the vehicle. Deputy Keith asked for the three passengers' identification. Defendant was
determined to be the individual sitting in the driver's seat. Deputy Keith asked the occupants to
step out of the vehicle and explained that he was going to search for more open containers.
Deputy.
In a 3 – 4-page paper (excluding title and reference pages)·a.docxrochellscroop
In a 3 – 4-page paper (excluding title and reference pages):
·
apply principles of criminal law to criminal justice practice.
·
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
·
Cite case law regarding the possible civil action that could be taken against the police officer, the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute or two earlier. Officer Jones called for medical assistance and for backup as well. While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that partially fit the description about a block away from the scene. Though it was very dark, Officer Jones observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police! However, the individual refused to comply with Officer Jones’s commands and continued to walk away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones, refused to keep hands where Officer Jones could see them. The subject reached into his right front pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and fired at the individual, hitting him in the left shoulder. The individual fell to the ground and Officer Jones approached him and called for additional medical personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable. Detectives investigating the incident discovered that the person shot was not the perpetrator in the alleged strong-armed robbery. They also discovered that the victim lied and was actually involved in a domestic violence incident and did not want her husband to be arrested.
Strictly NO plagiarism
TurntIn shall be used.
.
In the scenario listed below there are at least four alleged crimes .docxmigdalialyle
In the scenario listed below there are at least four alleged crimes and at least one possible civil action. Review the scenario and identify these crimes and civil action.
In a 3 – 4 page paper (excluding title and reference pages), apply principles of criminal law to criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer, the department, and the city.
Scenario:
Police Officer Jones, in full uniform, was walking the midnight shift in a high-crime area at
approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed
and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked
from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she
was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she
was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The
perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute
or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that
partially fit the description about a block away from the scene. Though it was very dark, Officer Jones
observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim
unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet
away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police!
However, the individual refused to comply with Officer Jones’s commands and continued to walk
away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As
the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the
subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones,
refused to keep hands where Officer Jones could see them. The subject reached into his right front
pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and
fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical
personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to
be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person shot was not the perpetrator in the
alleged strong-armed robbery. They also discovered that the victim lied and was actually involved in a
domes.
In the scenario listed below there are at least four alleged crimes .docxmecklenburgstrelitzh
In the scenario listed below there are at least four alleged crimes and at least one possible civil action. Review the scenario and identify these crimes and civil action.
In a 3 page paper (excluding title and reference pages), apply principles of criminal law to criminal justice practice.
Show an understanding of the civil liabilities of criminal justice agencies and practitioners.
Cite case law regarding the possible civil action that could be taken against the police officer, the department, and the city.
SCENARIO
Police Officer Jones, in full uniform, was walking the midnight shift in a high crime area at approximately 2:00 AM and is approached by a civilian who told Officer Jones she had been robbed and beaten by someone wearing a red shirt and white pants. The victim’s shirt was blood soaked from a severe laceration to her head and lip. She said the perpetrator was wearing a ski mask so she was unable to determine the gender/sex of the individual, as well as the race/ethnicity. However, she was able to inform Officer Jones that the perpetrator was approximately 5’8” tall and had a gun. The perpetrator stole her wallet and was holding it when he/she fled the scene, which was only a minute or two earlier. Officer Jones called for medical assistance and for backup as well.
While waiting with the victim for medical personnel to arrive, Officer Jones spotted an individual that partially fit the description about a block away from the scene. Though it was very dark, Officer Jones observed the white pants and dark shirt. Officer Jones walked toward the individual, leaving the victim unattended. Medical and backup had not arrived. When Officer Jones was approximately 20 feet away he identified himself as a police officer and told him in a loud, clear voice, “Stop, Police! However, the individual refused to comply with Officer Jones’s commands and continued to walk away from Officer Jones. Officer Jones again shouted. “Stop, Police,” and the individual stopped. As the individual stopped, he turned and faced Officer Jones, at which point saw a large bulge in the subject’s right front pocket. The subject, who was now approximately 7 feet from Officer Jones, refused to keep hands where Officer Jones could see them. The subject reached into his right front pocket and began to draw his hand out of his right front pocket. Officer Jones drew his weapon and fired at the individual, hitting him in the left shoulder.
The individual fell to the ground and Officer Jones approached him and called for additional medical personnel. Officer Jones located a baggie filled with smaller baggies each filled with what appeared to be Cocaine and a cell phone. The individual was taken to the hospital and was labeled as stable.
Detectives investigating the incident discovered that the person shot was not the perpetrator in the alleged strong armed robbery. They also discovered that the victim lied and was actually involved in a domestic violence incident and did n.
JW House FundraiserJourney Through the Enchanted Forest Ga.docxpauline234567
JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
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Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
JP Morgan Chase The Balance Between Serving Customers and Maxim.docxpauline234567
JP Morgan Chase: The Balance Between Serving Customers and Maximizing Shareholder Wealth
Penelope Bender
William Woods University
BUS 585: Integrated Studies in Business Administration
Dr. Leathers
Abstract
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing wealth.
It is an exploratory study done through literature review.
Often financial institutions, like JP Morgan, put profits ahead of the interests of those they serve.
The paper contributes to better understanding of corporate culture.
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth. This exploratory study is done through a literature review to answer why financial institutions, specifically JP Morgan, often put profits ahead of those they serve. The study will provide evidence of the complex nature of balancing client interests over maximizing shareholder and individual wealth and the need for tighter internal and external oversight. This paper contributes to a better understanding of why corporate culture encourages profit over stakeholders’ interests.
2
Research Question
Why does JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth?
Employees of JP Morgan Chase and other large banks work in their best interests to increase wealth and succeed by meeting management goals. However, because of the complex nature of large banks, an individual(s), unethical behavior can go unchecked.
3
Problem Statement
JP Morgan Chase competes globally and faces competition from other large banks in the US and abroad.
JP Morgan Chase is part of a complex system of regulation, self-interests, and wealth creation.
The interests of shareholders and investors is sometimes overshadowed by agents working in their own best interests.
Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
The study is not meant to be a moral or ethical analysis but merely why the complex relationship exists and will continue to exist in capitalist society. This paper contributes to a better understanding of why capitalism or financialism’s (Clarke, 2014) fundamentals encourage wealth creation. Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
4
Literature Review
The literature review showed a connection between self-interests, regulators, competition, and risk, which all lead to a complex system of conflicting agendas.
5
How Self-Interests Influence Behavior
Ross (1973) explains that all employment relationships are agency relationships and moral hazards are generally .
Interpret a Current Policy of Three CountriesInstructionsAs .docxpauline234567
Interpret a Current Policy of Three Countries
Instructions
As a scholar in public administration, you are asked to present options based on three different countries' information for the next congressional meeting in your state. Be sure to include the following information:
• Perform a SWOT analysis of each immigration system presenting the strengths, weaknesses, opportunities, and threats of each system. You are required to evaluate the United States' system but may choose two other countries besides Costa Rica and Ghana as these were already covered in your weekly resources. Topics such as ethics, history, actors, budgeting can be incorporated into your SWOT analysis.
• Facilitate an immigration benefit analysis for each system to determine the best fit for your state (be sure to identify your state to provide context for your presentation).
• Prepare a plan for the implementation of your chosen immigration program.
Compare how the immigration system is treated in three countries (the U.S. and two other countries).
Length: 12 to 15 pages, not including title and reference pages
References: Include a minimum of seven scholarly references.
The completed assignment should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations, and current APA standards.
Respond to
two or more of your colleagues’ posts in one or more of the following ways:
(100 words each Colleague)
· Ask a question about or provide an additional suggestion for the risks that your colleague’s organization might face if it engaged in the capital investment project.
· Provide an additional perspective on the level of risk associated with the project your colleague identified for their selected organization or on how willing/capable the organization might be in taking on and managing the risks your colleague identified.
· Offer an insight you gained from your colleague’s summary of the trade-offs between risks and returns and/or their recommendation for their selected organization to move or not move forward with the project.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned or any insights you have gained as a result of the comments your colleagues made.
1st Colleague to respond to:
The risks associated with a capital investment project for medical equipment for healthcare organizations such as hospitals, as discussed in Week 7, are listed below.
· An inadequate system of budget management caused by unethical conduct.
· The lack of a clearly defined internal process management framework
· Insufficient communication channels within the organization.
The information provided by the managerial accountant assists in making crucial business decisions. Thus, if such information is fabricat.
INTRODUCTIONWhen you think of surveillance, you may picture tw.docxpauline234567
INTRODUCTION
When you think of surveillance, you may picture two police officers camped out in an unmarked car, watching the comings and goings at a suspect’s apartment building. Or you may imagine an investigator trailing a car on the highway or tapping a suspect’s phone to listen in on potentially incriminating conversations. Surveillance is all these activities, but in the 21st century, it is also much more.
Consider video surveillance of local businesses, streets, and highways; cell phone data; and the reams and reams of digital information gathered on everyday activities—from social media and computer use to credit card transactions.
This week, you analyze concerns related to this new era of surveillance, such as privacy and legal requirements.
LEARNING OBJECTIVES
Students will:
Analyze issues related to privacy and surveillance
Describe surveillance
Differentiate between legal and illegal surveillance
Analyze legal requirements for conducting surveillance
PRIVACY VERSUS PUBLIC SAFETY
The average citizen today may feel as though they are constantly being watched and their actions recorded. And perhaps rightly so. After all, social media sites market personalized products based on how you use the Internet, cell phones pinpoint your location, and fitness trackers transmit your health and fitness activities to the cloud. This sense of being “spied on,” however, does not negate the important use of surveillance techniques in solving and preventing crime.
For this Discussion, you analyze how to balance two sometimes opposing sides in surveillance work: the expectation of privacy and the goal of public safety.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
YOU WILL FIND THE READING FOR THIS ASSIGNMENT IN THE ATTACHED READING MATERIALS PLEASE GO THERE AND READ BEFORE TRYING TO COMPLETE THIS ASSIGNMENT SO YOU WILL UNDERSTAND WHAT IS NEEDED TO COMPLETE THE WORK….
Post a response to the following:
When conducting surveillance, explain how to balance an expectation of citizen privacy with legitimate investigative procedure that has public safety as its goal.
Explain whether citizens should differentiate between government intrusion and private companies who use citizens’ online data to surveil their movements and activity.
.
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
INT 220 Business Brief Template Course Project.docxpauline234567
INT 220 Business Brief Template
Course Project
Section One: Drivers for Global Entry
Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits.
Section Two: Market Profile
Cultural Profile
CategoryUnited StatesJapan
Commonly Spoken Languages
English
Japanese
Commonly Practiced Religions
Christianity
Shinto
Power Distance Index (PDI)
40
54
Individualism Versus Collectivism (IDV)
91
46
Masculinity Versus Femininity (MAS)
95
62
Uncertainty Avoidance Index (UAI)
92
46
Long-Term Orientation Versus Short-Term Normative Orientation (LTO)
88
26
Indulgence Versus Restraint (IVR)
42
68
Political and Economic Profile
CategoryUnited StatesJapan
Political System
Representative democracy
Constitutional monarchy
Current Leaders
Joseph Biden president
Fumio Kishida prime minister
Economic Classification
Developed
Developed
Economic Blocs Impacting Trade
World trade organization
World trade organization
Gross Domestic Product
23 trillion USD
4.9 trillion USD
Purchasing Power Parity
22,996.08
100.412
Gross Domestic Product Per Capita
69,287.54 USD
39,285.16 USD
Human Development Index
Very high 0.921
0.919
Human Poverty Index
$26,246 for a family of four
Poverty headcount ratio at $5.50 a day
In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S.
Section Three: Market Consideratio.
Instructor Name Point Value 30Student NameCATEGORY .docxpauline234567
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
InstructionsThere are two high-level types of distribution cha.docxpauline234567
Instructions
There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains.
Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company.
Your APA paper should be at least 1,000 words in length.
.
InstructionsNOTE If you have already reviewed this presentation.docxpauline234567
Instructions
NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below.
____________________________________________________________________
If you have not reviewed this presentation in a previous class, please proceed.
Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week!
Presentation Four: The Research Process & Choosing a Topic
Presentation Five: Types of Sources
Presentation Six: Search Strategies & Techniques
Presentation Seven: Evaluating Information
Presentation Eight: Ready to Shine!
When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below:
STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE.
.
InstructionsRead two of your colleagues’ postings from the Di.docxpauline234567
Instructions:
Read two of your colleagues’ postings from the Discussion question.
Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues.
Timia Brown (
She/Her)
In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication.
Scenario 1
Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home.
In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently.
Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The
Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care.
References
Altabbaa G, Kaba A, Beran TN. Moving from structure.
InstructionsRespond to your colleagues. Respond with a comment .docxpauline234567
Instructions:
Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues.
Reynaldo Guerra
As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." (
What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about.
This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else.
Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me.
References
Walden University. (n.d.).
What kind of social change agent are you? Lin.
Instructions
Procurement Outsourcing (PO) Strategies:
PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved.
You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant.
Level of writing: Exemplary
.
InstructionsPart Four of Applied Final Project,Playing with Ge.docxpauline234567
Instructions
Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves:
"Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870
Purpose: Act Analysis
In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
1. Describe your act:
2. What did you do?
3. Where did you do it?
4. How did you prepare for it?
5. What responses did you get while performing your act?
6. How did you feel while performing your act?
7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently?
8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) (
PLEASE see attached for document):
Mack et al. (2005). "Module Two: Participant Observation," from
Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from
https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf
Section Two: (minimum 700 words):
(Please see attached for document listing the sources)
Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3
and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
· Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
· How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
· Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
· Was your act an act of activism? That is, could it help to create social change? If so, how?
Please see attached for Project 1, 2 & 3 for information and assistance.
Qualitative
Research
Methods:
A DATA CO L L E.
InstructionsClients come to MFTs because they want to change, .docxpauline234567
Instructions
Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change.
Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4.
For each item, be sure to address the following:
· Record a direct quotation that defines the concept or describes the assumption.
· Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept.
· Provide an original example (not one you read about in the course resources) of the concept or assumption.
· Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept.
Should you have questions or need clarification on any items, please contact your professor to discuss it.
Length: 1-2 pages (completed template). Additional resources/reference page is not required.
Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Upload your document, and then click the
Submit to Dropbox button.
Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT
Background of Systemic Thinking
Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.
INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docxpauline234567
INST560, Internet of Things (IoT)
UNIVERSITY OF NORTH AMERICA
Lecture 3: Fall 2022
Professor Aliakbar Jalali
[email protected]
1
Internet of Things Enabling Technologies
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Overview
Introduction
Evolution of the Technology
Some significant statistics
IoT Technology
Risks of IoT Technologies
Use Cases of IoT Technology!
What are IoT Enabling Technology
Conclusion
References
2
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day.
Technological advances are fueling the growth of IoT.
Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago.
IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come.
3
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation.
The competition will primarily define in the coming decade as how companies take advantage of innovative technology.
However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT).
4
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing.
We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things.
Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more.
5
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Technology is changing the world!
Technology is changing the world.
It is changing the way we communicate, shop, learn, travel, play and of course the way we work.
http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/
6
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UoNA-ST560-FALL-2022, Internet of Things (IoT)
6
Introduction: Technology is changing the world!
7
Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia.
High Speed Internet!
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Social Media is Changing societies!
8
Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.
Insert Prename, Surname of all studentsWinter Term 202223Theo.docxpauline234567
Insert Prename, Surname of all students
Winter Term 2022/23
Theory Factsheet: Insert name of theory
Level of analysis
Insert levels of analysis, e.g., organisation, individual, social
Dependent construct(s)
Please insert the dependent construct(s) of the theory
Independent construct(s)
Please insert the independent construct(s) of the theory
Short description of the theory
Please describe the theory in full sentences.
Cause-Effect Model
Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available).
Applications of the theory
Please describe for which purposes / in which fields the theory has been applied.
Which relevance does the theory have for digitalization in organizations?
Criticism
Describe alternative views, potential critique, and open discussion on the theory.
References
Insert sources and references used in this factsheet in APA 7th style.
Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it.
1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.)
2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc)
Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc)
3. REFERENCES (could be ppt, movie, article, web, book)
The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required
https://owl.english.purdue.edu/owl/section/2/10/.
Reading listWinter semester 2022/23
Version 24.09.2022
Reading
Package
No.
Theories Papers
Information Systems Foundational Theories
Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398-
427.
Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2),
143-169.
Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85.
Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization
Studies 18 (1): 93-118.
Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on
organizations learn from each other? MIS Quarterly, 25(2), 145.
Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.
Informative SpeechCourse COM103 Public SpeakingCriteria.docxpauline234567
Informative Speech
Course: COM103 Public Speaking
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Introduction / 10
Material / 8
Transitions / 10
10 points
Introduction
contained a
strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
7 points
Introduction
contained 3 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
4 points
Introduction
contained 2 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
0 points
Introduction
contained 1 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
8 points
Material was
clear AND
well organized
5.6 points
Material was
either clear
OR well
organized
3.2 points
NA
0 points
Material was
neither clear
and well
organized
10 points
Transitions
were clear and
used after the
intro, between
each main idea
and before the
conclusion
7 points
Transitions
were clear, but
were not used
in all areas:
after the intro,
between each
main idea and
before the
conclusion
4 points
Transitions
used after the
intro, between
each main idea
and before the
conclusion,
but were not
effective
0 points
Transitions
were not used.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
1 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Conclusion / 8
Time limit / 8
Preparation
outline
uploaded
/ 8
8 points
The
conclusion
contained a
strong closing
AND the
speaker
signaled the
end of the
speech
5.6 points
The
conclusion
contained a
strong closing
OR the
speaker
signaled the
end of the
speech
3.2 points
The speaker
needs
improvement
signalling the
end of the
speech and a
stronger
closing.
0 points
The
conclusion
neither
contained a
strong closing
and the
speaker did
not signal the
end of the
speech
8 points
The length of
the speech
was between
5 and 6
minutes
5.6 points
NA
3.2 points
The length of
the speech
was shorter
than 5 minutes
or longer than
6 minutes
0 points
NA
8 points
The
preparation
outline was
uploaded with
the speech
5.6 points
The
preparation
outline was
uploaded after
delivering the
speech
3.2 points
The
preparation
outline was
not in a
preparation
outline format
0 points
The
preparation
outline was
not uploaded.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
2 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Eye Contact / 10
Delivery / 10
Non verbals / 10
Overall
preparation
/ 8
10 points
The speaker
had strong eye
contac.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
JW House FundraiserJourney Through the Enchanted Forest Ga.docxpauline234567
JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
Isle down Center Allows Fundraising Auctioneer to Engage Audience
Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
Image Sources
http://springfields.net.au/media/catalog/category/_2_43.png
https://s-media-cache-ak0.pinimg.com/originals/36/fa/fe/36fafee1408521530bfa23368e604d55.jpg
https://www.thegirlcreative.com
http://ballooncity.com/wp-content/uploads/2013/09/danceFloorFlipPNG.png
https://t3.rbxcdn.com/ea203ae8bb1787569f5e375cde0a93b2
http://jwhouse.org/wp-content/uploads/2017/07/jwPortraitStory.jpg
http://royalcandycompany.com/wp/wp-content/uploads/2016/04/Smores-Buffet.jpg
https://lhueagleeye.files.wordpress.com/2015/11/crowd_20080505124150.jpg
www.socialtables.com
https://media-cdn.tripadvisor.com/media/photo-s/03/0d/c8/a7/santa-clara-convention.jpg
https://s3.amazonaws.com/assets.winspireme.com/LPP/Buy-it-Now-Logo.png
http://www.tastefultreats.com/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/g/o/gourmet-kosher-sweets-gift-basket.png
https://vignette.wikia.nocookie.net/piratesonline/images/b/b3/Chest.png/revision/latest?cb=20090707201032
http://pngimg.com/uploads/question_mark/question_mark_PNG126.png
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
JP Morgan Chase The Balance Between Serving Customers and Maxim.docxpauline234567
JP Morgan Chase: The Balance Between Serving Customers and Maximizing Shareholder Wealth
Penelope Bender
William Woods University
BUS 585: Integrated Studies in Business Administration
Dr. Leathers
Abstract
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing wealth.
It is an exploratory study done through literature review.
Often financial institutions, like JP Morgan, put profits ahead of the interests of those they serve.
The paper contributes to better understanding of corporate culture.
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth. This exploratory study is done through a literature review to answer why financial institutions, specifically JP Morgan, often put profits ahead of those they serve. The study will provide evidence of the complex nature of balancing client interests over maximizing shareholder and individual wealth and the need for tighter internal and external oversight. This paper contributes to a better understanding of why corporate culture encourages profit over stakeholders’ interests.
2
Research Question
Why does JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth?
Employees of JP Morgan Chase and other large banks work in their best interests to increase wealth and succeed by meeting management goals. However, because of the complex nature of large banks, an individual(s), unethical behavior can go unchecked.
3
Problem Statement
JP Morgan Chase competes globally and faces competition from other large banks in the US and abroad.
JP Morgan Chase is part of a complex system of regulation, self-interests, and wealth creation.
The interests of shareholders and investors is sometimes overshadowed by agents working in their own best interests.
Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
The study is not meant to be a moral or ethical analysis but merely why the complex relationship exists and will continue to exist in capitalist society. This paper contributes to a better understanding of why capitalism or financialism’s (Clarke, 2014) fundamentals encourage wealth creation. Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
4
Literature Review
The literature review showed a connection between self-interests, regulators, competition, and risk, which all lead to a complex system of conflicting agendas.
5
How Self-Interests Influence Behavior
Ross (1973) explains that all employment relationships are agency relationships and moral hazards are generally .
Interpret a Current Policy of Three CountriesInstructionsAs .docxpauline234567
Interpret a Current Policy of Three Countries
Instructions
As a scholar in public administration, you are asked to present options based on three different countries' information for the next congressional meeting in your state. Be sure to include the following information:
• Perform a SWOT analysis of each immigration system presenting the strengths, weaknesses, opportunities, and threats of each system. You are required to evaluate the United States' system but may choose two other countries besides Costa Rica and Ghana as these were already covered in your weekly resources. Topics such as ethics, history, actors, budgeting can be incorporated into your SWOT analysis.
• Facilitate an immigration benefit analysis for each system to determine the best fit for your state (be sure to identify your state to provide context for your presentation).
• Prepare a plan for the implementation of your chosen immigration program.
Compare how the immigration system is treated in three countries (the U.S. and two other countries).
Length: 12 to 15 pages, not including title and reference pages
References: Include a minimum of seven scholarly references.
The completed assignment should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations, and current APA standards.
Respond to
two or more of your colleagues’ posts in one or more of the following ways:
(100 words each Colleague)
· Ask a question about or provide an additional suggestion for the risks that your colleague’s organization might face if it engaged in the capital investment project.
· Provide an additional perspective on the level of risk associated with the project your colleague identified for their selected organization or on how willing/capable the organization might be in taking on and managing the risks your colleague identified.
· Offer an insight you gained from your colleague’s summary of the trade-offs between risks and returns and/or their recommendation for their selected organization to move or not move forward with the project.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned or any insights you have gained as a result of the comments your colleagues made.
1st Colleague to respond to:
The risks associated with a capital investment project for medical equipment for healthcare organizations such as hospitals, as discussed in Week 7, are listed below.
· An inadequate system of budget management caused by unethical conduct.
· The lack of a clearly defined internal process management framework
· Insufficient communication channels within the organization.
The information provided by the managerial accountant assists in making crucial business decisions. Thus, if such information is fabricat.
INTRODUCTIONWhen you think of surveillance, you may picture tw.docxpauline234567
INTRODUCTION
When you think of surveillance, you may picture two police officers camped out in an unmarked car, watching the comings and goings at a suspect’s apartment building. Or you may imagine an investigator trailing a car on the highway or tapping a suspect’s phone to listen in on potentially incriminating conversations. Surveillance is all these activities, but in the 21st century, it is also much more.
Consider video surveillance of local businesses, streets, and highways; cell phone data; and the reams and reams of digital information gathered on everyday activities—from social media and computer use to credit card transactions.
This week, you analyze concerns related to this new era of surveillance, such as privacy and legal requirements.
LEARNING OBJECTIVES
Students will:
Analyze issues related to privacy and surveillance
Describe surveillance
Differentiate between legal and illegal surveillance
Analyze legal requirements for conducting surveillance
PRIVACY VERSUS PUBLIC SAFETY
The average citizen today may feel as though they are constantly being watched and their actions recorded. And perhaps rightly so. After all, social media sites market personalized products based on how you use the Internet, cell phones pinpoint your location, and fitness trackers transmit your health and fitness activities to the cloud. This sense of being “spied on,” however, does not negate the important use of surveillance techniques in solving and preventing crime.
For this Discussion, you analyze how to balance two sometimes opposing sides in surveillance work: the expectation of privacy and the goal of public safety.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
YOU WILL FIND THE READING FOR THIS ASSIGNMENT IN THE ATTACHED READING MATERIALS PLEASE GO THERE AND READ BEFORE TRYING TO COMPLETE THIS ASSIGNMENT SO YOU WILL UNDERSTAND WHAT IS NEEDED TO COMPLETE THE WORK….
Post a response to the following:
When conducting surveillance, explain how to balance an expectation of citizen privacy with legitimate investigative procedure that has public safety as its goal.
Explain whether citizens should differentiate between government intrusion and private companies who use citizens’ online data to surveil their movements and activity.
.
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
INT 220 Business Brief Template Course Project.docxpauline234567
INT 220 Business Brief Template
Course Project
Section One: Drivers for Global Entry
Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits.
Section Two: Market Profile
Cultural Profile
CategoryUnited StatesJapan
Commonly Spoken Languages
English
Japanese
Commonly Practiced Religions
Christianity
Shinto
Power Distance Index (PDI)
40
54
Individualism Versus Collectivism (IDV)
91
46
Masculinity Versus Femininity (MAS)
95
62
Uncertainty Avoidance Index (UAI)
92
46
Long-Term Orientation Versus Short-Term Normative Orientation (LTO)
88
26
Indulgence Versus Restraint (IVR)
42
68
Political and Economic Profile
CategoryUnited StatesJapan
Political System
Representative democracy
Constitutional monarchy
Current Leaders
Joseph Biden president
Fumio Kishida prime minister
Economic Classification
Developed
Developed
Economic Blocs Impacting Trade
World trade organization
World trade organization
Gross Domestic Product
23 trillion USD
4.9 trillion USD
Purchasing Power Parity
22,996.08
100.412
Gross Domestic Product Per Capita
69,287.54 USD
39,285.16 USD
Human Development Index
Very high 0.921
0.919
Human Poverty Index
$26,246 for a family of four
Poverty headcount ratio at $5.50 a day
In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S.
Section Three: Market Consideratio.
Instructor Name Point Value 30Student NameCATEGORY .docxpauline234567
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
InstructionsThere are two high-level types of distribution cha.docxpauline234567
Instructions
There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains.
Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company.
Your APA paper should be at least 1,000 words in length.
.
InstructionsNOTE If you have already reviewed this presentation.docxpauline234567
Instructions
NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below.
____________________________________________________________________
If you have not reviewed this presentation in a previous class, please proceed.
Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week!
Presentation Four: The Research Process & Choosing a Topic
Presentation Five: Types of Sources
Presentation Six: Search Strategies & Techniques
Presentation Seven: Evaluating Information
Presentation Eight: Ready to Shine!
When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below:
STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE.
.
InstructionsRead two of your colleagues’ postings from the Di.docxpauline234567
Instructions:
Read two of your colleagues’ postings from the Discussion question.
Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues.
Timia Brown (
She/Her)
In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication.
Scenario 1
Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home.
In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently.
Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The
Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care.
References
Altabbaa G, Kaba A, Beran TN. Moving from structure.
InstructionsRespond to your colleagues. Respond with a comment .docxpauline234567
Instructions:
Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues.
Reynaldo Guerra
As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." (
What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about.
This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else.
Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me.
References
Walden University. (n.d.).
What kind of social change agent are you? Lin.
Instructions
Procurement Outsourcing (PO) Strategies:
PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved.
You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant.
Level of writing: Exemplary
.
InstructionsPart Four of Applied Final Project,Playing with Ge.docxpauline234567
Instructions
Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves:
"Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870
Purpose: Act Analysis
In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
1. Describe your act:
2. What did you do?
3. Where did you do it?
4. How did you prepare for it?
5. What responses did you get while performing your act?
6. How did you feel while performing your act?
7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently?
