Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
When we think of interviewing and interrogations, we often think of television shows like Law and Order and CSI. The truth is that suspects have to be read their rights, known as Miranda Rights from Miranda v. Arizona, a US Supreme Court case taught to all law enforcement officers in the police academy. Interrogations do not happen; it is not like television. Interviews, on the other hand, do happen, and quite often. Interviews are one of the best ways that a suspected person(s) can be caught when giving up the information needed the most to solve a crime. It’s not just suspects that give up information though, its’ friends, family members, witnesses, and victims. They all play a part in solving a case, whether out in the street, in the police station, or even in a correctional facility.Research and find a video that shows an interview taking police between a police officer/detective and a suspect/witness. After reviewing the video, respond to the following questions:
- What are your thoughts on the suspect’s demeanor and answers?
- How about the interviewer?
- What led to information being divulged; what led to the interviewee refusing to give up the information?
- Anything used to make the interviewee more comfortable to aid the investigator?
- If you were interviewing the suspect/witness, what would you have done differently?
- Did you notice any principles of effective question development used in the video?
- What type of questions were asked?
Post the video link at the bottom of your discussion as a reference.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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