Imagine that you are a Federal Bureau of Investigation (FBI) investigator, and you are speaking to new recruits at the FBI training facility in Quantico. Your topic revolves around interview/interrogation techniques and profiling of suspects. You begin discussing a serial killer case that you have just been assigned. Because you have just begun your investigation, you have called on the services of a crime scene profiler to begin narrowing down suspects with whom you want to speak.
This project should cover the following topics:
ï§ a brief description of crime scene profiling and its various types and
ï§ a description of which type(s) of profiling you feel would be the best to use for your specific case and why you feel that way.
You will also discuss how you might interview/interrogate individuals once you begin narrowing your focus on specific suspects. Be sure to include the following topics:
ï§ which type of interview/interrogation technique you will use and how you determined the type and
ï§ a description of how you might use the technique that you chose when interviewing a suspect.
Sample Solution
provide clarity and confidence for parents; support earlier intervention; reduce the need for assessment: a number of local authorities make a minimum level of short breaks provision readily available, and without costly assessment processes. This meets the needs of many families; identify need and gaps in provision; provide an evidence base for improving progress and securing better outcomes, at school and local level. Under the provision of The Children and Families Act (2013) the purpose of the local offer will allow parents to have as much information about services that are available and therefore give more choice and more control over what support is right for their child. This local offer will impact on the provisions made within schools for students covered by the EA whereby all agencies, parents and schools will have to be more involved in the process of support. Conclusion and Recommendations. The aim of this dissertation was to look at the effects of the Equality Act 2010 on SEN students in mainstream schools. Evidence available from the Department for Education Green Paper, Support and Aspiration, in January 2010 indicate that, 21% of the school population were identified as having SEN:11.4% receiving School Action provision, approximately 916,000 pupils; 6.2% receiving School Action Plus provision, approximately 496,000 pupils; and 2.7% of the school population or 221,000 pupils had a statement of SEN. This SEN grouping will include those students identified and protected by the EA. Throughout research undertaken, SEN provision has changed significantly over the past 50 years. The Warnock Report in 1978, emphasised that a studentâs educational requirement should be given first priority instead of individualâs learning impairment or disability. As per EA 2010, all schools in U.K are required to make reasonable adjustments to permit students with disabilities to take part in the educational activities fully in their schools. The EA has strengthened and defined provision for students who are SEN or disabled, and who now have more legal protection in law. Schools are clear about their legal requirement to protect students from direct, indirect discrimination, harassment and victimisation. In U.K, SEN programmes chiefly consist of demanding schools to recognise students with learning difficulties and then to fine-tune their academic strategies. Schools have to set measurable objectives which clearly concerned with outcomes and life chances for SEN students. The main objective of the EA is not to confer an inequitable advantage on disabled and SEN students, but to eliminate barriers to learning, where it is reasonable to do so. Thus, EA 2010 underpins all future reform and developments within SEN and disability p>
provide clarity and confidence for parents; support earlier intervention; reduce the need for assessment: a number of local authorities make a minimum level of short breaks provision readily available, and without costly assessment processes. This meets the needs of many families; identify need and gaps in provision; provide an evidence base for improving progress and securing better outcomes, at school and local level. Under the provision of The Children and Families Act (2013) the purpose of the local offer will allow parents to have as much information about services that are available and therefore give more choice and more control over what support is right for their child. This local offer will impact on the provisions made within schools for students covered by the EA whereby all agencies, parents and schools will have to be more involved in the process of support. Conclusion and Recommendations. The aim of this dissertation was to look at the effects of the Equality Act 2010 on SEN students in mainstream schools. Evidence available from the Department for Education Green Paper, Support and Aspiration, in January 2010 indicate that, 21% of the school population were identified as having SEN:11.4% receiving School Action provision, approximately 916,000 pupils; 6.2% receiving School Action Plus provision, approximately 496,000 pupils; and 2.7% of the school population or 221,000 pupils had a statement of SEN. This SEN grouping will include those students identified and protected by the EA. Throughout research undertaken, SEN provision has changed significantly over the past 50 years. The Warnock Report in 1978, emphasised that a studentâs educational requirement should be given first priority instead of individualâs learning impairment or disability. As per EA 2010, all schools in U.K are required to make reasonable adjustments to permit students with disabilities to take part in the educational activities fully in their schools. The EA has strengthened and defined provision for students who are SEN or disabled, and who now have more legal protection in law. Schools are clear about their legal requirement to protect students from direct, indirect discrimination, harassment and victimisation. In U.K, SEN programmes chiefly consist of demanding schools to recognise students with learning difficulties and then to fine-tune their academic strategies. Schools have to set measurable objectives which clearly concerned with outcomes and life chances for SEN students. The main objective of the EA is not to confer an inequitable advantage on disabled and SEN students, but to eliminate barriers to learning, where it is reasonable to do so. Thus, EA 2010 underpins all future reform and developments within SEN and disability p>
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