8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) (
PLEASE see attached for document):
Mack et al. (2005). "Module Two: Participant Observation," from
Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from
https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf
Section Two: (minimum 700 words):
(Please see attached for document listing the sources)
Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3
and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
· Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
· How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
· Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
· Was your act an act of activism? That is, could it help to create social change? If so, how?
Please see attached for Project 1, 2 & 3 for information and assistance.
Qualitative
Research
Methods:
A DATA CO L L E.
InstructionsClients come to MFTs because they want to change, .docxpauline234567
Instructions
Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change.
Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4.
For each item, be sure to address the following:
· Record a direct quotation that defines the concept or describes the assumption.
· Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept.
· Provide an original example (not one you read about in the course resources) of the concept or assumption.
· Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept.
Should you have questions or need clarification on any items, please contact your professor to discuss it.
Length: 1-2 pages (completed template). Additional resources/reference page is not required.
Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Upload your document, and then click the
Submit to Dropbox button.
Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT
Background of Systemic Thinking
Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.
INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docxpauline234567
INST560, Internet of Things (IoT)
UNIVERSITY OF NORTH AMERICA
Lecture 3: Fall 2022
Professor Aliakbar Jalali
[email protected]
1
Internet of Things Enabling Technologies
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Overview
Introduction
Evolution of the Technology
Some significant statistics
IoT Technology
Risks of IoT Technologies
Use Cases of IoT Technology!
What are IoT Enabling Technology
Conclusion
References
2
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day.
Technological advances are fueling the growth of IoT.
Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago.
IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come.
3
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation.
The competition will primarily define in the coming decade as how companies take advantage of innovative technology.
However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT).
4
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing.
We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things.
Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more.
5
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Technology is changing the world!
Technology is changing the world.
It is changing the way we communicate, shop, learn, travel, play and of course the way we work.
http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/
6
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
6
Introduction: Technology is changing the world!
7
Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia.
High Speed Internet!
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Social Media is Changing societies!
8
Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.
Insert Prename, Surname of all studentsWinter Term 202223Theo.docxpauline234567
Insert Prename, Surname of all students
Winter Term 2022/23
Theory Factsheet: Insert name of theory
Level of analysis
Insert levels of analysis, e.g., organisation, individual, social
Dependent construct(s)
Please insert the dependent construct(s) of the theory
Independent construct(s)
Please insert the independent construct(s) of the theory
Short description of the theory
Please describe the theory in full sentences.
Cause-Effect Model
Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available).
Applications of the theory
Please describe for which purposes / in which fields the theory has been applied.
Which relevance does the theory have for digitalization in organizations?
Criticism
Describe alternative views, potential critique, and open discussion on the theory.
References
Insert sources and references used in this factsheet in APA 7th style.
Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it.
1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.)
2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc)
Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc)
3. REFERENCES (could be ppt, movie, article, web, book)
The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required
https://owl.english.purdue.edu/owl/section/2/10/.
Reading listWinter semester 2022/23
Version 24.09.2022
Reading
Package
No.
Theories Papers
Information Systems Foundational Theories
Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398-
427.
Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2),
143-169.
Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85.
Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization
Studies 18 (1): 93-118.
Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on
organizations learn from each other? MIS Quarterly, 25(2), 145.
Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.
Informative SpeechCourse COM103 Public SpeakingCriteria.docxpauline234567
Informative Speech
Course: COM103 Public Speaking
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Introduction / 10
Material / 8
Transitions / 10
10 points
Introduction
contained a
strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
7 points
Introduction
contained 3 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
4 points
Introduction
contained 2 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
0 points
Introduction
contained 1 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
8 points
Material was
clear AND
well organized
5.6 points
Material was
either clear
OR well
organized
3.2 points
NA
0 points
Material was
neither clear
and well
organized
10 points
Transitions
were clear and
used after the
intro, between
each main idea
and before the
conclusion
7 points
Transitions
were clear, but
were not used
in all areas:
after the intro,
between each
main idea and
before the
conclusion
4 points
Transitions
used after the
intro, between
each main idea
and before the
conclusion,
but were not
effective
0 points
Transitions
were not used.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
1 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Conclusion / 8
Time limit / 8
Preparation
outline
uploaded
/ 8
8 points
The
conclusion
contained a
strong closing
AND the
speaker
signaled the
end of the
speech
5.6 points
The
conclusion
contained a
strong closing
OR the
speaker
signaled the
end of the
speech
3.2 points
The speaker
needs
improvement
signalling the
end of the
speech and a
stronger
closing.
0 points
The
conclusion
neither
contained a
strong closing
and the
speaker did
not signal the
end of the
speech
8 points
The length of
the speech
was between
5 and 6
minutes
5.6 points
NA
3.2 points
The length of
the speech
was shorter
than 5 minutes
or longer than
6 minutes
0 points
NA
8 points
The
preparation
outline was
uploaded with
the speech
5.6 points
The
preparation
outline was
uploaded after
delivering the
speech
3.2 points
The
preparation
outline was
not in a
preparation
outline format
0 points
The
preparation
outline was
not uploaded.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
2 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Eye Contact / 10
Delivery / 10
Non verbals / 10
Overall
preparation
/ 8
10 points
The speaker
had strong eye
contac.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Interviews and Eyewitness Identifications AP PhotoMat.docx
1. Interviews and
Eyewitness
Identifications
AP Photo/Matthew Apgar
OBJECTIVES
After reading this chapter you will be able to:
• Identify the evidence collected
by investigators in the BP
gas station robbery and
discuss its role in the
identification and apprehension
of the perpetrator.
• Discuss the advantages and
disadvantages of using facial
identification software and
forensic sketches to create
composite pictures of
suspects.
• Identify and discuss the
rationale of the recommended
lineup procedures.
• Discuss the research that
has been conducted on the
2. accuracy of hypnotically elicited
testimony. • Identify the difference between
primary and secondary
witnesses and give an example
of each.
• Discuss the value of eyewitness
identifications in establishing
proof. • Compare and contrast the
cognitive interviewing approach
with standard police interviews.
• Identify and discuss the
methods of eyewitness
identifications.
• Identify the three phases of
human memory and discuss
how factors at each phase
may affect the retrieval of
information from witnesses.
• Discuss the contributions
of cognitive interviewing in
enhancing memory recall.
From the CASE FILE
BP Gas Station Robbery
The introduction to this chapter consists of a police
report (edited for length) of the investigation of an
armed robbery of a British Petroleum (BP) gas station
that occurred on August 22, 2011, in Germantown,
Wisconsin (a suburb of Milwaukee). The report serves
3. as an example of a criminal investigation case report
and also highlights issues discussed in this chapter,
such as the value of eyewitness identification. Issues
discussed in other chapters, including the important
role of patrol officers in investigations, crime scene
photographs, investigation of robbery and auto theft,
and the value of DNA, are also present in this report.
Incident Report Number: 11-014277,
Report of Officer Toni Olson
On Monday, August 22, 2011, I, Officer Olson, was
assigned to investigate and respond to a robbery, which
had just occurred at the County Line BP, located at 21962
County Line Road. Officers were advised that the c I erk at
the BP gas station had called the non-emergency number
reporting that a younger wh ite male came into the store and
hit him over the head with an unknown object before taking
money out of his cash drawer and leaving in a red SUV or
truck, northbound on Bell Road. A possible registration
of 583RIB was given out for the suspect vehicle. I, along
with Lt. Huesemann, Officer Brian Ball, and Officer Daniel
Moschea of the Germantown Police Department responded.
Upon arriving on scene, officers were advised that witnesses
4. reported the suspect veh icle leaving the scene of the
robbery northbound on Bell Road into a subdivision. The
witnesses also stated that they had not seen the suspect
vehicle leave the subdivision, which only has two ways to get
in and out.
Upon Officer Ball's arrival, he blocked off the entrance
into the subdivision at Bell Road. I blocked off the south
entrance to the County Line BP directly off of County Line
Road with my squad car and observed two to three vehicles
at different pumps and people standing outside. I then
advised Lt. Huesemann, who arrived in the area right behind
me, to block off the intersection of Hollow Lane and County
Line Road, which is the second point of access into the
subdivision. Other units assisted in setting up a perimeter
around the subdivision.
I first made contact with a subject who stated he witnessed
the clerk and suspect struggling, leaving the store, and the
suspect vehicle leaving the area. This witness was identified
5. 144
as Daniel A. Kobcheck (w/m, 05-21-52). Kobcheck stated
that he was gassing up his truck and a gas can and had
parked his vehicle on the north set of pumps. He stated
upon his arrival, he noticed a red Jeep Grand Cherokee
backed up directly in front of the air pumps. Kobcheck
stated he noticed the vehicle due to its engine running and
an extremely loud exhaust. Kobcheck further described the
suspect vehicle as an older, possibly 1984 to 1985, red
Jeep Grand Cherokee.
Kobcheck informed me that while he was gassing up the gas
can, his attention was brought to the front of the store when
he observed the clerk chasing a white male subject out of
the store. He stated the clerk was yelling at the suspect,
who eventually got into the red Jeep Cherokee. Kobcheck
stated the clerk had held onto the driver side door of the
Jeep as the subject t ried to close it and drive away, at which
6. t ime Kobcheck yel led for the clerk to let it go. Kobcheck
stated the Jeep then sped out of the west parking lot of the
gas station, turning northbound onto Bell Road. Kobcheck
stated he lives in the subdivision behind the gas station and
knows there are only two ways to access the subdivision.
Kobcheck then told the clerk to go inside and call the
police, at which time he stated he went to the south side
of the parking lot parallel with County Line Road to keep
an eye on the other entrance/exit to the subdivision, Hollow
Lane. Kobcheck stated he did not see the suspect vehicle
exit the subdivision at any point. I then asked Kobcheck if
he could stay at his location and notify law enforcement if
he did observe the veh ic le leave the area.
I then went into the store and made contact with the
complainant, who was identified as Ejaz Pasool (m/a 3-25-
61). Pasool was visibly shaken up and immediately showed
me his left hand and forearm, stating he was struck several
t imes. Pasool den ied any emergency treatment at that time.
7. Pasool informed me that the suspect had entered the store
several minutes prior to the robbery. He stated that the
subject immediately went to the soda cooler, taking a can
of Mountain Dew or Diet Mountain Dew out of the cooler.
Pasool stated the subject then asked him where the beef
jerky was located in the store, at which time he pointed in
the direction of the front door/main entrance. Pasool stated
the suspect then walked over to the area where the beef
jerky was located and stood in front of it. Pasool stated
that there were approximately two other customers in the
store at the same time, however, upon them leaving, the
suspect walked to the area in front of the cashier counter
and inquired about several different candy bars and other
products, not making sense. Pasool stated that the suspect
CRIMINAL INVESTIGATION
then placed the can of Mountain Dew onto the counter,
at which time he asked the suspect, "What do you want?"
Pasool stated that the suspect replied by stati ng, "I need
8. drugs." Pasool told the suspect he was sorry but he did
not have any drugs. The suspect then handed Pasool
four quarters to pay for t he Mountain Dew, at which time
Pasool opened the cash register. Pasool stated that upon
opening the cash register, the suspect asked, "Do you
have that carton?" while looking at t he cigarettes behind
Pasool. Pasool stated that he then turned around with the
cash register still open. Pasool stated that as he turned
back around to ask t he suspect what kind of cigarettes he
wanted, the suspect was swinging a long object towards
him. Pasool stated that the object was in the suspect's right
hand and was approximately 12" in length and hard. Pasool
could give no further description of the weapon but stated
that as he was try ing to defend himself by putting his arms
up in front of him, the suspect hit him two to three t imes in
the left hand and arm. Pasool stated whi le the suspect was
swinging the object, he hit the cigarette dispenser above the
counter and had been reaching across the counter with his
9. left hand in an attempt to take cash from the cash register.
Pasool stated that he believes the suspect took mostly $20
bills and possibly one or two $10 bills from the cash register
drawer.
Pasool stated that whi le the suspect was grabbing the cash
from the drawer, the two had struggled back and forth for a
short ti me before the suspect ran out the front door. Pasool
stated he ran after the suspect and observed him getting
into a red Jeep, which was parked on the west side of the
building in front of the air machine. Pasool stated that as
the suspect got into the Jeep, he grabbed ahold of the driver
side door but eventually had to let go as the suspect sped
off. Pasool stated that the suspect left northbound on Bel l
Road and did not believe there was anyone else in the Jeep,
and described the Jeep as " rusty. " Pasool stated at that
t ime, a customer who was outside of the store told him to
go inside and call 911. Pasool then went inside and called
the non-emergency number, reporting the incident. Pasool
10. stated that he stayed inside the store and continued to wait
on customers and spoke with officers upon their arriva l.
Pasool also stated he had contacted his manager, who was
later identified as Waseem M. Deg (m/a 1-4-51), who arrived
at the store a short time later.
Pasool described the suspect as having three to four days
of facial hair growth. He also stated he believed the suspect
was a white male, approximately 25 to 30 years of age,
wearing blue jeans and a dark top. He believed the suspect
was approximately 5'9" , 130 lbs., and wearing a dark
Chapter 6 • Interviews and Eyewitness Identifications
colored ball cap. Pasool stated the suspect did not look
familiar to him. Pasool also stated that at no time did he
give permission for anyone to strike him or take money or
merchandise from the store.
I then made contact with a female identified as Marie E.
Saunders (f/w 6-11-33), who stated she was parked outside
11. of the gas station getting gas when she heard an argument
and people yelling. She stated she witnessed two subjects
struggling, followed by one of the subjects getting into a red
Jeep and going northbound on Bell Road.
1 also made contact with a witness identified as Michael J.
Jones (m/w 7-18-57). Jones stated he was also outside of
the gas station when the altercation occurred and that he
assisted Kobcheck with making sure the suspect vehicle did
not exit the subdivision.
I then re-contacted Kobcheck to get a better description of
the suspect. Kobcheck stated that the suspect was a white
male, "clean cut," approximately 6 ' 1," 140 lbs., wearing a
dark shirt. Kobcheck was certain the suspect vehicle was a
Jeep Grand Cherokee, red in color. I asked Kobcheck again
if he was certain the Jeep did not exit the subdivision, at
which time he informed me that there was approximately a
one- to two-minute time frame where he was not watching
the intersection of Hollow Lane and County Line Road,
12. when he went into the store to check on the clerk. Kobcheck
stated that the suspect vehic le had a registration of 583RIB.
