{;..S IG-10.1 B j)J4.1'4: October 1976 Jo.t a ""::pd)~ ~ BISON LAW&ORDER TRAINING FOR CIVIL DEFENSE EMERGENCY INSTRUCTOR GUIDE -Part B ..._--. DEPARTMENT OF DEFENSE • DEFENSE CIVIL PREPAREDNESS AGENCY ~ 928 7-t • c c LAW AND ORDER TRAINING FOR CIVIL DEFENSE EMERGENCY Instructor Guide -Part B • IG-10.18 October 1976 (Supersedes IG-10.18, October 1973) Developed for the Defense Civil Preparedness Agency by the Technical Research Services Divisions International Association of Chiefs of Police TABLE OF CONTENTS Page Acknowledgment iv Introduction v Lesson Plans: f. Force, Search and Seizure . . . . . . . . . . . . . . . . 1-1 2. Collection, Identification and Preservation of Evidence ' . 2-1 3. Detention Procedures ............. . 3-1 4. Field Note Taking and Report Writing . . . . . . 4-1 5. Interviews, Interrogation, and Rules of Evidence . 5-1 6. Firearms-Care, Maintenance, and Familiarization 6-1 6A. Firearms Training . . . 6A-1 7. · Human Relations . . . . . . . . . . . . . . . . . 7-1 8. Police Communications . . . . ; . . . . . . . . . 8-1 9. Subversion, Espionage, Sabotage, and Explosive Ordnance Reconnaissance 9-1 10. Geography of the Area 10-1 11. Patrol . · ....... . 11-1 llA. On-the-Job Patrol Duty llA-1 12. · Driving Police Vehicles 12-1 13. Individual Defensive Techniques 13-1 Bibliography Auxiliary Police-Reserves . . . . . 1 Civil Disorder and Riot Control 1 Criminal Investigation and Evidence 2 Criminal Justice System 2 Criminology . . . . . . . . . . . . 3 Education and Training ..... . 3 Human, Community and Public Relations 4 Patrol Operations . . . . . . . . . . . . 4 Police Administration and Management 4 Traffic Operations and Traffic Safety 5 Radiological . . . . . . . . . . . . . . 5 iii I AC~NOWLEDGMENT The Defense Civil Preparedness Agency wishes to express its appreciation to the members of the Emergency Planning Committee of the International Association of Chiefs of Police for their extremely capable guidance and direction in developing Law and Order Training for Civil Preparedness, Parts A and B. The members of the Emergency Planning Committee and the organizations which they represent are as follows: Colonel George L. Halverson, Director, Michi-Charles L. Lindstrom, Chief, Holland, Michigan gan State Police ' Police Depart~ent · John B. Holihan, Chief, Alexandira, Virginia Mr. James W. Shumar, Environmental Planning Police Department ·· Division, U.S. Department of Housillg and Earl Burden, Jr., Chief, Columbus, Ohio Police Urban Development, Washington, D.C. . Department · David A. Varrelman, Chief, Mt. Lebanon TownBenjamin F. Cairns, Chief, Upper Gwynedd ship, Pennsylvania Police Department Township, Pennsylvania Police Department Mr. Ben Demby, Director, Department of ComRaymond W. Whitrod, Comfuissioner,. Queensmunications, City of Miami, Florida land, Australia Police J::>epartmerit · Mr. Eugene S. Goebel, Oak Park, lllinois Wayne A. Kranig, Chief, Law Enforcement Leonard H. Limmer, Chief of Public Safety, Division, Office of Emergency Services, Dallas/Fort Worth, Texas Regional Airport Sacramento, California International Association of Chiefs of Police . ( ...- The International Association of Chiefs of Police staff me~bers who participated in the production of these documents were: - Glen R. Murphy, Director, Technical Research .' Services Divisions Frank D. Roberson, Assistant Director, Technical Research Services Divisions, Technical Development Division Arthur V. Smith, Jr., Police Management Consultant, Police· Management and Operations · Divisions ,. (I' ~ ' INTRODUCTION General .1•:· This guide has been developed for use in presenting Part B of the course of instruction ill auxiliary police training. It is arranged by lessons, each of which covers a specific subject area. The coverage given to each lesson is not exhaustive, but when properly used the material should. serve as a basic .foundation for providing adequate instruction. The intention is to include in part "A" instruction which would enable augmentation personnel to be immediately useful in limited roles, and to include in part "B" instruction which would extend his capabilities, make hiin more generally useful, and keep up his interest.· It is suggested that where at all possible this course be supplemented by part "A" of the course for auxiliiuy policemen as well as by a Standard Red Cross First Aid Course. It is further suggested that regular policemen could profit from instruction in the subject matter covered in thelessons on "The Role of the Police in CD Emergencies," "The Role of the Auxiliary Policeman," "Protection Againstthe Radiation Hazard," and "Shelter Duties." Selection of Instructors Arrangements should be made to have qualified professional· police personnel serve as instructors. ·Otherprofessional personnel, however, may be of assistance in presenting certain lessons. For example, State or city attorneysand senior law students for law and ordinances; city or county engineers for geography of the area; and the chief ofdetectives or other experienced