criminal investigation the art and the science, 5/e by michael d. lyman prentice hall © 2008...

CRIMINAL INVESTIGATIONThe Art and the Science, 5/eBy Michael D. Lyman

PRENTICE HALL© 2008 Pearson Education Inc.Upper Saddle River, New Jersey 07458

1

UNIT 6: Learn



2

UNIT 6: TO DO LIST

Discussion Board

CORNERSTONE – CHAPTER 5

Weekly Seminar

Quiz



3

LASSI

Learning and Studies

Strategy Inventory



4

Your Results

LASSI can be broken down into three areas:Skill: Information processing, Selecting Main Ideas, Test Strategies

Will: Anxiety, Attitude, Motivation, Self-Regulation: Concentration, Self-Testing, Study Aids, Time Management,



5

Anxiety

Anxiety: Most anxiety incapacitates us when we have not taken the time to prepare and prevent an academic situation, which overwhelms us. Work on techniques that work for you when it comes to coping with your particular anxieties. Decrease

your anxiety by educating yourself on how to focus on the undertaking at hand and not the anxiety.

When you start to build on your study skills, preparation, and stress reduction, you will also

work on decreasing your anxiety.



6

Attitude

Explore what your college degree from Kaplan means to you. Decide what interests you about college and why you have chosen to get

your degree. Set your ambition and goals in a constructive direction that will help change your attitude and guide you towards a path

of personal success.



7

Concentration

Try skills to improve concentration like: taking short breaks, removing distractions, establish

priorities, eating healthy meals, getting plenty of sleep, and having: Try a comfortable place to

study.



8

Communication

The communication scores confuse many students because they feel they are competent communicators. The communication scale of the

LASSI is based on your online communication attitude and your inclinations towards communicating online. It also measures your use of

online communication tools. Acclimate yourself with the online communication process by exploring Kaplan, your virtual classrooms,

and do not be afraid to post, post, post on those discussion boards.



9

Information Processing

Methods such as SQ3R and the Cornell method of note taking will aid you in improving information

processing. Practice: summarizing your work; discovering the main ideas, learning how to

paraphrase paragraphs; and dividing data into basic categories and interpretations



10

Motivation

Start to set goals for particular projects, discussion boards and seminars. Most

importantly, start accepting that personal responsibility begins with YOU. Ensure your

improving motivation by keeping a calendar and “To Do” lists. Your assignment goals, deadlines

and expectations should be included on your calendar and “To Do” lists.



11

Self Testing

: Learn how to oversee and understand your comprehension levels of materials. Practice

the Forgetting Curve, provided in Doc Sharing, so you are self-testing daily



12

Selecting the Main Idea

Remember, the main idea of a paragraph is usually found in the introduction sentence- the first sentence of the

paragraph OR the last sentence- which is the conclusion sentence of a paragraph.

Practice paraphrasing paragraphs and pinpointing the main ideas.



13

Each of us has our own learning style, as we learned in Unit 6. Utilize your learning styles to create study aids, which will work best for your particular style.

This can include: flash cards, creating categories of information, listening/ reading to your academics while you work out, creating a song that contains your study materials, and/or creating an artistic compilation of your studies. Also, be

aware of your resources at Kaplan and at home that you can utilize.

Each of us has our own learning style, as we learned in Unit 6. Utilize your learning styles to create study aids, which will work best for your particular style.

This can include: flash cards, creating categories of information, listening/ reading to your academics while you work out, creating a song that contains your study materials, and/or creating an artistic compilation of your studies. Also, be

aware of your resources at Kaplan and at home that you can utilize.

Study Aides



14

TIME MANAGEMENT:

Scheduling, and the skills behind time management that we cover in Unit 2, are essential for you to be incorporating in your every day life. Start using a

schedule; practice saying “no” when it is necessary; remove clutter from your life to help you focus; learn

how to handle the distractions in your life; concentrate on how you manage your time to achieve your dreams;

and steer clear of procrastination.



15

Test Strategies

Practice techniques and skills we have been focusing on this term to help in preparing you for tests. Test taking

strategies and test preparation are areas you should focus on, as well as knowing

how to effectively take the different types of test instructors provide (essay,

multiple choice, true or false, short answer).



16

UNLOCKING THE KEYS TO SUCCESS

EACH CLASS YOU SUCCESSFULLY COMPLETE UNLOCKS ANOTHER

PIECE OF YOUR FUTURE.



17

See you next week!

Continue working on your final project!