Officers were advised by dispatch that the suspect vehicle
plate information, 583RIB, was coming back "not on file"
through the Department of Transportation. Officers were
then later advised by dispatch that a registrat ion plate of
583RBT was listed to a 1998 Jeep Grand Cherokee SUV,
red in color, to David W. Anders (m/w 4-28-58) of 4824
N. 114th Street, Milwaukee. This vehicle matched the
description of the suspect vehicle and had been entered as
a stolen vehicle through the Brown Deer Police Department
[a city about ten miles away from where the robbery
occurred] as of the morning of Monday 8-22-11.
Dispatch later advised squads that they had received
information from the Mequon Police Department [a
neighboring jurisdiction] that the suspect vehicle was
currently unoccupied in the Pick 'N' Save grocery store
parking lot, which was located at 18273 County Line Road
13. in the Village of Menomonee Falls [approximately three miles
from the BP gas station]. Officer Ball, Lt. Huesemann, Officer
Moschea, and Detective Yogerst responded to t he scene.
I then made contact with the manager of the BP gas
station, who was identified as Waseem Deg. Deg had Pasool
145
close out his cash register, and it was determined that
approximately $202.00 of U.S. currency was missi ng from
the cash register.
I took several digital photographs of the County Line BP gas
station, both inside and out. I also took photographs of the
refrigerator cooler from where the suspect took the can of
Mountain Dew; the damaged cigarette dispenser, which was
struck by an unknown blunt object; and severa l $1 bills,
wh ich had fallen onto t he floor behind the counter during
the struggle. Detective Yogerst processed the scene for other
items of evidentiary value; however, nothing of value was
recovered from inside the store.
14. I made telephone contact with the owner of the red Jeep
Grand Cherokee, David W. Anders. Anders confirmed that
he had filled out a vehicle theft report with the Brown
Deer Police Department on 8-22-11 at approximately
11 :30 a.m. Anders stated that he drove his 1998 red Jeep
Grand Cherokee with registration number 583RBT to the
Papa John's at the intersection of Bradley and Sherman at
approximately 11 a.m. He stated when he went out to his
vehicle around 11 :30 a.m. to get something from inside of
it, the vehicle was gone.
Supplement Report, Number: 11-014277, Report
of Officer Brian Ball
Upon arrival in the area, I assisted Lt. Huesemann in can-
vassing the neighborhood in the area in which the vehicle
was believed to have fled. Upon proceed ing east on Indian
Parkway, I observed, in the tall grass on the north side of
the road, a black sweatshirt or shirt. I exited my patrol car
and observed that the sweatshirt appeared to have been
15. recently discarded, as it was lying on top of some ta ll grass.
The sweatshirt itself was also in good condition and did
not appear to have been weathered by rain or any other
elements. That sweatshirt was later retained and placed in
property inventory. We continued to check the ne ighborhood,
but we did not locate any veh icles.
At approximately 4:40 p.m . I made contact with David S.
Grabowski (m/w 5-4-32) and his wife, Gloria H. Grabowski
(f/w 12-30-32), at their residence on Indian Parkway. I was
advised that they observed a red older model SUV traveling
eastbound on Indian Parkway. Gloria stated the veh icle had
an extremely loud exhaust and it appeared to be going fast.
David repeated the same. Neither Gloria nor David had ever
seen the vehicle in the neighborhood before.
While traveling on Bell Road, I observed a subject in his
yard, identified as Edward J. Reel (m/w 7-2-42), who
advised me that he had seen a red SUV with an extremely
16. 146 CRIMINAL INVESTIGATION
PHOTO 6.1
5 -
PHOTO 6.2
Chapter 6 • Interviews and Eyewitness Identifications 147
PHOTO 6.3
PHOTO 6.4
148 CRIMINAL INVESTIGATION
PHOTO 6.5
PHOTO 6.6
Chapter 6 • Interviews and Eyewitness Identifications
loud exhaust traveling northbound on Bell Road past his
residence. Reel stated that he did not observe the operator
and said that he had no additional information.
At approximately 4:52 p.m., dispatch advised they received
17. a call from the Mequon Police Department reporting the
suspect vehicle may be parked in the parking lot of the
Pick 'N' Save grocery store on County Line Road. It was
later determined that the wife of a Mequon police officer
was witness to the vehicle's presence, and she had received
information from that Mequon officer regarding the robbery
and to look out tor that vehicle while she was shopping in
the area.
Upon arrival at Pick 'N' Save, I drove through the lot and
observed an older model Jeep Grand Cherokee, red in color,
with plate 583RBT, parked in the center lot approximately
100 feet from the entrance to the store. The vehicle was
identified as the suspect vehicle. A perimeter was set up
at all the possible exits. At approxi mately 5:45 p.m., after
the Menomonee Falls Police Department officers checked
the inside of Pick 'N' Save, it was determined that the
suspect was not present. Those officers also checked the
remaining businesses located at the strip mall to determine
18. if the suspect may have gone into one of those businesses
requesting assistance or use of a phone, etc. None of the
PHOTO 6.7
businesses checked had information regarding unusual
behavior by any patron.
148
Prior to having the vehicle towed, Detective Yogerst
photographed the vehicle and recovered a $20 bill off the floor
of the driver's seat and later placed it in property inventory.
While Detective Yogerst completed the photography of
the vehicle, I checked the garbage cans adjacent to the
entrance/exit door at Pick 'N' Save. Upon opening the
garbage lids, I noticed that the garbage had recently
been emptied and there was limited trash inside the
garbage. In one garbage can I observed, on top of some
miscellaneous papers, a Diet Mountain Dew can. The
initial report by the victim suggested that the suspect
may have taken a Mountain Dew can from the store at
19. the time of the robbery. Located in the garbage can
which contained in the Mountain Dew can, I observed a
black and white Nike baseball cap that appeared to be
in relatively good condition. Both the can and the hat
were recovered as evidence and later placed in property
inventory.
The sweatshirt, baseball cap, $20 bill and Diet Mountain
Dew can were photographed prior to being placed in
property inventory.
150 CRIMINAL INVESTIGATION
PHOTO 6.8
PHOTO 6.9
Chapter 6 • Interviews and Eyewitness Identifications
PHOTO 6.10
Supplement Report, Number: 11-014277, Report
of Officer Jeff Stieve
20. On Tuesday, August 23, 2011, at 9:30 a.m., Officer Jeff
Stieve and Detective Mike Yogerst inspected the red 1998
Jeep Cherokee, plate 583RBT, within the garage of the
Germantown PD. The following items were collected from
the vehicle and inventoried (Pl 28512):
1. U.S. currency-$20 bill, serial number IG93458916B,
collected at 10:20 a.m. from underneath the front
driver's side seat
2. U.S. currency-$1 bill, serial number E21181706D,
collected at 10:23 a.m., from underneath the front
driver's side seat
3. One plastic 20 oz. Coca Cola bottle, empty, collected
from the front right passenger side floor at 10:23 a.m.
4. One silver key, collected at 10:40 a.m. from the front
driver side floor
5. Three wet DNA swabs:
a) Swab A collected at 10:28 a.m. from the front driver
side, inside the door handle
21. 151
b) Swab B collected at 10:31 a.m. from the left side of
the steering wheel
c) Swab C collected at 10:33 a.m. from the right side of
the steering wheel
Supplement Report, Number: 11-014277, Report
of Officer Brian Ball
On Tuesday, August 23, 2011, I conducted follow-up in the
investigation of this incident. During the initial complaint,
and after receiving the information regarding the suspect
description, my memory recalled an incident that I investi-
gated recently involving a male subject who was identified
as Russell D. Warchol. His physical descriptors, including
height, weight, and general appearance, along with facial
hair, was consistent with the description provided by the
witnesses to this incident. Additionally, as a result of that
original investigation, I learned that the suspect's girl-
friend is employed at Stein's Garden and Gifts, located on
Appleton Avenue approximately two blocks north from Pick
22. 'N' Save.
Warchol has a lengthy criminal history, including property
crimes and drug violations. During my earlier investigation,
152
I also learned that Warchol and his girlfriend were homeless
and living out of a vehicle in a county park.
On August 23, 2011 , I made contact with the manager at
Stein 's Garden and Gift's, Gwen Charowski. She stated that
on Monday, August 22, 2011 (the day of the robbery), Angela
Galer (believed to be Warchol's girlfriend) was working at
the store, and at one point Angela asked her if she could
go outside. Charowski stated that this incident occurred
sometime between 1:30 p.m. and 3:00 p.m. Upon looking out
into the parking lot, she observed Galer standing at the driver's
side of a red, boxy-looking SUV. I presented Charowski with
several black and white photographs of miscellaneous SUVs.
I asked her if she recognized any of the images as the vehicle
23. she saw in the parking lot the day before. Charowski looked at
the black and white photos for approximately thirty seconds
and pointed to the picture of the Jeep Grand Cherokee and
she stated that she believed that was the vehicle that Angela
Galer was standing by in the parking outside of Stein's on
August 22, 2011. I have no further information.
Supplement Report, Number: 11--014277, Report
of Detective Michael Vogerst
On 8-22-11, I responded to the area of Bell Road and County
Line Road to assist in the investigation of a robbery occurring
at that location. I processed the counter surface and the area
adjacent to it for fingerprints, with negative results. I was
advised that video surveillance equipment on the premise had
not been operating at the t ime of the incident. I was advised
by Officer Olson that the suspect had purchased a can of
Mountain Dew, either regular or diet, and based on the search
of the scene it appeared that the can of soda was taken by
the suspect. I was also advised that the victim provided a
24. description of the suspect wearing a black baseball type hat.
On 8-23-11, I made contact with the Brown Deer Pol ice
Department to obtain information about the stolen Jeep.
At 1: 15 p. m. on 8-23-11, I spoke with David Anders, the
owner of the recovered vehicle. Anders stated that before
his vehicle was stolen from the parking lot at Papa John's,
a male subject had come into the store and indicated that
his car had broken down. According to Anders, the subject
did not buy anything and left the store. According to Anders,
this occurred shortly before he discovered his vehicle stolen.
Mr. Anders indicated to me that there should be in-store
video surveillance, which may provide a view of the subject
who came into the store prior to the veh icle being stolen.
Arrangements were made through the Brown Deer Police
Department to obtain any video surveillance that is available.
During the course of the investigation, I received
information that Officer Ball had previous contact with a
CRIMINAL INVESTIGATION
25. subject by the name of Russell D. Warchol {m/w 12-16-72)
and that this subject matches the description of the suspect
of the BP gas station robbery. I contacted the Washington
County Sherriff's Department for further information and
was advised that Warchol was currently in custody in the
Ozaukee County jail awaiting a preliminary hearing. I was
informed that Warchol had not been in continuous custody
since his earlier arrest by Officer Ball.
I requested that the Ozaukee County jail provide a series of
photographs to be used for a photo lineup with the victim in
the robbery incident. I picked up the lineup photos from the
Ozaukee County jail on 8-24-11 and met with Ejaz Pasool
at the BP gas station. While at the gas station, I reviewed
the photo array instructions with Mr. Pasool , explaining to
him that he is not requ ired to pick someone out and the
person involved in the incident may or may not be among
the images he was about to be shown. I then provided
the witness, Mr. Pasool, with seven folders, six of which
26. contained the images provided by the Ozaukee County jail.
The photos had been placed in folders number one through
seven, six of which contai ned images. The seventh was
empty and was included to aid in the random shuffling of
the images prior to Mr. Pasool being presented with the
folders. The folders were presented to Mr. Pasool one at a
time, allowing him to look at the image and then proceed ing
to the next. After viewing the folders, Mr. Pasool indicated
that the person depicted in folder #4 was the person who
assaulted and robbed him at the gas station. Mr. Pasool
indicated he was definitely certain that the individual
depicted in folder #4 was the individual who had robbed
him without his consent [photo #4 was of Russell Warchol].
Based on the positive identification of Mr. Warchol as
being the individual who committed the robbery at the BP
gas station, I contacted Warchol's probation officer, Jada
Miller. I advised Ms. Miller that the Germantown PD wou ld
be requesting charges for robbery while armed, battery,
27. operating a vehicle without owner's consent, and ba il
jumping. Ms. Miller indicated that Mr. Warchol would not
be released from jail pending his appearance on any current
charges. Further investigation is pending at this time.
Supplement Report, Number: 11--014277, Report
of Detective Michael Vogerst
On 9-7-11, I viewed the video CD from Papa John's and
observed a white male subject depicted in the video wearing
a dark-colored sweatshirt and Nike hat, both of which were
consistent with those recovered by the Germantown Police
Department in the above investigation . Sti ll photographs of
the suspect were made and are attached to this investigation.
Chapter 6 • Interviews and Eyewitness Identifications
PHOTO 6.11
PHOTO 6.12
PHOTO 6.13
On 9-8-11, I contacted Public Defender Erin Larsen, who
28. was representing Mr. Warchol. She indicated that Russell
Warchol will invoke his Miranda rights and not answer police
questions about the BP robbery or the theft of the vehicle.
I advised Assistant District Attorney Peter Cannon that a
request would be made for a search warrant to obtain DNA
from Russell Warchol to compare with any DNA recovered
from the vehicle found in the Pick 'N' Save parking lot or to
other items relating to the crime.
Supplement Report, Number: 11-014277, Report
of Detective Michael Yogerst
On 9-11-11, I obtained a search warrant for buccal swabs
to be taken from Russell D. Warchol. I met with Mr. Warchol
at the County House of Correction, where Warchol was
being held on a probation hold pending revocation. I read
the attached Miranda form to Mr. Warchol, which Warchol
PHOTO 6.14
PHOTO 6.15
PHOTO 6.16
29. indicated he understood but did not want to answer any
questions. He also refused to sign the form. I then served
the warrant to Warchol and obtained two buccal swabs
obtained by use of sterile cotton swabs and rubbing one
153
on the right inner cheek and one on the inner left cheek
between his teeth/gum line and the inner layer of his cheek.
The swabs were then packaged according to normal proce-
dure. The swabs were held as evidence in the Germantown
Police Department. I returned the warrant to the Washington
County Clerk of Courts Office along with a copy of the
above-referenced property inventory.