personnel for .the description of. persons, or crime -scene ·search and procedure;· andradiological monitor instructors for protection against the radiation hazard. Personnel selected as instructors should notonly be qualified in a particular skill, but should also know how to instruct. Persons designated to instruct who lack • teaching experience should be given opportunities to develop this skill so as to attain the proficiency necessary toachieve the desired results. Training Auxiliary Personnel The quality of training resulting from this course will depend on (I) the number and caliber of people receiving thetraining; and (2) the ability of the instructor to maintain their morale and interest.The capabilities of instructors, police departments, and auxiliary officers will vary; therefore, this guide has beendesigned to serve as an aid to the instructor in a relatively wide range of situations determined by these variables. In noinstance should this guide serve as the sole source of information for the instructor nor should he use or quote it as thesole authority in any given subject matter area. Suggestions for the Instructor The instructor should carefully review each lesson plan in this guide to understand its exact objective as well as thesources of its material. He should supplement each lesson with appropriate reference materials and suitable examplesand illustrations appropriate to his particular locality, such as organizational charts, staffing patterns, operational v procedures, terminology and forms in addition to those used in this guide. He should also be constantly alert to subject matter which may need revision due to advances in police technology and administration, as well as changes in CD requirements. c At various places throughout the lesson plans, notes are given in parentheses for the guidance of the instructor. They should not be used as a part of the presentation to the class. Also, suggested visual and other aids to be used with corresponding lecture materials will be noted under the main topic headings where necessary. Bold figures immediately above each main topic represent suggested time phasing (in minutes). The instructor should begin each lesson by briefly reviewing the previous lesson plan and by answering questions pertaining to its subject matter. He should stress the importance of the subject matter of the present lesson as well as its relationship to otherlessons before proceeding with the body of the subject matter. He should also use some type of motivational or "interest" approach. At the close of each session, the instructor should review and summarize what has been taught during the session, and should also determine how well the trainees have the lesson by pertinent questions, discussion, oral or written tests, or various exercises. He should then state briefly what will be presented in the next lesson. Students should be given the opportunity to participate in the course as much as possible to enhance their interest. They should be encouraged to ask questions, express ideas, and relate experiences either during the instructor's presentation or at a designated time. Teaching Aids and Equipment Training aids, references and suggested handout materials are listed in the instructor guide. These materials may be reproduced for handouts to students. The local or State civil defense office can provide current CD publications, and the local police department or public library may provide the reference sources listed in each ,lesson plan. Emergency operations systems development projects are being continuously carried on in this and related fields that will attempt to indicate (as closely as possible under theoretical conditions), the various types of environmental situations that could occur. Hopefully, these efforts will result in the development of additional advice and guidance that will perniit the maximum effective utilization of fallout protection by use of the supporting elements that local governments are expected to have at hand. • c LESSON PLAN NO. 1 ~COURSETITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-1 0.1 B LESSON TITLE: Force, Search and Seizure TIME:· 3 hours OBJECTIVE: Familiarize auxiliary police officers with law in the areas of force, search and seizure. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. SELECTED REFERENCES: a. Instructor's: Constitutions of the State and of the United States. Code of Criminal Procedure of the State. Felkenes, George T., Criminal Law and Procedure: Text and Cases. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. Weston, Paul B., and Kenneth M. Wells. Criminal Evidence for Police, second edition. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. b. Student's: Law and Order Training for Civil Preparedness Part B, Student Manual. MAINTOPIC TEACHING POINTS • --1---------- I. INTRODUCTION A. Lesson Topics: 1. Importance of officer knowing law of force, search, seizure. • Unnecessary injury, department/personal reputation, civil suit, loss of cases, guilty escape. 