The Jerks From North Kitsap :: Free Essay Writer

The Jerks From North Kitsap November 14, 1999: What must have been the worst day in racing history, an entire cross country team was lost and found dead 21 miles off course by the Pacific Ocean. Here is the story of what was once thought to have been the best X-Country team ever. NK Runner: (Heading to police car) "I swear I didn't think they'd do it! It was just a joke. I mean, who in god's name would go that far of course anyway!? I'm innocent I tells ya. INNOCENT!" Police Man: Why did you tell them to run a different route, son? Why did you point them in the wrong direction? NK Runner: It wasnt't just me. It was my whole team. We didn't think they'd go where we pointed. We didn't actually think they'd run to Bear Cove for cryin' out loud. We all had a good laugh when we watched the entire PA team go the wrong way, but had no idea it would lead to this. Police Man: Lead to this indeed. The whole team was ripped apart by bears. How could you pull such a deceitful act, son? NK Runner: It was just a joke..... Throughout the day, runner by runner was interviewed. Everybody who was on the premesis was asked why such an incident could occur. "The Jerks From NK" was the conclusive result. Hated in just about every sport, NK had told the PA team to run down the wrong path, so PA did. This journal was found at Bear Cove. A journal you ask? Yes, PA had a journalist go along for the run with them. A former X-Country man himself, he'd pause to write, and then he'd run to catch up. Weird, yes, but everyone in town wanted to know what made the team keep on going. Here's a few inserts from the journal. We really must be ahead of the pack now for we have not seen another runner in sight for the longest time. It's been 4 miles and we're still the only ones around. We just got done pausing for a break because we think something's a little bit fishy. Ever since those NK guys pointed us down this trail we haven't seen a soul. We're starting to get tired but we'll keep trecking on. Signing off. 20 more minutes of running and still nobody in sight. The Jerks From North Kitsap :: Free Essay Writer The Jerks From North Kitsap November 14, 1999: What must have been the worst day in racing history, an entire cross country team was lost and found dead 21 miles off course by the Pacific Ocean. Here is the story of what was once thought to have been the best X-Country team ever. NK Runner: (Heading to police car) "I swear I didn't think they'd do it! It was just a joke. I mean, who in god's name would go that far of course anyway!? I'm innocent I tells ya. INNOCENT!" Police Man: Why did you tell them to run a different route, son? Why did you point them in the wrong direction? NK Runner: It wasnt't just me. It was my whole team. We didn't think they'd go where we pointed. We didn't actually think they'd run to Bear Cove for cryin' out loud. We all had a good laugh when we watched the entire PA team go the wrong way, but had no idea it would lead to this. Police Man: Lead to this indeed. The whole team was ripped apart by bears. How could you pull such a deceitful act, son? NK Runner: It was just a joke..... Throughout the day, runner by runner was interviewed. Everybody who was on the premesis was asked why such an incident could occur. "The Jerks From NK" was the conclusive result. Hated in just about every sport, NK had told the PA team to run down the wrong path, so PA did. This journal was found at Bear Cove. A journal you ask? Yes, PA had a journalist go along for the run with them. A former X-Country man himself, he'd pause to write, and then he'd run to catch up. Weird, yes, but everyone in town wanted to know what made the team keep on going. Here's a few inserts from the journal. We really must be ahead of the pack now for we have not seen another runner in sight for the longest time. It's been 4 miles and we're still the only ones around. We just got done pausing for a break because we think something's a little bit fishy. Ever since those NK guys pointed us down this trail we haven't seen a soul. We're starting to get tired but we'll keep trecking on. Signing off. 20 more minutes of running and still nobody in sight.