On 9-20-11, I delivered the following items to the
Wisconsin crime lab requesting they be examined against
Warchol's known DNA:
1. Diet Mountain Dew can
2. Nike hat
30. 154
PHOTO 6.17
3. Fender sweatshirt
4. Swab from vehicle door handle
5. Swab from left side of the vehicle steering wheel
1. Swab from the right side of the vehicle steering
wheel
2. Buccal swab standard collected from Russell D.
Warchol
On 12-28-11, the Germantown Police Department
received a lab report dated 12-21-11. In reviewing the
report, analyst Susan V. S. Noll indicated the same male
STR DNA profile was obtained from the Nike hat swab,
the Fender sweatshirt swabs, and the right steering wheel
swabs. This STR DNA profile was compared with the STR
CRIMINAL INVESTIGATION
DNA profile obtained from the buccal swab standard
from Russell D. Warchol and was found to match. Ms.
Noll indicated that it was her opinion that the only
31. reasonable explanation was that the contributor of the
STR DNA found on the Nike hat, the Fender sweatshirt,
and the right side of the steering wheel was Russell D.
Warchol, w/m dob 12-16-72. I faxed the above-referenced
documents to the Washington County district attorney's
office.
Postscript : Russell D. Warchol pied no contest to robbery
with use of force (plea bargain). He was sentenced to five
years in prison with four years of extended supervision when
released.
Note: Addresses and names of victims and witnesses have been
changed.
case considerations and Points for Discussion
1. Physical evidence and witnesses played important
roles in this investigation. Discuss the value of the
information obtained from the witnesses in the
investigation, especially the information from the
gas station attendant. Discuss the role and value of
the Nike hat, the Fender sweatshirt, the Mountain
Dew soda can, and the vehicle used in the robbery.
2. What information from witnesses turned out to be - .~ ~
32. accurate? What information was inaccurate?
3. Based on your assessment and understanding
of the investigation, what do you think was the
most important development or discovery in the
investigation? What mistake(s) did Warchol make in
perpetrating the crime?
4. what value did DNA have in this investigation?
5. What do you think should be the biggest
lessons learned by the police as a result of the
investigation?
Chapter 6 • Interviews and Eyewitness Identifications
• • • Interviews Defined
An investigative interview can be defined as any questioning
that is intended to produce com-
plete and accurate information regarding a particular crime or
regarding a person believed to
be responsible for a crime. Interviews are usually nonaccusatory
and are conducted to develop
information to move a criminal investigation forward. As seen
in the BP gas station robbery
investigation, the police had reason to interview numerous
individuals in an attempt to
develop leads, and a witness was able to confirm the identity of
the robber in a lineup. As was
also seen in the BP investigation, the information developed
through witness interviews may
not be complete or accurate for a variety of reasons. Depending
on the information obtained
33. from a subject, an interview can easily turn into an
interrogation, during which accusations
may be made and incriminating statements sought. Investigators
must be aware of these pos-
sibilities throughout the process of collecting and assembling
information from witnesses.
• Types of Witnesses
Witnesses can be classified as either primary or secondary
depending on the information
they provide to the police. Primary witnesses have direct
knowledge of the crime in question
or of the suspected perpetrator of the crime. Some primary
witnesses are also eyewitnesses.
Eyewitnesses are individuals who saw the crime occur or
observed related events that
occurred just prior to or just after the crime. Other primary
witnesses may not have seen
the crime occur but may have heard the crime occur or heard
events just before or after the
crime. Several primary witnesses were involved in the gas
station robbery, including the
victim and other patrons at the station at the time of the
robbery.
Secondary witnesses are individuals who have information
about related events that
occurred before or after a crime. In the BP robbery, the woman
who reported the red Jeep
in the grocery store parking lot and the workers at the pizza
shop would best be considered
secondary witnesses.
Although secondary may imply less valuable, that is not the
case. Secondary witnesses pro-
vide critical information in many investigations that leads to the
34. crime being discovered and/
or solved. For example, in one case the perpetrator of a
homicide was identified after a bar-
ber called the police to report that the mother of one of his
clients had told him about the
strange behavior of her boyfriend, the perpetrator (see From the
Case File in Chapter 10).
The barber was a secondary witness but provided the critical
information in the investiga-
tion. In another case a woman called her physician to get an
oxytocin prescription filled.
The receptionist informed the woman that in order to do so she
would need to make an
appointment with the physician. The woman indicated she was
unable to go to the doctor's
office because "my child died last night." The woman pleaded
for the prescription to be
filled without an appointment. The receptionist refused. After
the phone call with the
woman ended, the receptionist called the police to report this
strange conversation. The
police also found this to be odd; they went to the woman's home
and discovered the body
of a dead baby. The baby had died from severe maltreatment
and abuse. The woman and
her boyfriend were arrested and charged with homicide. Like
the barber, the receptionist
was a secondary witness who provided critical information to
the police.
• • • Types of Information
Obtained From Witnesses
A multitude of information may be obtained from witnesses.
Important and potentially
valuable information that can be provided by eyewitnesses
includes the actions of the
35. perpetrator, the description of the perpetrator, and, most useful,
the identification (or name)
155
Investigative
interview: Any
nonaccusatory
quest ioning of a person,
usually a witness,
intended to produce
information about a
crime or a perpetrator.
Primary witnesses:
Witnesses who have
direct knowledge of a
crime or perpetrator.
Eyewitnesses:
Witnesses who
personally saw the
crime occur or observed
related events just
before or after the
crime.
Secondary
witnesses: Witnesses
who have information
about events that
occurred before or after
a crime.
36. 156
Modus operandi
(MO): Also referred to
as method of operation,
it is the manner in
which the perpetrator
committed the crime.
CRIMINAL INVESTIGATION
of the perpetrator. Other useful information may include
descriptions of vehicles (as in the
BP robbery investigation) and stolen property.
Information about the actions of the perpetrator is particularly
useful in establishing his or
her modus operandi (MO). In turn, this can assist the police in
linking crimes to the same
perpetrator and may also represent important behavioral
evidence. For example, in one
series of robberies, the robberies were linked to the same
perpetrator (who wore different
masks during them) largely due to the witnesses in the robberies
reporting that the perpe-
trator used similar language ("This is no joke," "Do you think
that this is a joke?"). In
another example, in a city that experienced hundreds of
robberies a year, one series of
robberies was committed during which the perpetrator ordered
the victims to remove their
pants after he took their money. This unique MO, which was
established through the state-
ments of victims, allowed the police to link the crimes, look for
similarities in the descrip-
tions of the perpetrator provided by victims, and develop
37. information about the
geographical area in which the perpetrator was committing the
crimes. When the culprit
was eventually identified and arrested, the police were able to
clear all the crimes believed
to have been committed by this individual.
Seemingly small details about the perpetrator's actions and
characteristics can make a big
difference in an investigation. For example, in the BP gas
station investigation, the witness's
recollection that the perpetrator was wearing a dark hat and
took a Mountain Dew can
from the store with him turned out to be useful information.
A description of the perpetrator may provide a basis for the
development of a composite
picture or sketch. A description may also provide enough
information to jog the memory
of police officers who may have seen the perpetrator or may be
familiar with the perpetra-
tor, as was the case in the BP robbery. Once a suspect has been
located by the police, an
eyewitness may identify the suspect through a show-up, a photo
lineup, or a physical lineup.
• • • Methods of Eyewitness Identification
There are several methods by which an eyewitness may identify
a perpetrator. These meth-
ods include the following:
• The witness may provide information
for the development of a composite
picture of the perpetrator.
• The witness may view a single
38. confirmatory photograph.
• The witness may view mug books
(collections of photographs of
previously arrested or detained
persons) or school yearbooks.
• The witness may view the suspect in a
show-up situation, during which the
suspect is detained by the police at the
scene of the crime or at another place.
• The witness may view photographs
of the suspect and others in a photo
lineup or photo array.
• The witness may view the suspect and
others in a physical (live) lineup.
A 2012 national survey of over 600 law enforcement agencies
by the Police Executive
Research Forum (PERF) revealed that photo lineups were most
commonly used for eyewit-
ness identification (94 percent of agencies), followed by show-
ups (62 percent), composite
sketches (36 percent), mug shot photos (29 percent), and live
lineups (21 percent). 1 Most
agencies have no written policies regarding the administration
of these procedures, although
large agencies are more likely to have policies than are small
ones.2
DEVELOPMENT OF A COMPOSITE PICTURE OF THE
PERPETRATOR
Pictures of suspects can be created via a witness providing
39. descriptive details of the sus-
pect's face to a police artist who draws a portrait or through
composite software, such as
Chapter 6 • Interviews and Eyewitness Identifications
FACES (see www.facesid.com). Using FACES, a technician can
construct the perpetrator's
face by selecting from nearly 5,000 different facial features
(e.g., head shapes, eyebrows,
eyes, noses, jaw shapes, facial hair, smile lines, etc.) to create a
realistic-looking picture (see
Exhibit 6.1). In contrast, sketch artists use their artistic skills to
create a portrait of the
perpetrator. While drawing methods differ among forensic
artists,3 essentially it involves
putting a witness's description of facial features on paper (see
Exhibit 6.2). Both sketches
and computer-created composites depend heavily on the
interview of the witness, the ability
of the witness to provide accurate details, and the skill of the
forensic artist or technician in
creating the picture. Due to the increased frequency of video
surveillance systems capturing
images of crimes and criminals, the need for the development of
composite pictures of per-
petrators is decreasing somewhat.
Computer-based and freestyle methods of constructing
composite pictures of perpetrators
both have advantages and disadvantages. According to research,
one disadvantage of both
methods is that witnesses who provide information for the
composite picture of a suspect
40. often perform more poorly in subsequent lineup identifications
than those who have not
provided such information.4 Basically, the composite
construction exercise may influence
memory in a negative way.5
Artists can incorporate a virtually unlimited number of features
into a sketch, but FACES
software is more readily available to the police than are capable
artists. Both police artist
drawings and FACES pictures can score high on realism and
therefore are potentially useful
in investigations. However, just because the pictures are
realistic does not mean they are
accurate. More variation generally exists in the realism
of artists' pictures than in composites developed
through FACES. Some artists are more skilled than
others, and it shows in their sketches.6 The accuracy of -
a composite picture depends greatly on the skill of the
person creating the picture, his or her ability to elicit
accurate information from the witness, and the wit-
ness's ability to provide accurate details.
Regardless of the method used to construct a facial
image, the task is fundamentally difficult for the wit-
ness. The witness must select or describe individual
facial features and then the artist or technician must
then combine these features to produce an image of a
face. This particularistic approach is not congruent
with the more holistic manner in which people perceive
and remember faces.7 As explained by Professor Gary
Wells, a noted expert on eyewitness identifications,
[fjaces are processed not just as sets of separate
features but as interactive systems of features that
include interfeatural properties such as distance
42. ROBBERY
CRIMINAL INVESTIGATION
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An example of a composite sketch developed by a police artist
and the mug shot photographs of
the suspect. Do you see similaritiJs between the sketch and
photos?
Chapter 6 • Interviews and Eyewitness Identifications
circwnstances. If it turns out that the composite picture does not
resemble the suspect/defendant,
it may work to the detriment of the police and prosecutor. The
inaccurate picture may create
doubt in the minds of jurors about the responsibility of the
defendant for the crime, despite other
evidence in the case. Another potential problem is that pictures
may generate nwnerous false
leads and contribute to an unproductive investigation, even if
they do resemble the suspect.
CONFIRMATORY PHOTOGRAPH
If the witness knows the identity of the perpetrator, the police
may show a single photo-
graph to the witness to confirm the perpetrator's identity. The
showing of a single photo-
graph for identification purposes in any other circumstances
should be avoided.
MUGBOOKSANDYEARBOOKS
44. When the police have not yet identified a suspect and there are
few other leads to pursue,
the police may request that the witness view mug shot books in
order to possibly identify
EXHIBIT 6.3
Four Sketches of the Same Perpetrator9
I VICAP Alert
A Hispanic male, described by his victims to be in his late
twenties, was believed to be respon-
sible for numerous sexual assaults in the New York
metropolitan area. Four victims provided
descriptions that artists used to develop composite sketches.
The four sketches shown here are
of the same perpetrator. Notice the considerable variation across
the composite sketches.
159
160
Show-up
identification: A
method of eyewitness
identification that
involves a witness
viewing a suspect
shortly after the crime
45. occurred.
Photo lineup: A
method of eyewitness
identification that
involves a witness
viewing photos of a
suspect and other
subjects presented
to the witness under
the direction of an
investigator.
CRIMINAL INVESTIGATION
the perpetrator. Such collections include photographs of
previously arrested or detained
subjects and are most often stored on a computer. These
photographs should be organized
in ways to limit the number that a witness must review. For
example, a robbery victim
should likely be shown only photos of individuals known to live
or spend time in the area
of the city in which the crime occurred. In addition, to minimize
bias and prevent false
identifications, mug shots should be organized by format (e.g.,
black-and-white photos,
color, digital) and by general characteristics of the subjects
(e.g., race, sex, age). Only recent
photos of subjects should be included and only one photo of
each. Most often the viewing
of mug shot photographs is a rather unproductive activity, akin
to finding a needle in a
haystack. If a witness knows or suspects the perpetrator is a
student at a particular school,
the viewing of a yearbook may be an option for identification.
46. SHOW-UP IDENTIFICATIONS
A show-up identification, or curbside identification, involves
bringing the suspect back to
the scene or to the location of the witness or bringing the
witness to the location of the
suspect to determine whether the witness can identify the
suspect as the perpetrator of
the crime. Show-ups are most often conducted when the suspect
flees the scene but is
quickly apprehended by the police. Show-up identifications are
more frequently used
than both photo and live lineups combined.10 Logistically, it is
a simple procedure; how-
ever, show-ups are quite suggestive and, as a result, may lead to
false identifications.
Show-ups are suggestive because the single person available to
be identified has already
been detained by the police under suspicion of being a suspect
in the crime. Certainly it
is possible the police could detain the wrong person as a
possible suspect. Ideally, efforts
to make the show-up less suggestive should be taken (e.g., the
suspect should not be
viewed in a police car or when handcuffed), although these
efforts may raise safety and
other concerns. 11 Not surprisingly, misidentification is most
likely if the detained subject
is wearing clothing similar to that worn by the culprit12 or the
subject generally resembles
the culprit.13
Despite the potential issues associated with them, show-ups may
offer some advantages.