2. Restrictions on use of force. • Necessity, degree, escalation, deadly/nondeadly. 3. Searches under warrant. • Requirements to obtain/serve. 4. Warrantless searches. • Incidental to arrest, waiver, lawful presence, private person, public place. • TEACHING POINTS MAIN TOPIC r II. IMPORTANCE OF A. Professional, skilled officer cannot perform well without working knowledge of~ SUBJECT force, search, seizure. 1. Officer also citizen, must uphold community's laws. a. Carry out the will of the community. b. Put self in position of suspect; what are your feelings if rights violated, head . bloodied, jerked out of bed at 3:00a.m.? 2. Reaction of community, individuals to unlawful police action. .a. Refusal to cooperate in future cases by those directly/indirectly affected. b. Police cannot function when community opposes, hates them. c. Causes further restrictions through legislature, court, administrative orders. 1. There is no law/restriction unless previous experience showed its necessity. 2. Law enforcement tough enough already, don't help increase difficulties. d. Civil suit against officer/department. e. Lose cases, the guilty escape conviction. f. Riots have resulted. B. Pride in accomplishments. 1. Knowledgeable officer rightfully takes pride in his professional, skilled actions. 2.. Skilled officer recognized. . . a. By other officers, superiors. b. Complimentary letters from citizens, even those arrested. c. Usually wins his cases; but win or lose, still respected by judges/attorneys because plays the game within the rules. III. FORCE A. Force defmitions. 1. Force is the physical power or strength exerted against a person or thing. · achieve a legitimate police objective. 2. I.awful/nec~ssary/reasonable force is the minimum amount of force sufficient to.A' 3. Excessive/unreasonable force is that which is unreasonable in the performance of an act otherwise lawful. a. Force in s_elf defense so far beyond necessity at to appear vindictive. 4. Deadly force is that capable of causing death or great bodily injury. a. Great bodily mjury is more serious than ordinary battery, but not defmitely delmed. matter for jury decision in court according to each case. b. Firearm, knife, baseball bat defmitely yes. ' c. Fists of trained' boxer, karate expert, police baton, air gun, mace could be, depending on force exerted or surrounding circumstances. d. Determination 'greatly depends on resulting injury. 1. BB in eye v. in foot. ' .. 2. Broken arm v. bruise. 3. Blinding v. black eye. 4. Kick in teeth v. buttocks. 5. Force need not be applied directly, as in hitting with club, but acts reasonably expected to result in application of force. a. Blocking road with truck to stop approaching vehicle. b. Removing chair as person starts to sit. MAIN TOPIC • III. FORCE-Continued TEACHING POINTS B. Right to Use. 1. When necessary, not otherwise. a. Preserve peace, prevent a crime, stop self-inflicted injury/death. b. Lawful arrest/search, prevent escape, overcome resistance. c. Self defense to violence upon person/property. d. Prevent intrusion/interference with property. 2. If reasonably appears peace preservable, personal attack cease, etc., without force, then none may be used. a. If murderer running into cul-de-sac to escape officer cannot shoot because escape impossible (assuming no outlet except where officer is). b. If assailant runs out of ammunition, officer may not shoot in vengence and call if self defense. C. Factors determining degree/extent. 1. Officer reasonably foresee less force sufficient. 2. Felony v. misdemeanor. 3. Danger to property or human life/limb; extent of danger. 4. What responsibilities placed by law on officer relative to what or whom he attempts to protect. a. More often applicable to private relationships such as parent/child, master/ servant, etc.' b. Officer/prisoner, officer/suicidal person, officer/incapacitated drunk, officer/ mentally ill. 5. Departmental regulations restricting to less force than statute/case law permit. D. Application of deadly force. 1. When necessary only. 2. To prevent felony which threatens life/safety of person. Self defense of another. 3. Effect arrest of dangerous criminaL a. Has/is expected in future to endanger human life. b. Where prescribed punishment on conviction is less than capital punishment, officer should not "execute" to prevent/capture the offender. 4. No deadly force to prevent/capture in misdemeanor case. a. May escalate, but only in response to acts, or reasonable expectation of, deadly attack by misdemeanant. Is then self defense. 5. If reasonable to believe deadly force attack imminent, may defend with deadly force even .if such attack not in fact coming. a. Reasonable belief that person reaching for firearm when not actually doing so. 6. Reasonable man standard not that of a coward. 7. When need ceases so does right to deadly force; never for vengence. E. Weapons/devices approval. 1. Weapons or incapacitating devices carried/used must be those permitted under law or departmental orders. 