Fraus with Plows: The 19th Century Development of Skokie :: Essays Papers

Fraus with Plows: The 19th Century Development of Skokie On the corner of Lake and Wagner Roads in Glenview, nearby an Audi dealership, the Glenview Tennis Club, and an Avon plant, nestled between rows of residential developments, is an 18-acre farm. As if its presence wasn’t anachronistic enough, the cows grazing in the field attest to the fact that the farm, which sits on the border between Chicago’s self-christened North Shore and its inner suburbs, is still in operation despite decades of efforts by developers to purchase it and convert the land into something more profitable for the north suburban niche. In fact, until 2000, the farm was owned by the Wagner family and run for profit, though it has since been purchased by the Glenview Park District and is now maintained as a museum to showcase the village’s historical roots. The rationale behind the village’s $7.2 million investment in the land was, as Park District Board President said, â€Å"...that this is a part of Glenview, and if we don't acquire it, it won't be there to show the children what Glenview was like.† In some ways, perhaps Wagner Farm’s presence is most fitting as a historical division between the two sets of suburbs directly to the north of the city. While both regions began developing simultaneously as outgrowths of the rapidly expanding and industrializing urban metropolis to the south, the lakeshore settlements were almost immediately identified as centers to serve the needs of affluent urban commuters, and their subsequent development was largely directed towards this goal, whereas the inland settlements were abruptly awakened to their similar potential only in the real estate boom of the 1920s. The explosion of road and highway construction after WWII would eventually level the playing field for development between these competing areas and render their boundaries nearly indistinguishable, but until then, towns like Glenview, Morton Grove, Niles, Park Ridge, Lincolnwood, and Skokie (then known as Niles Center) , would develop along a very different trajectory than th eir lakeshore neighbors, one that had much more in common with Wagner Farm than with the elegant single-family homes arranged in well-maintained subdivisions that now surround it. The development of Niles Center in many ways embodies a regional pattern of suburban development in 19th Century Cook County. With the exception of a few showcase towns like Riverside, Hyde Park Center, and the settlements along

The protestant ethic :: essays research papers

Who would probably get the six hours of leisure, a Protestant or a Catholic? The Protestant group is mostly made up of the Northern European descent. The Catholic group comes mostly from the Southern European descent. Supposedly The Northern group was a little more advanced than the Southern group. The Catholics created less industrialized products, while the Protestants created highly advanced things which allowed their industrial lives to prosper. To me this sounds a lot like who is better the light skinned whites are the darker skinned whites. I mean I understand the facts as to what advancements actually came from a certain place but I think that no one Protestant was actually better than another Catholic. One could argue that maybe the Protestant group is a more advanced group because perhaps they have a personal relationship with God and the Catholic group doesn’t. Is that why the Catholic group isn’t as â€Å"blessed† as the Protestants? I mean you could really make up a lot of arguments as to why that is the way that it is. I mean today it is still like this in the world. Guess what the North Americans are a lot more advanced than the Southern Americans. Hmm?   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Status is something people aspire to, even if they don’t have the means to achieve it†, (Fancy). Could this mean that the Northern Europeans didn’t have the means to achieve things such as the Protestant did? Why did the Protestants have the means and where did they get them from, was it from God? â€Å"People saw that social mobility was possible for themselves.†(Fancy). â€Å"Hard work was an acceptable means to achieve it† (Fancy). Did the Southern Europeans really work as hard as the Protestants? Maybe the Protestants worked 50 hours more than the Catholics and maybe that is why they seem to have created more of a industrialized nation. I have just listed at least three reasons as to why the Northerners where so much more â€Å"better off†, than the Southerners. I know that Weber also kind of felt the way that I do about this having to really boil down to what spiritual beliefs played a role in who was to be more successful. â€Å"Spirit†, which had its roots from the Protestantism could not have grown in the modern capitalistic world. Weber believed that Europe was already acquainted with capitalism before the Protestant revolt. For a good century or so capitalism had been a growing monster.

Plato †democracy Essay

Aristotle was a pupil of the famous philosopher Plato. During his lifetime (384-322 BC) he learned and taught Socratic philosophy which was taught to him. He was taught this philosophy by Plato, who is responsible for all of Socrates written works since Socrates himself did not write down his teachings. During his teen years he was enrolled in Plato’s â€Å"Academy† where he then taught for about 20 years after his graduation. After this he started his own school called the â€Å"Lyceum†. Here he  taught of philosophy and politics. His political teaching broke down regimes into six categories. These categories are then broken down into three groups of pairs. Each of these pairs has one â€Å"good† form and one â€Å"bad† form. The first tier consists of Monarchy and Tyranny. Each of these is â€Å"the rule of the one†, but according to Aristotle, a Monarchy was better than Tyranny because a Monarch puts the needs of his people before his own. The second tier is Oligarchy and Aristocracy. Both of these are  Ã¢â‚¬Å"the rule of the few† but Oligarchy was considered a better form because the Oligarchy was not necessarily influenced by money and class whereas Aristocracy was. The third tier was Polity and Democracy. Both of these were â€Å"the rule of the many† but Democracy was considered better for the same reasons that Oligarchy was better than Aristocracy. With his teachings of philosophy, and his image of an ideal regime which could possibly be attainable (unlike his predecessor Plato’ â€Å"ideal city†). he was a very influential character in the future of society. Due to his father being a court physician for King Amyntas of Macedonia, Aristotle was a childhood friend of the later King Phillip. His friendship with King Phillip was the main reason he was asked to teach Phillip’s son Alexander (later known as Alexander the Great). Aristotle played a pivotal role in the development of Alexander the Great and it is quite possible that he would have not had such a conquest as he did had it not been for Aristotle’s.