With a show-up, an identification is usually made quickly after
47. the crime has occurred, so
the witness's memory may be fresh. Second, the police are
probably less sure the suspect is
the culprit in a show-up situation than in a lineup, during which
the police are often look-
ing for confirmation rather than information. As a result, there
may be less pressure, subtle
or otherwise, placed on the witness by the police in a show-up
as opposed to a lineup. This
may lessen the chances of a false identification in the show-up
situation. The courts have
generally supported the practice of show-ups and have ruled
that a suspect does not have
the right to counsel at a show-up.
PHOTO LINEUPS
A photo lineup is used when investigators have reason to
believe a particular individual is the
culprit in a particular crime. As discussed in the chapter
introduction, with a photo lineup, a
photo of the person who investigators believe is the culprit is
shown to a witness, along with
usually five or six others who have characteristics consistent
with the description provided
by the witness (these other photos are referred to as foils,
fillers, or distractors). Witnesses
may be shown individual photographs one at a time (a
sequential lineup), or the photos may
be shown at the same time (a simultaneous lineup; see below for
a discussion of recommended
lineup procedures). The witness is typically asked to take a
good look at each of the photo-
graphs and to indicate whether any individual included in the
lineup is the person who com-
mitted the crime. If a photo is selected, then the witness may be
asked how confident he or she
48. is that the person identified is actually the culprit. This process
is sort of like a multiple-choice
test, whereas the development of a composite picture is more
like an essay test. As discussed
in detail later, the procedures used in constructing and
conducting a photo lineup can greatly
affect the accuracy of the results. Similar to show-ups, a suspect
does not have the right to
counsel at a photo lineup procedure.
Chapter 6 • Interviews and Eyewitness Identifications
EXHIBIT 6.4
Example of a Six-Person Photo Lineup
2
4 5 6
LIVE LINEUPS
A live lineup (or physical lineup) involves witnesses viewing
the suspect and other subjects
in a controlled setting, most often at a police station or jail.
Usually the witness views the
individuals through one-way glass. Each individual may be
asked to speak or to say a cer-
tain phrase (e.g., "Give me all your money"). Physical lineups
usually consist of six people-
the person the police believe is the perpetrator of the crime and
five others. The foils are
usually individuals who are in jail at the time the lineup is
conducted. The use of live lineups
49. is limited due to the amount of time and effort involved in
conducting them; photo lineups
are generally an easier alternative.14 As with show-ups and
photo lineups, the procedures
used in conducting a physical lineup can greatly affect the
accuracy of the results. As a rule,
the foils should be selected on the basis of the initial
description provided by the witness; at
minimum the race and gender of the foils must be the same as
the suspect. All the partici-
pants in the lineup should be similarly dressed, especially if the
suspect was described by the
witness as wearing certain clothing. These and other factors are
considered by the courts in
determining the fairness of the procedure and the potentially
suggestive nature of the iden-
tification. Suspects have the right to have counsel present at a
physical lineup, but they
cannot refuse to participate, even though their participation may
be incriminating.
• • Value of Eyewitness
Identifications in Establishing Proof
Depending on the procedures used to collect it, eyewitness
identification evidence can be one
of the least reliable types of evidence in a criminal
investigation. According to the Innocence
161
Live lineup: A
method of eyewitness
identification that
involves a witness
viewing a suspect and
other subjects in a
50. controlled setting under
the direction of an
investigator.
162 CRIMINAL INVESTIGATION
EXH IBIT 6.5
Example of a Live Lineup Photo
Project, eyewitness misidentification is a contributing factor in
75 percent of wrongful con-
victions, 15 and, according to memory researcher Gary Wells, "
[a ]nalyses of what went wrong
in producing more than 1,000 convictions of innocent people
have revealed that the single
largest factor leading to these false convictions was eyewitness
error." 16 In nearly all of these
cases, DNA evidence proved that the conviction was false. What
remains unknown is the
number of false convictions where there is no DNA evidence to
help establish innocence.
Clearly, in spite of its potential unreliability, eyewitness
identification is extremely persuasive
in establishing proof. In fact, the only evidence that is more
persuasive is a confession.17 A
primary reason for the persuasiveness of eyewitness
identification evidence is that witnesses
often express high confidence in their judgments and in the
accuracy of their identifications.
This confidence may be quite influential on investigators,
prosecuting attorneys, judges, and
juries. For example, in a case from Georgia, a sexual assault
victim identified a photo of her
51. attacker in a photo lineup. "From zero to 100 percent, how sure
are you?" the detective
asked. "I'm 120 percent sure," the woman answered. Well, she
was 120 percent wrong.
DNA analysis led to the exoneration of Willie "Pete" Williams
for the crime. He spent nearly
twenty-two years in prison for a crime he did not commit.18
The Memory Process
and the Identification Task
The human memory and its associated processes have been the
subject of countless theories
and research studies. At the simplest level, memory consists of
three phases: encoding,
storage, and retrieval. 19 Sometimes the phases of memory are
referred to as acquisition,
Chapter 6 • Interviews and Eyewitness Identifications 163
You Never Forget a Face
There is a commonsense appeal to eyewitness identifi-
cations-we recognize many different faces many times
every day. Our existence and safety depend on our ability
to do so. Often we recognize a person even if we do not
know his or her name. So, when a victim in court points a
finger at the defendant and says something to the effect
of, "That's the person who attacked me, 1·11 never forget
that face as long as I live," we tend to believe that person,
52. perhaps to the detriment of the defendant. As discussed
below, human memory is complicated but can be easily
fooled . Many things can happen to make eyewitness iden-
tifications inaccurate.
retention, and retrieval.20 The encoding stage is when the event
or other stimulus is noticed,
perceived, and represented in the individual's mind. The
retention stage involves the activa-
tion of a mental record of the event and the "filing" of the
information; the information is
placed into storage. Information may be stored in short-term or
long-term memory. Long-
term memory has unlimited capacity, but not all information
gets transferred from short-
term memory to long-term memory. Information that is stored in
short-term and long-term
memory is always changing; new things enter, and other things
are forgotten. The retrieval
stage occurs when the mental record of the event or stimulus is
activated and the "file" is
opened. Retrieval brings about recollection.
During the encoding-storage-retrieval process, many things may
happen to inhibit or dis-
tort accurate memory. For example, in the encoding stage, it is
impossible to notice every
single detail of the incident when a crime is committed. Rather,
only certain dimensions of
the situation, those deemed most significant, may be encoded
(e.g., "I see that he has a gun,
a big gun, he is pointing it in my face, he is telling me to give
53. him all my money"). If mini-
mal attention is given to a particular dimension of a situation, it
is likely that dimension will
not be encoded or will be encoded inaccurately. During the
retention stage, details of the
event may be forgotten or be distorted by postevent information
in the form of other wit-
ness accounts or investigator statements. During the retrieval
stage, a witness searches his
or her memory and tries to recall what happened or who
committed the crime. Retrieval
may take the form of reporting to the police, viewing lineups, or
testifying in court. At this
stage the circumstances under which the retrieval occurs may
affect the accuracy of the
information recalled. Errors and distortions can occur at each
stage of memory.
FACTORS THAT INFLUENCE THE
ACCURACY OF EYEWITNESS EVIDENCE
Factors at each stage of the memory process may affect the
accuracy of an eyewitness
account or identification. First, during the acquisition stage,
factors that relate to the cir-
cumstances and nature of the event, as well as the
characteristics of the witness, may affect
the witness's ability to perceive the event (and to recall it). For
instance, with regard to the
circumstances of the event, it is reasonable to expect that
factors such as lighting condi-
tions, distance, and obstructed views would have an effect. The
duration of the event and
the amount of time spent actually observing the event may
affect accuracy. Longer periods
of observation are associated with better memory. However,
54. some estimates-particularly
of how long certain events lasted-are frequently inaccurate
regardless of the surrounding
circumstances of the observation. The nature of the event may
also impact the acquisition
of information. Events thought to be insignificant at the time of
acquisition are less likely
to be perceived. Experiences that trigger an emotional arousal
are more likely to be
Encoding stage: The
first stage of memory
during which events
and other stimuli are
not iced.
Retention stage:
The second stage of
memory during which
information is placed in
memory.
Retrieval stage: The
final stage of memory
during which stored
information is recalled.
164
Weapon focus
effect: A phenomenon
whereby witnesses tend
to focus exclusively
on the presence of the
55. weapon used during the
commission of a crime
to the detriment of other
details about the event
Yerkes-Dodson Law:
The principle that fear
and stress improve
eyewitness performance
up to a certain point
but then become
counterproductive.
CRIMINAL INVESTIGATION
perceived. Research has also shown that even simple disguises
(e.g., wearing a cap) can
affect the acquisition of facial information and that witnesses
are likely to perceive weapons
to the detriment of perceiving the features of the person who
held the weapon (known as
the weapon focus effect). 21
Characteristics of witnesses may also have an effect on the
acquisition of events and infor-
mation, and ultimately on the accurate recall of that
information. For instance, the psycho-
logical condition of the witness may be an important
consideration. Research has
demonstrated that fear and stress improve physical performance,
including eyewitness per-
formance, up to a certain point, but then they become
counterproductive (known as the
Yerkes-Dodson Law).22 Of course, the physical condition of the
observer (e.g., intoxication,
eyesight) may influence the accurate acquisition of information.
56. A witness's expectations
may also play a factor: The way one sees events is often the
way one would expect events
to occur, and the events are interpreted accordingly (see Case in
Point 6.1 ). Interestingly, in
one study subjects were asked to estimate a person's weight
after being told some informa-
tion about that person. Subjects' estimates of the person's
weight were less when subjects
were told that the person was a dancer than when they were told
that the person was a
truck driver.23 The knowledge that a witness possesses may
also affect the acquisition of
information. For instance, the eyewitness to a robbery who
knows little about guns might
simply perceive and describe the gun held by the perpetrator as
"big and shiny." An individ-
ual who is knowledgeable about guns may describe the weapon
as "a blue metal .357
Glock semi-automatic." Perhaps relatedly, research has shown
that people are better able
to describe and recognize faces of their own race or ethnic
group than others. 24
Regarding inaccurate witness accounts of events, Professor
Elizabeth Loftus, a noted expert
on eyewitness memory, explains that "if someone has gaps in
their narrative, they can fill it
with lots of things. They often fill it with their own
expectations, and certainly what they
may hear from others."25
Studies of the demographic characteristics of witnesses and the
accuracy of their memory
show age is the most important factor. Research shows that
young children and especially
57. the elderly generally have the poorest perception and memory
performance. Younger chil-
dren have been shown to be more suggestible than older
children or adults26 and to offer
less complete descriptions.27 Children also tend to have
difficulties with accurate percep-
tions of age, height, and weight.28 The research on the
influence of gender on perception
and memory is mixed. While some research shows females are
more reliable witnesses (but .
males more confident in their memory),29 generally it has been
shown that men and women
focus on different aspects of events, people, and situations. Men
and women tend to focus
on and remember things of interest to them, which are often
different. 30
Second, several factors may affect the retention or storage of
information. One of the
more significant factors that may distort memory at this stage is
misleading or inaccurate
A local police department posted the
following message on its Facebook page:
seen, no evidence of gun fire was located. A short time
later we received a call of shots fired in the area of Squire
Drive. Preliminary investigation is showing the sound is com-
ing from a vehicle that is forcing a backfire as they travel
throughout the village. We are confident that this was not
gunfire.
58. On Saturday at approximately 7:34 p.m. a witness reported
seeing occupants of two cars shooting at each other while
traveling eastbound on County Line Road. The witness heard
what they thought were gun shots, but no weapons were
Chapter 6 • Interviews and Eyewitness Identifications
information obtained at or near the time of the event. The
source of this information could
be statements made by other witnesses (hence the importance of
separating witnesses prior
to questioning), questions asked by authorities, or information
contained in newspaper
accounts or television coverage. To study how the questions
asked of a witness could affect
the information stored in memory, researchers had subjects view
a film and then asked them
questions about it. When asked, "How fast was the car going
when it passed the barn?"
many subjects responded as though they saw the car pass a barn,
when in fact a barn was
not even shown in the film.31 In addition, the time that has
elapsed from the event to its
recall also affects memory, as memory tends to deteriorate the
longer it is stored. 32 Finally,
as noted, emotionally arousing events are more likely to be
stored in memory, especially
long-term memory. However, such memories are just as prone
to errors as other memories33
59. but likely to be believed with high confidence. 34
Third, with regard to the retrieval stage, several factors may
serve to distort the accuracy of
the eyewitness account. Of most concern is the manner in which
the retrieval of informa-
tion occurs. For example, the wording of questions used to elicit
memory details may be
influential. An experiment was conducted during which subjects
viewed films of automobile
accidents and then were asked questions about the events
depicted in the films.35 When
subjects were asked, "About how fast were the cars going when
they smashed into each
other?" higher estimates of speed were provided than when
questions that contained the
words collided, bumped, contacted, or hit instead of smashed
were asked. Subjects who
were asked about the cars "smashing" were also more likely to
state that they saw broken
glass, when actually there was no broken glass. Other studies
have noted response differ-
ences resulting from asking questions with more subtle wording
differences, such as "Did
you see a gun?" versus "Was there a gun?" (the former question
suggests there may have
been a gun but that it may not have been seen) or "Did you see a
broken headlight?" versus
"Did you see the broken headlight?" In essence, leading
questions, however subtle, may
distort the information retrieved from a witness's memory. 36
Finally, it is worthwhile to note that a few studies have
examined the accuracy of voice
identification and walk/gait identification. Although too little
research exists to draw con-
60. fident conclusions about these issues, the prevailing wisdom is
that the identification of
unfamiliar voices is often incorrect. The identification of
distinct or unusual gait among
strangers is more likely to be accurate; however, the accurate
recognition of more typical
gait even among friends is difficult. 37
• Guidelines for the Collection
of Eyewitness Evidence
Given the multitude of factors that may affect the accuracy of
eyewitness statements, and given
that the courts are generally concerned about the quality of
evidence-to the point of not
allowing certain of it to be admitted (e.g., hearsay)-one might
expect there would be a num-
ber of barriers to the admission of eyewitness evidence in court.