2. Material alteration to approved equipment is not permitted. a. Loaded batons, clubs. b. "Hot load" ammunition, drilled (hollow point) bullets. F. Officer's responsibility to exhaust reasonable means of lesser force before escalating. 1. Force in ascending severity: a. Physical strength/skill. b. Approved noxious substance-mace, gas, etc. MAIN TOPIC TEACHING POINTS III. FORCE-Continued c. Approved baton, sap, blackjack, etc. d. Approved sidearm with approved ammunition. e. Approved shoulder weapon with approved ammunition. G. Weapons never brandished as threat unless use reasonable/lawful. H. Security devices. 1. Use only approved devices, measures. 2. Use only to prevent a. Escape. b. Destruction of evidence. c. Attack. d. Self-inflicted injury. e. Commission of offense. 3. Never used to punish. a. Excessive tightening of cuffs. b. Unnecessary use of straight jacket. c. Unnecessary clothing strip. d. Continuing restraint beyond need. 4. Use of cuffs. a. Opinions vary. b. Follow departmental orders. 5. Special responsibility of officer to those restrained. a. Secured persons should not be left unattended/unprotected. b. Should not be cuffed to transporting vehicle. c. Prisoners should be permitted to use toilet facilities as soon as possible if they indicate need. IV. SEARCH AND A. Most important factor: Get search wa"ant whenever possible. c SEIZURE 1. Basis of the law is the warrantless search is the exception, based on need/priority, and warrants should be used as much as possible. 2. Constitutional protection protects all against unreasonable searches and seizures. a. Extends to person, houses, papers, property. 3. Warrant requirements. a. Probable cause. 1. Mfidavit sufficient for reasonable man to believe crime committed, articles described at place specified. b. Oath/affirmation. 1. Applicant for warrant must be sworn; swear to truth of affidavit statements. c. Particular description of place/things. 1. To assure that the wrong place is not searched. 2. Best possible description of the things to be seized. d. Judicial official. 1. Must be issued by judicial official/magistrate. e. Property subject to seizure. 1. Some state limitations restricting to fruits of the crime, instrumentalities, contraband. 2. "Mere evidence" now permitted as constitutional under U.S. Supreme Court holding in Warden v. Hayden. 3. Only items specified in warrant may be seized under its authority. c MAIN TOPIC TEACHING POINTS SEARCH AND SEIZURE Continued f. Executed only by those ordered. 1. Person must be specified in warrant by either name or class (peace officers). 2. May have assistants. g. Time limit. 1. Executed in reasonable time. 2. Statutory limits vary. h. Prior notice, demand, forcible entry. 1. Officers required to notify persons of identity, right to enter, and make demand to enter. 2. Some jurisdictions allow exceptions where items quickly destroyable or danger of attack. 3. Reasonable force to enter upon refusal, unoccupied premises, occupants neither affirm nor deny entrance but do not open door. B. Warrantless Searches and Seizures. 1. By consent. a. Generally can waive any right/privilege, but courts take close look when prosecution urges there was consent. b. Must be voluntary. c. No search beyond that granted by the consent. 1. Area v. time limits. d. Capacity to consent. 1. Right to possess is right to consent. 2. Tenant v.landlord. 3. Spouse. 4. Minor v. Adult. 2. Necessity, Immediate Action. a. To fmd weapons to protect officer, prevent escape. b. Find evidence which might be destroyed. c. Arrest must be lawful. d. Search must be related to protection, prisoner security, evidence relating to offense for which arrested. e. No sham arrests. f. May not search beyond reaching or jumping distance. g. Contemporaneous with arrest. h. With probable cause to believe in presence of evidence which might disappear/be destroyed if time taken to get warrant, may search without warrant before the arrest. 3. No right to protection. a. "Plain view" doctrine. 1. Officer sees evidence when lawfully present. 2. Must not be trespasser. b. Not applicable to private person. c. Public places, open fields. d. Possible restrictions under right to privacy. e. Vehicle inventory. • MAIN TOPIC V. QUESTIONS VI. SUMMARY VII. DISCUSS NEXT LESSON TEACHING POINTS A. From Students. B. From instructor. 1. What negative actions may follow use of unlawful/unreasonable force? 2. What negative actions may follow unlawful search/seizure? 3. What is lawful force? 4. What is deadly force? 5. When may an officer use force? 6. When may an officer use deadly force in this jurisdiction? 7. What is most important factor to consider in search/seizure situation? 8. What kinds of searches prohibited by Constitution? 9. What kinds of things do officers search for? A. Laws of force, search and seizure based on social/political/legal decisions defining power of police v. personal liberty of citizens. 