PTLLS Unit 012 Principles of Assessment in Lifelong Learning Essay

Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: â€Å"Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you†. Gravells A. Page 113. Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life: Initial Assessment Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations. Ideally this identifies prior knowledge, individual learner’s current levels and any special requirements. Undertaken using a combination of the following: * Observations * One-to-one evaluation ‘Is the learner is on the right course’ ‘Will they successfully complete all requirements to pass this course’. * Competency tests (Functional Skills). Is there is any weakness? Additional modules to aid the learner. Formative Assessment An on-going process taking place during sessions taking the form of: * Quizzes and puzzles. Helps ascertain knowledge absorption. * Verbal question and answers. Helps see if the learners comprehend the topic. * Journals. To help the record feelings, what went right and what can be improved on. This helps me assess teaching to the correct level or beneficial I adjustments to my plan and methods. * Observations. I can walk around the room and observe the learner’s work. Summative Assessments Carried out at the end of a course to measure how much has been retained usually through: * End of course formal tests or exams. To see what they have learnt. * Portfolio: This is a collect ion of the learners work throughout the course. 1.2 Analyse how assessment methods are used in lifelong learning: To identify what prior knowledge a learner has, I would create a self-assessment questionnaire that requires specific answers, (tick boxes). I would then build this into my session plans. Diaries or Learning Journals are used to document on-going learning from each session. Progress is measured and any gaps in teaching or learning addressed. Simulation is used to see if learners are able to understand instructions and reproduction of what they have seen or heard in everyday life situations. Assignments evaluate how well learners are able to research particular subjects then put their findings into words. Discussions are a good vehicle for assessment and understanding when other methods may be difficult to manage. Peer feedback where fellow learners give their comments and ask questions for clarity. 1.3 Evaluate strengths and limitations of assessments methods to meet individual leaner needs: Quizzes and puzzles can be used informally to assess if learning is taking place. However if the purpose is to measure individual learning the questions need to be varied. The most effective way is to have the assessment computer generated though this is not always possible if the correct software or facility is not available. Diaries aid literacy and language skills. The learner would also be able to reflect back on what they have learnt; building their confidence to self-assess. In order for this to work, there needs to be clear aims and objectives. A portfolio is a formal way to gather evidence produced over a period of time covering all topics taught. This needs to be checked for things such as plagiarism and if information used is current and correctly referenced. Role play is another assessment method. The learners are given a scenario from their lesson which they have the opportunity to act out linking theory to practice. There needs to be clear explanation given, this can be time consuming and not all learners may feel comfortable playing roles. Examinations can assess what learners have retained by just recalling information. The down side of this is that learners may have only been taught what is needed to pass the exam and not retain any of the other theories they may need at a later stage. 2.1 Evaluate how to involve learners in the assessment process: As a tutor I will carry out various methods of assessment to maintain continuous improvement; I also involve my learners in the process. By giving my learners clear guide lines they undertake peer to peer assessments, where they give verbal feedback to each other. This stimulates focus on the subject being taught; encourages communication skills and the discovery of common ground. Sometimes comments coming from a peer can be better received than from the tutor. Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them. I also conduct one to one tutorials in an informal manner where we discuss objectives, progress and development. This demonstrates positive and individual inclusion. As stated by Wilson L. (2009). page112 â€Å"Assessment is a term given to checking that learning has occurred. It may happen at any stage during the learner’s progress through their qualification†. Assessments are also a tool to motivate and boost the confidence of learners. 2.2 Analyse the role of peer and self –assessment in the assessment process: Peer assessments are a good means of confirming and sharing ideas. During teaching sessions I am able to describe my observations and justify how I reached conclusions. My peers may agree or get me to look at what I’ve expressed in a different way thus through discussion we come to a consensus. Looking at peer assessment on my micro-teach session. I was pleased with the feedback. It clearly showed what I am confident in; what I need to improve on and what I should consider for future delivery. Their feedback was encouraging and it has confirms I have made the correct decision career-wise. I found putting into practice what I already know with what I have learnt over the past few weeks very useful. There were some challenges I had when creating my own micro-teach session, this is all part of the learning process for me. Both during but predominately as session come to an end I to do a mental self- assessment leading to putting down my own thoughts on paper to aid improvement going forward. 3.1 Explain the need to keep records of assessment learning: Assessments should be documented create evidence of learning, how it is evaluated and progress made. Records also serve for the purpose of verification for audits, for quality assurance and for regulatory bodies. * Assessment tracking can be used to show development and learners requirements being met. * Feedback and action records are used to show that a learner has had feedback, what was agreed and when it is carried out. * Learning styles results will aid with inclusiveness when reviewing or creating session plans. * Enrolment forms to confirm the learner’s details, emergency contact, whether they are permitted to study and what the learner signed up for. 3.2 Summarise requirements for keeping records in an organisation: All government, legal and organisational guidelines should be followed and regularly audited. Confidentiality must be maintained at all times by any persons holding/using personal data in line with the ‘Data Protection’ and ‘Freedom of Information’ Acts. Records should be accurate, legible and current with specific rules regarding storage, access and removal of obsolete information. All methods should be to an agreed standard irrespective of who, whom and how undertaken. WORDCOUNT: 1089 Bibliography Gravells A. (2012) Preparing to Teach in the Lifelong Learning Sector 5th Edition, London: Learning Matters Wilson L. (2009) Practical Teaching A Guide to PTLLS & DTLLS. Cengage Learning EMEA

