Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Introduction to Crime Scene Analysis
Crime scene analysis is everything that happens once the crime has been reported. It starts right when the first member of law enforcement walks on to the scene and starts taking notes or observations about what occurred.
What happens when law enforcement arrives at the scene? What are they looking for? Keep these thoughts at the forefront of your thoughts for the rest of this lecture, and for the class!
It is really the process of interpreting the specific features of a crime and related crime scenes. It involves an integrated assessment of forensic evidence, forensic victimology, and crime scene characteristics (Week 4’s Topic). The purpose of this analysis is to deduce the offenders’ modus operandi, signature behavior, whether or not staging was done, motivations and other offender characteristics.Forensic Assessment and Equivocal Forensic Analysis
Forensic assessment is basically the examination of the evidence surrounding the case. This includes physical evidence, statement & testimonial evidence, documentary evidence, and behavioral evidence.
In order for that to understand equivocal forensic analysis, it is important to know that equivocal refers to anything that can be interpreted in more than one way or any interpretation that is questionable. Thus, equivocal forensic analysis refers to a review of the entire body of physical evidence in the given case but more than just that, it involves questioning all of the assumptions and conclusions of the case to determine which is accurate.
Why do you think it is important to consider all possibilities? Is there usually more than meets the eye with crimes? Or in life in general?It is kind of like the phrase: don’t judge a book by its cover. Sometimes the evidence looks like it points to one type of offender, which would lead us in a specific direction; however, if we question what we see, we may find that the offender lies in a different direction all together.
Now that you know that these two concepts/processes exist, why do we have them? What is their purpose? Well, I’ll tell you! Many of us have biases that can impair our judgment or without realizing it point us towards a particular type of suspect. In criminal profiling, we call this priori investigative bias, which is when profilers or investigators come up with a theory as to who committed the crime uninformed by the facts at hand. Utilizing one of the two processes (or both) allows profiler’s to remain objective and protects them from making a premature decision.The forensic assessment or equivocal forensic analysis provides information about the strengths and weaknesses of the physical evidence.
Types of Forensic Information Useful for Assessment and Analysis
Prior to developing our criminal profile, we need to gather information that we will “input” in to a comprehensive profile. These “inputs” are basic items of forensic information that we need to review before rendering the profile. The inputs include crime scene video, crime scene photos, investigators’ reports, crime scene sketches, and crime scene evidence logs & submission forms, results of forensic analysis, medical examiner & coroner reports, autopsy photos, sexual assault protocol, and written/taped statements from victims and witnesses.
Results of The Inputs and Assessment/AnalysisBehavior relationships can be established with competently recognized, documented, collected, analyzed, and reconstructed physical evidence:
• Corpus Delicti – The body of crime, which refers to the essential facts that show the crime did in fact take place
• Modus Operandi – the offenders’ habits, techniques, and peculiarities of behavior
• Signature Behavior – Behaviors committed to satisfy the psychological and emotional needs of the offender (not necessarily needed to commit the crime itself)
• Linkage of the Suspect to the Victim
• Linkage of the Suspect to the Crime
• Support or Disproof of the Witness’s Testimony• Identification of a Suspect
• Providing of Investigative Leads
Threshold Assessment
The threshold assessment is a “to-do like” document that ties all of the crime scene characteristics and physical evidence together to provide immediate investigative direction. Basically, it is a compass guiding the investigator towards the development of a full offender profile. It does NOT include firm conclusions or opinions, but rather provides initial observations, priorities, and concerns. Not allinvestigations utilize a threshold assessment because it is timely and not always particularly useful but in instances of major crimes, it can be helpful. For instance, it is useful for gathering information in one place that will offer leads, theories and opinions about where to look. Threshold assessments are also ideal for public safety – if there is imminent danger, it would be a good idea to general some insight that can be shared with the community so they are aware of what to look for. Have you ever watched the news surrounding a criminal on the loose? What types of information do they usually give you?
The car s/he is driving…the height and weight of the individual…whether or not s/he is armed…any others? These are the pieces used to compile a threshold assessment. Not quite a full profile, but certainly the steps towards completing the profile.
Of course, crime scene analysis is just the first step towards criminal profiling. It is the stepping stone towards developing the complete profile!
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. 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