18

Making an Arrest

Chapter 8



19

Introduction

• “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”

The Fourth Amendment to the US Constitution



20

Different Notions of an Arrest

• The official interaction between a peace officer and a suspected law-breaker when the suspect is captured and delivered before the court, or

• A simple restriction of one’s freedom by and agent of the government

• Doesn’t require a verbal statement “You’re under arrest” or even Miranda warning

• Certain constitutional rights are forfeited during arrest

• Probable cause requirement



21

The Legal Arrest

• Officer must come to the conclusion that: a crime has been committed, and that the suspect is probably the one who committed

it.

• The presence of these elements constitutes the probable cause needed for a legal arrest

The USSC has liberally interpreted the warrant requirement in the constitution

Most arrests follow questioning of a suspect



22

Detention Versus Arrest

Police intervention can be:

• Contact Subject is free to walk away

• Consensual encounter Officer may not exert any authority over the subject

• Investigative detention Less than an arrest but more than a consensual encounter

when a person thinks that he or she cannot just walk away

• Detention Suspect is placed under arrest by officer



23

Investigatory Stops

• Terry v. Ohio (1968) “Terry stops” have three constitutional requirements for an

investigative stop to be lawful:1. The officer must be able to point to objective facts and

circumstances that would warrant a reasonable police officer to link the detainee’s conduct with possible criminal activity.

2. The officer must proceed with the investigation as expeditiously as possible, to avoid unnecessarily prolonging the period of involuntary detention.

3. The officer must stay within the narrow investigative boundaries allowed for reasonable suspicion in Terry stop situations.

• Investigatory stops are allowed on a lower degree of suspicion than arrests.

• Some investigatory techniques are too intrusive and too much like an arrest to be validated by reasonable suspicion alone.



24

During a Terry Stop

Officers should avoid:

• Giving Miranda prior to probably cause

• Perform frisk without reasonable suspicion

• Transport detainees or perform acts associated with arrests

Without exigent or reasonable circumstances



25

When Is a Person Under Arrest?

• The courts have held that a suspect is seized within the meaning of the Fourth Amendment whenever a law enforcement restricts their freedom to leave

When their liberty is restrained and brought under an officer’s control• Either by submission to a show of legal authority or

physical restraint.• California v. Hodari (1991)• County of Riverside v. McLaughlin (1991)• Florida v. Bostick (1991)



26

Use of Force

• Our society recognizes three legitimate and responsive forms of force:

The right of self-defense, including the valid taking of another person’s life to protect oneself

The power to control those for whom some responsibility for care and custody has been granted, i.e., an authority figure, such as a prison guard

The institution of a police group that has relatively unrestricted authority to use force as required



27

Defining Use of Force

• Battery An intentional, nonconsensual bodily contact that a

reasonable person would consider harmful

• Assault To intentionally put someone in fear of immediate

battery or to threaten someone while having the apparent ability to carry out that threat



28

Understanding Reasonableness

• Three key factors used to evaluate an officer’s use of reasonable force:

The severity of the crime committed Whether the suspect posed an immediate threat to

the safety of officers or others Whether the suspect actively resisted arrest or

attempted to evade arrest by flight



29

Levels of Force

• Permissible use of force increases with each threat level

Verbalization Firm grip Compliance holds Intermediate force Deadly force



30

Deadly Force

• Actions of police officers that result in the killing of a person or persons

• Fleeing-felon rule Tennessee v. Garner (1985) ruled that for the employment of

deadly force by police to be lawful, it must be “reasonable.” Reasonable deadly force is authorized under three circumstances:• To prevent an escape when the suspect has threatened an

officer with a weapon• When there is a threat of death or serious physical injury to the

officer or others• If there is probable cause to believe that the suspect has

committed a crime involving the infliction or threatened infliction of serious physical injury and, when practical, some warning has been given by the officer.



31

The Deadly Force Triangle

• Ability Suspect’s physical capacity

to harm an officer or another innocent person

• Opportunity Suspect’s potential to use

his or her ability to kill or seriously injure

• Jeopardy When suspects take

advantage of their ability and opportunity to place an officer or another person in imminent physical danger



32

Off-Duty Arrests

• If the crime appears to be one where no one is in immediate jeopardy, the officer is best advised simply to assume the role of a good witness.

• An arrest should be made when: The officer is not personally involved Immediately needed to prevent a crime The crime would involve a full custodial arrest The arresting officer possesses appropriate

equipment and ID



33

Postarrest pProcedures

• Officers are responsible for the safety of arrestee(s).

• Officers should conduct a thorough search for drugs and weapons.

Preferably from someone of the same sex of the arrestee(s).

• All evidence should be documented.

• Strip searches should not be done in the field except under extreme circumstances.

criminal investigation the art and the science, 5/e by michael d. lyman prentice hall © 2008...

Documents