This, however, is generally not
the case, although the courts have recognized the potential
problems associated with eyewit-
ness testimony. In the case of Neil v. Biggers (1972), in which a
rape victim identified her
attacker on the basis of a show-up that took place seven months
after the crime, the Supreme
Court let the conviction stand but identified five criteria to be
considered in determining the
accuracy of an eyewitness identification of a suspect. These
criteria are the following:
• The eyewitness's opportunity to view
• The attention paid by the eyewitness
• The accuracy of the witness's
preliminary description of the culprit
61. • The certainty of the eyewitness
• The amount of time between the event
and the attempt to identify
165
166 CRIMINAL INVESTIGATION
However, these factors have been criticized as an inadequate
basis on which to judge the
accuracy of eyewitness identifications. One of the criticisms is
that some of the factors rely
on perceptions of the eyewitness, which is exactly what is
questioned in an eyewitness
identification.
There are other safeguards in place that may, ideally, prevent
false eyewitness identifications
from leading to miscarriages of justice. For example, defendants
have the right to counsel
at live lineups, motions can be made by the defense to suppress
eyewitness evidence, eye-
witnesses may be cross-examined, and experts can be called to
testify on the problems
associated with accurate eyewitness identifications. In many
respects, however, these safe-
guards are incomplete and inadequate.'8 The right to counsel
exists only at lineups, not
photo arrays or show-ups, and most identifications of suspects
are from show-ups and
photos, not physical lineups. Motions to suppress eyewitness
evidence are rarely successful.
Cross-examination of eyewitnesses may not be helpful when
62. witnesses are trying to be
truthful but are simply mistaken. And eyewitness expert
testimony may not overcome the
influential nature of eyewitness evidence, may not be allowed
by the judge, and may be
prohibitively expensive. 39
Given the potential ramifications of inaccurate eyewitness
identifications, several guidelines
for the collection of eyewitness identification evidence have
been identified by Gary Wells
and colleagues.40 These guidelines and procedures are
sometimes referred to as system
variables-things that are within the control of investigators to
help ensure the collection
of accurate eyewitness evidence.41 In contrast to system
variables are estimator variables,
which are part of the memory process that may inhibit or distort
accurate memory and are
beyond the control of investigators.42 These guidelines are
based on theories about human
memory, research findings of eyewitness identification studies,
and the science of testing.
The aim of the guidelines is to improve the quality of the
evidence and, accordingly, reduce
the risk of mistaken identifications. The authors note that just
as there are procedures and
rules that must be followed in collecting and presenting
physical evidence, such as finger-
prints and DNA, so too should there be rules and procedures in
collecting and presenting
eyewitness identification evidence through lineups and photo
arrays.
First, according to Wells and his colleagues, "[t]he person who
conducts the line-up or
63. photo-spread should not be aware of which member of the line-
up or photo-spread is the
suspect."43 This recommendation relates to the possibility that
an investigator may inten-
tionally, or unknowingly, lead a witness to select a particular
lineup member. The process
of identification may be one filled with anxiety and uncertainty
for the witness, and as a
result, the witness may be quite interested in and responsive to
the cues of the investigator.
Research shows that even subtle cues, such as smiling or other
nonverbal actions, can call
attention to a particular photograph and lead to false
identification.44 Previous research has
also shown that feedback given to the witness about the
selection (e.g., "Good, you iden-
tified the right guy") can have dramatic effects on the witness's
confidence about the accu-
racy of the selection and his or her ability to identify the
suspect.45 This fa lse confidence
may translate into increased but unwarranted credibility of the
witness in the minds of
jurors. In addition, it is not out of the realm of possibility that
investigators may knowingly
say something to highlight or reinforce a particular person as
the suspect/culprit (see Case
in Point 6.2). If the person who administers the lineup does not
know who the suspect is,
then that person is not able to provide any cues or other
information to influence the selec-
tion, nor can that person provide any feedback to the witness
that might distort the wit-
ness's certainty or confidence in the selection. This precaution
should allow eyewitness
identification to be based on the eyewitness's memory, not on
external information. It
64. should therefore provide for a more valid lineup procedure.
Second, as per Wells and colleagues, "[e]yewitnesses should be
told explicitly that the per-
son in question might not be in the line-up or photo-spread and
therefore should not feel
that they must make an identification. They should also be told
that the person administer-
ing the line-up does not know which person is the suspect in the
case."46 The first part of
Chapter 6 • Interviews and Eyewitness Identifications 167
In the case of South Carolina v. Washington (1997), a detective
investigating a robbery believed that a person by the name of
James Washington was responsible for committing the crime.
The detective obtained a photograph of a person whom he
believed was Washington and placed this photo, along with
pictures of five other foils, in a photo lineup. He then showed
the lineup to the eyewitness, and, lo and behold, the eye-
witness identified "James Washington." There was only one
problem: Subsequent to the photo identification, it was dis-
covered that the detective had made a mistake-the person
in the photo thought to be James Washington was not, in fact,
James Washington; it was a person who could not have had
anything to do with the robbery. In addition, the person in the
picture had no resemblance to the real James Washington.
65. In an examination of the validity of this photo lineup, an actual
photograph of James Washington was presented to fifty peo-
ple, and they were then asked to select the person most
similar to him from the original photo spread. Not one per-
son identified the picture of the subject who was originally
believed to be James washington.47 What happened? The
detective who assembled and administered the photo spread
probably facilitated the identification of the wrong suspect in
someway.
this recommendation relates to the research that shows
eyewitnesses are less likely to iden-
tify an innocent suspect if they are told the actual culprit may
not be in the lineup. The
tendency to identify the person that most resembles the culprit,
even if it is not actually the
culprit, is known as the relative-judgment process (see Case in
Point 6.3 ). According to
Wells et al., "[a] relative-judgment process is one in which the
eyewitness chooses the
line-up member who most resembles the culprit relative to the
other members of the
line-up" (emphasis added).48 This process is not necessarily
problematic as long as the
actual culprit is in the lineup. If the actual culprit is not in the
lineup, a natural tendency
may be for the witness to select the person who most resembles
the mental image of the
observed perpetrator. Furthermore, just because an investigator
believes the actual culprit
is included in the lineup, this is not necessarily the case. In such
a situation, if a person is
66. identified, it would be the wrong person. And, even if the wrong
person is selected, the
witness may still express high confidence that the person
selected was actually the culprit.
Eyewitness confidence does not equal eyewitness accuracy. As
such, "[t]he relative-judg-
ment process is seductive yet dangerous."49
Research has shown that although warning the witness that the
perpetrator may not be in
the lineup reduces the rate of incorrect selections when the
culprit is indeed not in the
lineup, it does not reduce the rate of correct selections when the
culprit is present in the
lineup. Of course, if all lineups included the actual culprit, this
recommendation would be
needless, but one should not assume this is the case. If the
investigator is so certain the
culprit is included in the lineup, what is the purpose of the
lineup?
The second part of the recommendation, that witnesses "should
be told that the person
administering the line-up does not know which person is the
suspect in the case" is related
to the first recommendation. Simply, not only should the
administrator of the lineup not
know who the suspect is in the case, the witness should be told
the administrator does not
know this information. This may prevent the eyewitness from
trying to look to the admin-
istrator of the lineup for cues about which person to select.
The third recommendation states that "the suspect should not
stand out in the line-up or
photo-spread as being different from the distractors based on
67. the eyewitness's previous
description of the culprit or based on other factors that would
draw attention to the sus-
pect."51 If the suspect stands out in some way from the others
in the lineup, it may be diffi-
cult to determine whether a selection is based on true
recognition or simply on his or her
unique characteristic. The bottom line is that the distractors or
foils included in the lineup
Relative-judgment
process: In a lineup
situation, this is the
tendency of a witness to
identify the person who
most closely resembles
the perpetrator, even
though that person
might not actually be
the perpetrator.
168 CRIMINAL INVESTIGATION
In 1984 a college student named Jennifer Thompson was
raped in her apartment in Burlington, North Carolina. The
police asked her to help create a composite sketch of the
rapist. The police then received a tip that a local man named
Ronald Cotton resembled the composite, and, shortly after
Thompson, "It's the same person you picked from the pho-
68. tos." She later described feeling a "huge amount of relief"
when told that she had again picked the right person.
At Ronald Cotton's criminal trial, Thompson agreed she
was "absolutely sure" that he was the rapist. Cotton was
sentenced to life in prison plus fifty-four years. He served
ten-and-a-half years before DNA tests exonerated him and
implicated another man, Bobby Poole. Not only did the iden-
tification procedures increase Thompson's confidence in
the mistaken memory event, but they also resulted in her
rejection of the actual culprit. Poole had been presented to
Thompson at a posttrial hearing, and she could not recognize
him. "I have never seen him in my life," she said at the time.
· the crime, Thompson was shown a photo array containing
six photos. With some difficulty, she chose two pictures, one
of which was of Cotton. Finally, she said, "I think this is the
guy," pointing to Cotton. ''You're sure?" the lead detective
asked, and she responded, "Positive." Thompson asked, "Did
I do OK?" The detectives responded, "You did great." She has
69. described how those encouraging remarks had the effect of
making her more confident in her identification.
The police then showed Thompson a live lineup. Cotton was
the only person repeated from the prior photo array. This
would make Cotton more familiar to her and might suggest
that he was the prime suspect. Nevertheless, Thompson
remained hesitant and was having trouble deciding between
two people. After several minutes, she told the police that
Cotton "looks the most like him." The lead detective asked
"if she was certain," and she said, "Yes." Again, the detec-
tives further reinforced her decision. The lead detective told
The lead detective in the case, Mike Gauldin, later became
police chief. In response to the misidentification of cotton,
he was the first chief in the state to institute a series of new
practices, including double-blind lineup procedures. In the
years that followed, North Carolina adopted such practices
statewide. Ronald Cotton and Jennifer Thompson have since
written a book, Picking Cotton, that describes the case and
70. their experiences.
should not necessarily look similar to the suspect, but they
should be selected on the basis
of the description provided to the investigators by the witness.
At the extreme, if foils were
included that looked like the suspect, one could conceivably
have the suspect and his
similar-looking siblings in the lineup. Clearly the chances of
identifying and selecting the
wrong person would be high in such a circumstance. On the
other hand, verbal descriptions
of perpetrators provided by witnesses tend to be rather general,
and the inclusion of individ-
uals on this basis may allow people with different appearances
to be included in the lineup.
For example, in the BP gas station robbery discussed in the
introduction to this chapter, the
gas station attendant described the perpetrator as a white male,
approximately twenty-five
to thirty years of age, 5'9", 130 lbs., and with three to four days'
worth of facial hair
growth. The other witness described the perpetrator as a white
male, "clean cut," approxi-
mately 6'1 ",and 140 lbs." These descriptions are quite general
and allow for much variation
in the characteristics of the foils to be included in the lineup
(see Case in Point 6.4 ).
There are several potential problems with conducting a lineup
on the basis of a witness's
description of the perpetrator. First, what if the description
provided by the witness does
not actually match the description of the suspect? In such a
situation, it is recommended
71. that a blend of the description of the culprit and the features of
the suspect be considered
when selecting foils in the lineup.52 Second, what if the suspect
has a unique feature, such
as a facial scar, that the eyewitness did not mention? If the
witness did not mention a unique
feature, it may not be necessary to replicate that feature across
the members of the lineup.
If the unique feature is recognized by the witness, memory
recall may be the reason. Third,
what if the witness describes the perpetrator as having a unique
feature, such as a particular
tattoo? One option is to cover that area on each member of the
lineup; however, it is pos-
sible the unique feature was the aspect to which most attention
was paid and the basis on
Chapter 6 • Interviews and Eyewitness Identifications
CASE in POINT 6.4 Variations in Eyewitness
Descriptions
169
As noted, most of the time witnesses are able to provide
only general descriptions of perpetrators. This allows inves-
tigators leeway when assembling a photo or live lineup as
the members of the lineup need only resemble the descrip-
tion provided by the witness. However, some witnesses are
better in perceiving details than others. In three separate
carjacking crimes committed by the same man, three victim
witnesses provided a description of the perpetrator:
72. • Victim #2: The perpetrator was a black male, 5'6"-5'7",
120 lbs., twenty to twenty-five years old, black hair, fade
haircut, wearing a white tank top and green shorts.
• Victim #1 : The perpetrator was a black male in his teens.
• Victim #3: The perpetrator was a black male, 5'8," late
teens or early twenties, medium build, dark complexion,
with short hair on the sides of his head and puffy top,
wearing a black oversized shirt over a grey shirt, black
oversized belt, dark shorts, and a gold chain around his
neck.
which an identification would be made. Covering the feature
might mean the witness can-
not make an identification. The other option is to not even
conduct a lineup. With a specific
and unique description, there may be little doubt about the
identity of the suspect. Lineups
are useful when the witness's description of the perpetrator is
vague and when the identity
of the perpetrator is uncertain. Finally, what if there is more
than one witness and they
provide conflicting descriptions of the perpetrator? In this
situation it is recommended that
separate lineups be constructed for each witness, based on the
description of the perpetrator
provided by each witness. 53
The final recommendation for conducting a lineup is that "a
clear statement should be
taken from the eyewitness at the time of the identification and
73. prior to any feedback as to
his or her confidence that the identified person is the actual
culprit." 54 This statement may
be the response to the question, "On a scale of one to ten, with
ten being absolute certainty
and one being absolute uncertainty, how confident are you that
the person you identified is
the actual culprit?" The confidence expressed by the witness at
the time of the identification
may be the single most important factor in judging the
credibility of that witness and the
accuracy of the identification in further proceedings (e.g., at
trial) . However, as noted ear-
lier, the confidence of a witness about an identification can be
affected substantially by
events that occur after the identification and that have nothing
to do with the witness's
memory. Simply stated, confidence should be based on memory,
not outside forces. A clear
statement from the witness, along with the administrator not
knowing who the suspect is
in the lineup, should instill confidence in the selection.
Three other issues are often discussed and debated during the
identification process: the use
of sequential lineups, the practice of video-recording lineups,
and the use of standardized
instructions. The use of a sequential lineup involves the
eyewitness viewing one lineup mem-
ber at a time and determining whether that person is the
perpetrator. This in contrast to the
simultaneous lineup, in which all subjects are viewed by the
witness at the same time. The
sequential lineup is often recommended as the best practice.