Women’s Judo Debate

Women's Judo My dear fellow judos, martial arts practitioners and sports women, l, Gamma Gibbons, am delighted you have joined me today to unravel the nauseating, adverse light that has been shown upon women's Judo recently. After, having unfortunately been exposed to an atrocity of a biased article revolved around yours truly, I felt compelled to express my rage and dismay towards the sexist, ignorant writer behind these fabricated words, Andrew M Brown. Ladies, who is he to tell us which sports are socially acceptable to practice?Does he have the right to make sexist remarks bout our careers, when he himself, has spent time In a mental ward? Mr.. Brown, your article creates the wrong assessment of the beautifully orchestrated sport of women's judo. In your absurd article, you have displayed forms of incredibly offensive sexism, relating to my sport. The showcasing of your old fashioned opinions towards women being dominant in a strong sport has infuriated me. Your lack of understan ding and knowledge for female athletes participating In any sport, only make you look thick and sexist.Being a Judo myself, I have first hand experience of he sport, which puts me in a respectable position to inform that your accusations circling the sport is indeed, false. I apologize for my inconsiderate behavior, a Judo Mr.. Brown, is someone who practices Judo as a sport, male or female. Clearly from your fictional lies mentioned in your article you have no significant knowledge of the sport let alone the names of Its professional practitioners.I am not exactly sure how he could have the tremendous talent of successfully enraging the entire sports community from Just the insensitive, foul, sexist language used in the title of your written piece. The title – a few words in length and Mr.. Brown has already showcased his hidden talent of triggering the anger in a group of female athletes in just one click of the publish button. His disregard towards not only the sport but I ts athletes have immediately given the text a very condescending and patrolling voice as narrator, referring to Judos as â€Å"girls†.I'll have It known to you Mr.. Brown, that the entire female Olympic judo team includes adults ages 26 and above. He must have been blinded by the â€Å"disturbing† sight of a popular Olympic event that consists of watching â€Å"girls beat each other up†. If he is so emotionally â€Å"unsettled† by watching a match, we're happy to direct him back to his soap operas at home. HIS referral to the sport using what I consider street slang Infuriates me as the implication that no skill or training is required in order to participate in the sport.His low class view sickens me, furthering my disgust when he compares my match between my opponents as â€Å"two drunken women bashing ten bells out of each other†. How dare he dishonor this highly respected Olympic sport? He is a writer not a sports critic, so a piece of advice f or Mr.. Brown, stick to your own career. We do not â€Å"beat† or Have some respect for the commitment and strength it takes to hold a sport like judo. Additionally, I find it incredible that he can assert that he â€Å"probably sound appallingly sexist†.He has predicted his own criticism, suggesting the fact that he is fully aware that his discriminative mind is unsuitable for expressing his concern over a female sport, that's better known for its male practitioners. His condescending tone sounds as if he assumes that everyone will understand his reasoning. Newsflash Mr.. Brown, we are not so easily fooled by your attempt to evoke a family man status for yourself n order to counterbalance and deflect the controversy you caused. Anecdotes about his daughters have made me wonder, what if he had sons? Would his views be the same?He is only trying to step into the role of a respectable man to dodge the criticism he would receive; his literacy devices did not have its effe cts on us though right, ladies? Does he really call himself a writer? His opinion is old- fashioned portraying women as the weaker, inferior people in this society, describing our â€Å"soft limbs battered black and blue with bruises† after a match. We are a lot stronger than you think Mr.. Brown, we can handle a few bruises and scratches but not in any way are our limbs any softer than your office restrained limbs.In conclusion, as I have ferociously argued against Mr.. Brown's fabricated Judgments on a highly honorable Olympic sport, my opinions and feeling lie obvious. I am extremely appalled and repulsed by his sexist views and ignorant voice regarding not only me but also my fellow Judos and many other female athletes. I hope that I have conveyed my message across that women's Judo is far more skill related and respectable than what meets a washed up, sexist writer's eyes.