The highest-quality research
on this issue shows sequential lineups produce fewer
74. identifications55 but also fewer mis-
taken identifications than simultaneous lineups,56 especially
when the culprit is not included
in the lineup.57 However, it is important to highlight that
witnesses still (wrongly) identified
the filler 12.2 percent of the time, as opposed to 18.1 percent of
the time in simultaneous
lineups.58
Video-recording lineups may offer numerous benefits; however,
video-recording by itself
does not lessen the chance of false eyewitness identification. In
addition, it is unclear how
Sequential lineup:
Lineup procedure
whereby subjects are
viewed by a witness
individually, one at a
time.
Simultaneous lineup:
Lineup procedure
whereby subjects are
viewed by a witness all
at the same time.
170
Hypnosis: An altered
state of consciousness
characterized
by increased
responsiveness to
75. suggestion. Intended
to stimulate a
witness's memory, it
is infrequently used in
criminal investigations
today.
Confabulation:
Inaccurate information
that may be produced as
a resu lt of hypnosis.
CRIMINAL INVESTIGATION
video-recording may affect the behavior of witnesses.
Videotaping may raise anxiety and
actually lessen the chances of accurate eyewitness
identification. 59
The use of standardized instructions is meant to formalize the
use of the guidelines outlined
here and to minimize variation in procedures across
witnesses.60 See Exhibit 6.6 for an exam-
ple of a police department form with instructions for conducting
a photo identification.
The 2012 PERF survey of law enforcement agencies showed
that most police departments
do not follow all of the recommended guidelines for
administering lineups. For example,
while the "perpetrator may or may not be present" instruction
was used by 84 percent of
agencies when conducting photo lineups, most agencies conduct
photo lineups in a non-
blind manner (69 percent) and use simultaneous lineups (68
percent). A survey conducted
76. in Virginia in 2013 showed that nearly 30 percent of the 144
police departments and sher-
iff's offices in the state had no policies regarding the conduct of
lineups and another
25 percent were following policies that were two decades old.
61 Clearly, more work needs
to be done to get police department procedures in line with
identified best practices. As
stated by PERF, "[g]iven the importance of eyewitness
identifications in the justice system
and the growing number of exonerations of persons who were
convicted based on eyewit-
ness identifications, law enforcement agencies should work ...
to assess and refine their
current eyewitness identification practices." 62
• • • Investigative Tools in Interviewing
Given the potential value of accurate information from
witnesses in criminal investigations,
several "tools" or methods to assist in the collection of such
information may be used by
investigators. Discussed here are the practice of hypnosis and
the more common and
accepted method of cognitive interviewing.
HYPNOSIS
Hypnosis is most often simply viewed as an altered state of
consciousness characterized by
increased responsiveness to suggestion. 63 It has also been
more elaborately defined:
[Hypnosis is] a superficial or deep trance state resembling
sleep, induced by
suggestions of relaxation and concentrated attention to a single
object. The subject
77. becomes highly suggestible and responsive to the hypnotist's
influence, and can be
induced to recall forgotten events, become insensitive to pain,
control vasomotor
changes and, in the hands of an experienced hypnotherapist,
gain relief from tensions,
anxieties and other psychological symptoms.64
Hypnosis can be used in the therapeutic setting as well as in the
criminal investigative set-
ting. For purposes of criminal investigation, hypnosis focuses
on enhancing memory recall
of a witness with regard to a criminal event. The theory of
hypnosis is that memory occurs
at the conscious and subconscious levels. Details about
observations are recorded and
stored at both levels at the same time. However, a person may
not know what has been
encoded in the subconscious memory-or, as a defensive
mechanism, conscious memories
may be pushed to the subconscious level. Hypnosis is a method
of retrieving subconscious
observations.
The problem with hypnosis is the accuracy of the resulting
information. Most research has
come to the conclusion that hypnotically elicited testimony is
deficient, especially when
leading or even specific questions are asked of the subject. 65
This process can readily result
in fabrications or false information, often referred to as
confabulation. The Council on
Scientific Affairs of the American Medical Association simply
concluded that "the use of
79. am going to a5k y<N to lOQk at che photos. The pc:rmn wf ic
cornmju ecl the
crime may or m~y noi: be .included in the photoo. Although an
offite.r placed the photos intt'I the: fo}Oer'.~, th~ fo!d~rs ha~
br:cn Jhulncd
so th~ right now J do not know whid1 fojdcr contains a
pnrticu.J:ar photo.
Even if you identify JOrnt:one dotin~ rh.is proc:c:durc, ] will
continue r.o !;hew you all Colden in cht: serk·~.
Keep in mind rh::1.t thirtg!; lih: hair stylci, bi::omh, and
musuches can be ~Hy t:han~ an(i &h~1 compkxfon r:o!ors may
look [email protected]'htly
differrnt in photogruph:t.
You should not {ee:J ynu hav(' to ma.k.c an identificatiofl. It is
a.s important to ex.dud~ .innoc.e-.nc ptr$on~ ;;ii::; h.11; to
i<lr.mil)' rl"M': pt::-pr.tT;uor.
You will look al the- photo! one at a t:irnc a:nd ?>io<:.e: I haw
&hufficd than, lhc;y are nol in :il.ny partir.ular order. When
you open a tb.k:la,
please open it in a rila.o:o(:r that: dol'!~ noc: allow md to set
the photo i..1side the foJ.dcr. Take P.S mud1 tfmt OS you
n(':ed to look at each onl'!.
When you have flni!hcd looking al ""phom 1 cioae cbc folder
and. h ;ind .it lO m~. 1 will then uk you, "ls this tbc perso n you
saw
I. J 7-"" Ple-as:c circic yes or no bdow the: re~pa;tl.'t! nurr1~r
nL Lhe bottom of
thi:i fonn. Take your (imc ''~1Swerin.g lhe que;cien. Upo:l
cc.nch.:.~ion of t.lU~ ~! I will th~n ask you. ~· In your own
words., can you
dtscribc b.ow U:Tr.aln yo"l.I .arc?"' ·
80. Ileo:m:e you arc i.nvoJvcd in ao ongoing lnve...o;~~on, in otdcr
to prcvclll ..:ompromising the invtstigation, yo.l should :tvoid
cfucussiog
this. identification proct durc or its raulu.
Do you. r...inde.r:st.:U1d r.he W3Y the photo array p:rocedur~
will be conducted and the other iil:ttruc.Lio1)5 I h.:i.ve gi...,(:n
you? Yr:~ No
tf so please read the following ~raph and Rigo and d.nte below.
I h~ve rt;:ld. thet:(: instrUc:rioru1 or they have bcm ttad to me,
and I undcnw,.u<l I.he i.nstroctloJ1$. 1 run ptt:parcd to rrvi~
th.e
phorognt.phs, <Uld T W'iU follow the instructions pt'O"ided on
·this for"rn.
Printed Name idcir<;s,
Sign.rurt D~h:
1 2 3 4 5 6 7 8
Yes Yes Yes Yes Yes Yes Yes Yes
No No No No No No No No
I have (identif<•d) (not ickntificd ) a pcrpemltor in thi! offense.
The phoro I ident.iftied ~ c9ntaincd in folder
Signnrur< D;;i.rr.
R£l'OR11NG OFl'IC!R EMP.1.0..t LOCCOOE
81. I SUP!AVISOA SIGNATURE
Many police departments have incorporated lineup guidelines
into departmental policy, as seen
here.
hypnosis with witnesses and victims may have serious
consequences for the legal process
':hen testimony is based on material that is elicited from a
witness who has been hypno-
tized for purposes of refreshing recollection."66 Because of the
documented inaccuracies of
hypnot~c~lly elicited testimony and the severe legal restrictions
placed on such testimony,
hypnosis 1s seldom used in criminal investigations today.
171
172
Cognitive interview:
An approach
to investigative
interviewing designed
to elicit more accurate
details from a witness's
memory based on deep
concentration.
CRIMINAL INVESTIGATION
COGNITIVE INTERVIEW
Another method of enhancing witness recall is cognitive
82. interviewing. It is this approach
that is advocated as best practice by the National Institute of
Justice.67 The cognitive inter-
view encourages the witness to reinstate the context in which
the observed event took place
and to search through memory systematically and
methodologically for details of the event.
It is the interviewer's responsibility to guide the witness
through this process and to assist
in the retrieval of information. 68
As part of the cognitive interview approach, several techniques
are used to facilitate mem-
ory recall.69 First, as noted, the witness is encouraged to re-
create the context of the original
event. The context consists not only of the event itself but also
the physical and psycholog-
ical characteristics of the environment in which it occurred. An
interviewer can assist in the
re-creation of the context through instructions. For example, the
interviewer can tell the
witness, "Try to put yourself back into the same situation as
when the crime was commit-
ted. Think about where you were standing at the time, what you
were thinking about, what
you were feeling, and what the room looked like." 70 The
witness may be asked to think
about his or her activities prior to, during, and after the event,
and even about activities that
took place hours or days before or after the event. Again, the
attempt is to get the witness
fully immersed in the situation about which details are to be
recalled.
Second, the witness is encouraged to concentrate deeply in a
83. focused manner. Concentration
is critical when searching through memory for details. The
following statement may serve
this end:
I realize that this is a difficult task, to remember the details of
the crime. All of the
details are stored in your mind, but you will have to concentrate
very hard to recall
them. You have all the information, so I'm going to expect you
to do most of the
work here. I understand that this may be difficult, but try to
concentrate as hard as
you can.71
Along these lines, research has shown that deep breathing and
eye closure on the part of
witnesses can enhance memory, even without using other
aspects of cognitive interview-
ing,72 although the benefit of eyes-closed interviewing with
children is not well established.73
Another important factor in facilitating concentration is
avoiding interruptions. Interrup-
tions on the part of the interviewer break the concentration of
witnesses and inhibit recall
of information. The avoidance of interruptions is the single
most important skill in inter-
viewing. 74 Focused concentration can also be encouraged
through open-ended questions
and by maintaining eye contact with the witness.
Third, the witness should be encouraged to search memory
thoroughly. If you lose your car
keys and cannot find them after a couple of minutes of
searching, you do not just give up,
84. right? So it is with witnesses searching for details of the crime
in a cognitive interview. A
thorough search of memory can be encouraged by avoiding
certain behaviors, such as the
following:75
• Opening the interview with a request
for factual details instead of a more
personal introduction
• Indicating at the outset that the
interview will take only a short time
• Constantly checking the time
• Leaving the radio on and interrupting
frequently to listen to incoming calls
• Attending to issues related to other cases
• Fidgeting while sitting
• Standing during the interview
(especially by an exit door) when it
would be more appropriate to sit
• Speaking quickly
• Asking questions immediately after the
(witness] stops responding
• Interrupting in the middle of the
[witness's] response
85. Chapter 6 • Interviews and Eyewitness Identifications
Fourth, varied retrieval of the event should be encouraged. Most
common and most natural
is for a witness to recall an event in chronological order.
However, although describing an
event in reverse order requires more concentration and more
thought, additional details
may be recalled. Reverse order may also reduce extraneous or
even deceptive information.
Another retrieval method is to ask the witness to slice the event
into "frames"-like
pictures-and then ask the witness to describe each of the frames.
Yet another method is to
ask the witness to provide a description of the events from the
perspective or location of
someone else who was in the area when the crime occurred. The
interviewer may ask the
witness to describe the event like viewing a film taken from an
angle different than that of
the witness. This technique may provide additional details about
the event and may also
reduce the trauma associated with the crime. However, this
technique may also encourage
the witness to fabricate information or to provide inaccurate
information. Accordingly, the
interviewer must remind the witness to report only the events
and details actually observed.
Finally, during a cognitive interview, other techniques may be
used to enhance the recollec-
tion of specific pieces of information, such as faces, clothing,
vehicles, and license plate
numbers. Even though a witness may not be able to recall
certain specific information, he
or she may have some partial memory about it. Focused
86. questions may be used to help
retrieve this potentially useful information. For example, in
recalling a license plate of a car
involved in a crime, the witness may be asked about the features
of the characters on the
plate. These questions could include the following: "Was the
sequence composed mainly of
digits or numbers?" "Were the letters consonants?" "Did two
letters occur twice?" "What
shape did the first or any other letter have?" "Was the digit
pattern familiar in any way
(similar to a friend's phone number)?" and "What color were the
characters and the back-
ground?"76 This sort of probing may help stimulate the
witness's memory.
COGNITIVE INTERVIEW IN CONTRAST
WITH THE STANDARD POLICE INTERVIEW
The cognitive interviewing approach is quite different from the
approach taken during
standard police interviews. Whereas cognitive interviewing
encourages the witness to
explore deep memory and is open ended in nature, the standard
interviewing approach
encourages only superficial exploration and is more closed
ended in nature.77 In standard
police interviews, less than half of the speaking is done by the
witness. 78 That is not the case
with cognitive interviews. In a study of standard police
interviews with robbery victims and
witnesses, researchers found numerous problems that inhibited
memory recall on the part
of the subjects.79 First, interviewers frequently interrupted
witnesses' descriptions and
accounts of the event. This led to witnesses providing short,
87. quick answers and encouraged
witnesses to be less focused.
The study also found that interviewers asked too many short-
answer, closed-ended ques-
tions. On average, interviewers asked three open-ended
questions (e.g., "Can you describe
the subject's clothing?") and twenty-six short-answer questions
(e.g., "What color was the
subject's shirt?"). The short-answer questions may help keep the
interview on track, but
they require less concentration on the part of the witness and
encourage short, incomplete
answers. In addition, because the witness is placed in a passive
role with such questions, if
the interviewer does not think to ask a particular question, the
witness may not provide
information that could be useful.
The final common and significant problem with traditional
police interviews is the inappro-
priate, arbitrary, or rigid sequencing of questions. The
researchers found that interviewers
often used a sequence of questions that was not congruent with
the witness's memory of the
event. The researchers explained that on one occasion, a witness
began describing the sus-
pect by providing an estimate of the subject's height. She was
interrupted by the investigator
and asked to begin instead with an estimate of the subject's age.
When the researchers asked
the investigator about this, the investigator responded the only
reason he interrupted the
173