Police and Critical Thinking

As a police officer it is our role to observe, think about, and solve problems objectively and systematically. Police officers attend a variety of scenarios when working as a general duties officers it is our job to discover the truth; this requires the use of critical thinking and the scientific method of investigation to find the truth. When attending a job and conducting an investigation into a crime or offence police must utilise these skills as critical thinking and the scientific method of investigation go hand in hand with one another. In particular, to be able to make effective use of the scientific model, you need to be a critical thinker (Osterburg & Ward 1992 pp 11). Using the Scientific Method of Investigation requires police to identify the problem on arrival, then to form a hypothesis as to what has happened as well as possible suspects and motives. By collecting further data, police can then review their original hypothesis and start to make an evidence based conclusion on the incident at hand. The whole point of police investigations whatever the crime or incident is to arrive at the truth (Miller,L & Connelly,M. 1996). There are six steps to the scientific method of investigation. (Becker, RF, 2000, p. 7) The six steps are state the problem, create a hypothesis, collect all data, test the hypothesis, continue to collect data and finally arrive at a theory. By adhering to this method it provides framework that best assists police in discovering the truth about what happened in a structural, factual and reliable way. PPP232 Topic 3) In this essay I will be critiquing the way the police officers have investigated the assault on Mr Lee that took place and how the officers have used both critical thinking and the scientific method of Investigation, to gather all evidence available to find the truth, in an ethical manner. When applying the first stage of the investigation to the scenario the officers attending the scene are approached by the licensee of the Chiefly Hotel. Denis e Spence informs Senior Constable Baltrow that a barman who works in her hotel has been assaulted. Previous experience and observations are both factors which aid us in identifying a problem; this is known as ‘inductive reasoning. ’ In this case, I believe, both factors come into play for Senior Constable Baltrow. Senior constable Baltrow then begins to question the licensee. During the questioning process a male appears from down the street who seems to be out of breath. This male Gary Rawlings, states to police he has just chased a male who assaulted Dan Lee. It appears Mr Rawlings has a lot of valuable information about the assault. By using Denise and Gary’s evidence the Officer in charge is able to identify that a male has been assaulted and taken to Bathurst hospital. The problem has now been identified and the Officers can use their initial observations and the current information they have gathered to begin to form the hypothesis. â€Å"A working hypothesis is like an incomplete puzzle that comes together a piece at a time. † (Becker, 2000. pp. 4). After forming a logical hypothesis that the victim was assaulted by a male, it is now up to the officers to â€Å"Collect Further Data†. Whilst collecting data the Officers will be identifying, utilizing and evaluating various sources of information and evidence collected at the scene to help support their hypothesis. Both the statements give evidence to prove the assault took place but police have no information as to why the assault happened. Constable Buchman points out to Senior constable Baltrow that there is CCTV footage available. In collecting data it is also crucial for the police to be able to link all the evidence presented from witness, victim and available evidence from the crime scene. The next step in the investigation is to interpret the data and test the hypothesis. The statements made by the witnesses may change the officer’s hypothesis from ‘was the assault carried out intentionally or was in self-defence, the CCTV footage will provide officers with valuable evidence to support their hypothesis. For the officers to come to a decision, about their initial hypothesis, it requires critical thinking about their line of investigation. Critical thinking is an integral part of the scientific method of investigation. It is the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not. (Nixon, Stefanovic, & O’Conner, 2009, p. 74). The concept of critical thinking includes inductive and deductive reasoning. Inductive reasoning is the process of arriving at a conclusion based on a set of observations. In itself it is not a valid piece of evidence as it can lead to assumptions, stereotypes and prejudices about a suspect. It can also lead to tunnel vision. Deductive reasoning is using the evidence and information at hand to create specific facts and ideas about what occurred during an incident. Its use can help create a hypothesis to help investigators advance in an investigation. It is a starting point for an investigation not a conclusion and an integral part of the scientific method of investigation (PPP232 Module 3). It is not your job to punish: your job is to discover the; who, what, where, when, how and why of an event, and then to report the matter to another authority (Court, Coroner, DPP, Workcover etc). This is the key role of investigation – discovering the truth of the matter and this subject strives to expand your knowledge and skills so you become an effective, professional and ethical investigator. The data that the investigating police were provided with through the investigation process was able to offer police with a sequence of events, before, during and after the incident. The data collected by the police has ensured that the witnesses version of events, matched up with the CCTV footage at the scene. This shows how important evidence is in the investigation process as it allows police to correctly identify and charge suspects according to law. The officers in the scenario believe they are dealing with an assault. To help investigate the crime further the officers will now gather additional data. The officers collect the CCTV footage which will play vital part in the investigation. A description of the suspect is given to Senior constable Baltrow and is broadcasted over the police radio. The officer in charge then proceeds further into the investigation when he is informed about a piece of wood which was used in the assault. The Officer locates the piece of wood and records, photographs and collects this evidence. The next stage of the investigation is to take statements from the witnesses, victim, to obtain a copy of the CCTV footage, and search the area for further witnesses or evidence. Police would then send out Forensic service Group to see if there is any further evidence they can obtain from the scene. The CCTV footage obtained will confirm the witness’s versions. The police now attend Bathurst Hospital to speak with Mr Lee and Catherine James about what occurred at the Chiefly Hotel. Their statements will be a vital part of the investigation. Police observations of Mr Lee’s injuries are consistent with the statements gathered. Police take statements which confirm and support the facts gathered about the assault. Over the radio police get a call stating that a male has been caught trespassing on a property. On arrival the person of interest appears to match the description of the accused involved in the assault at the Chiefly hotel. Applying critical thinking to the new evidence given about a male attempting to break into a property at Bathurst, police now have the suspect allowing for the investigation to begin. The officers are able to caution the offender and begin questioning Jason Priest about the assault. During the questioning process the accused states that the victim came up to him and assaulted him with the piece of wood. Using the CCTV footage the police will now have to view the footage to test this theory. At this stage of the investigation the officers believe they have sufficient data to support their decision on arresting the accused. The Officers will now need to collate any further evidence which would be beneficial to their case such as the victim and witness statements, CCTV footage, forensic evidence from the scenes and the photo identification back at Bathurst Police Station. The data which has been collected is all evidence that meets the description and identifies the suspect. Now that the police have obtained vital information they are able to place the two men out the front of the Chiefly hotel. The victim and first witness supplied important information to the Officers which allowed them to start the investigation, the officers were able to obtain sufficient data to support what type of offence was committed. The only barrier could be the witnesses may drawback from an investigation as they could be affected by emotion, threats, or fear to give their true account on what happened. The responding officers are in a position not only to influence the victim’s feelings, perceptions and assessments regarding the victimisation experience, but whether the victim will assist in the prosecution of the case. ’ In this prosecution the CCTV is important as it shows who has the piece of wood and the method in which it was used, intent or self-defence. The CCTV footage helps the officers comprehend what has occurred and collaborate the versions that hav e been represented by the witnesses. Police have obtained 3 forms of evidence: Real, Original and Documentary. Real evidence is an object, something tangible that is found at a crime scene or is related to an offence. In this scenario an example of real evidence is the piece of wood that was used by the accused as a weapon in the assault. Original evidence is evidence given by a witness, a statement and anything said by a person in relation to the offence and what they saw. Police obtained statements from Denise, Catherine James and Mr Lee. Documentary evidence is anything that can be classed as a document. Relating to this scenario the officers took photos of the weapon in the assault and collected CCTV footage from Denise the licensee of the hotel. From gathering and assessing all evidence police can now â€Å"Draw an Evidence Based Conclusion†. It is now up to the officers to use critical thinking to link all pieces of evidence to the crime to find the truth. By individualising each piece of evidence found, the officers can identify what each piece of evidence means, determine the reliability of the evidence and what range of conclusions can be drawn from it. By collecting further data, police can then review their original hypothesis and start to make an evidence based conclusion. When undertaking any role as a police officer it is important to maintain professionalism by acting in an ethical manner, The† Code of Conduct and Ethics† and â€Å"Statement of Values† provide guide lines for police to adhere to when undertaking this role. Police must always act in an ethical manner throughout their role as a police officer. Everything a police officer does is under scrutiny from fellow officers, victims, witnesses and of course the public, which is why it crucial that police act in an ethically sound manner. The â€Å"Code of Conduct and Ethics (CCE)† and â€Å"Statement of Values (SOV)† provides a framework in which the police are to operate. In this scenario the police have embraced the expectations from both the CCE and the SOV. The 3 main points of the CCE addressed in the scenario are: the officers â€Å"behaved honestly and in a way that upholds the values and the good reputation of the NSW police† and â€Å"acted with care and diligence†. The officers throughout the incident acted professionally, and made numerous decisions during the investigation some ethically correct and others which could have been dealt with differently. One of the decisions made which I believe to be unethical was not to IPE the person of interest. Section 201(2)(c) of LEPRA clearly states an officer must inform a person of their name, place of duty and give evidence that they are police officers if not in uniform before exercising any power. Failure to abide by this legislation deems all powers that are exercised unlawful. Due to the officers failing to abide by this safeguard the arrest would be considered unlawful. This could possibly see the collapse of the case in court and see a crime go unpunished. Another factor is that tunnel vision occurred when the officer in charge was questioning the witness at the scene. An example of the officers not thinking critically and letting tunnel vision take over is when the officer in charge broadcasted the description of the male wanted for the assault. At that stage the officers only assumed that an assault has occurred. Police also broadcasted a description of the accused over police radio, this was done without fully investigating and assuming that the witness was telling the truth. Police should have reviewed the CCTV footage from the hotel to ascertain that an assault had occurred and the description of the accused was correct. It seemed to me that officers performed fairly well. They sufficiently investigated the matter and were able to arrest the suspect for further in It is easy for us to watch this scenario unfold on DVD and criticise the actions and decisions of the two officers. However when you are placed in real life situation you need to focus on what will be in the public’s best interest and what ethical decisions will need to be made. It is important to remember that investigation is not a game with winners or losers it is a search for the truth based on the gathering of information in a fair and ethical manner. I believe that the Officers were able to provide a framework that best assisted them to the truth of the crime. In conclusion â€Å"Critical thinking† and the â€Å"Scientific Method of Investigation† are fundamental partners in criminal investigation. Together they form a â€Å"logical and scientific format† (Activity 6. 1) that enables an investigator to form logical conclusions based on the collected evidence. Critical thinking allows for conclusions coming forth from a number of different perspectives. Together this way of thinking is important in investigations as it aides investigators in answering questions and reconstructing the past. Often police are placed in a situation that requires them to solve a crime or identify an offender who committed an offence. The fact that the community have placed police in that role means it is the police who are accountable for finding the truth, and this is the basis of investigation – for police to search for the truth.