1. Strike balance between community security and personal liberty. B. Officer's legal training is most important. C. Officer must understand that others must agree with the laws as they are, even if the officer does not, and the professionally oriented officer obeys the law. 1. Those who do not like the law should attempt to change it rather than violate it. A. Have copy of next IG lesson plan. 1. Give title. 2. Give objective. 3. Relevant comments. c c LESSON PLAN NO. 2 -~COURSE TITLE AND NUMBER: Law and Order Training for Civil ~reparedness, Part B, IG-10.18. __) LESSON TITLE: Collection, Identification and Preservation of Evidence TIME: 2 hours OBJECTNE: To indicate the importance of and develop skill in the collection, identification and preservation of evidence. To familiarize the student with the requirements of the chain of custody and the local procedures to be followed in the above mentioned processes. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. SELECTED REFERENCES: a. Instructor's: Chicago Police Department. The Crime Scene-Protection Sketching. Chicago: Police Department, 1962. Dienstein, William. Techniques for the Crime Investigation. Springfield, Illinois: Charles C. Thomas, Publisher, 1952. Weston, Paul B., and Kenneth M. Wells. Criminal Evidence for Police. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual . • MAIN TOPIC I. REVIEW OF PREVIOUS LESSON II. INTRODUCTION TO THIS LESSON TEACHING POINTS A. Copy of IG covering previous lesson. B. Reviews salient points. A. This lesson. 1. Importance of subject matter. 2. What is evidence? 3. Chain of custody. 4. Collection. 5. Identification. 6. Preservation. 7. Transportation. 8. Custody/property room. MAIN TOPIC III. IMPORTANCE OF SUBJECT MATTER OF LESSON IV. WHAT IS EVIDENCE? V. CHAIN OF CUSTODY OF EVIDENCE VI. COLLECTION OF EVIDENCE (Instructor refer to Student Manual/ O.JB for DRAWING AND CHARTING and EVIDENCE CHART materials) (Instructor should emphasize protection ofthe scene.) (Instructor should discuss DRAWING and CHARTING.) (Instructor should refer to EVIDENCE CHART.) TEACHING POINTS A. Cases may be lost if significant evidence overlooked. • B. The manner in which collected, preserved, identified and transported is also of greatest importance. C. The auxiliary policeman may be only representative of law and order available during disaster and must be able to perform with skill. A. Defmition: Anything that may be presented·in determining the truth about a fact in question. B. Everything at the scene of the crime that can be used in ascertaining what in fact occurred. A. Refers to possession of evidence. Chain of custody must be maintained for it to be properly introduced in court. , B. From finding until presented in court, continuous possession must be established. C. Accounted for by receipt when custody is transferred. 1. Time, date and place, to whom given, by whom received, and transfer's purpose noted. D. If possession unaccountable, evidence rendered inadmissible. A. Types of evidence: 1. 'Fixed or immovable. a. Principal types are latent fmgerprints, shoe prints, tire prints, tool marks, writings or markings on fixed objects and such objects that cannot be removed from the scene because of bulk, weight or other factors. b. Fixed or immovable objects which are evidential in nature or have evidence adhering to them must be photographed or sketched if the evidence is to be preserved. 2. Movable evidence. B. Crime Scene activities. 1. A general rule: Nothing at a crime scene is too insignificant for proper treatment. • 2. Evidence is always present at the scene of any offense. 3. Search. a. Responsibilities. 1. First officer on the scene. 2. Search commander. b. Preliminary activities. 1. Assist injured if necessary. 2. Protect the scene. 3. Obtain the names and addresses of all persons found on or adjacent to the scene. a. Remove from scene and separate. b. Take statements. 4. Make preliminary survey of scene. c. Examination of scene. 1. Photograph the scene. 2. Sketch the area. 3. Conduct a detailed and systematic search of the scene. 4. Amount of evidence to be collected. 5. Do not handle evidence more than necessary. MAIN TOPIC TEACHING POINTS VII. IDENTIFICATION OF EVIDENCE VIII. PRESERVATION OF EVIDENCE (Instructor should refer to EVIDENCE CHART throughout this section.) IX. TRANSPORTATION OF EVIDENCE X. PROPERTY ROOM XI. QUESTIONS A. Chain of custody requires proper identification techniques. B. Identification most easily determined by mark or label placed on the evidence. 1. Steps used in marking evidence: a. Use distinctive mark: initials, name, serial number, or personal mark. b. Record mark used and it's position on object. c. Record serial numbers or other distinctive marks on object. d. When possible, mark object itself, but do not damage it. e. Mark container in which object placed, even if object marked. f. Where object cannot be marked, seal container and mark seal and container. g. When tags used, attach tag securely and mark object. 2. Investigator's notebook should contain: a. Description of object, how and where marked. b. Place and position evidence found. c. Person from whom evidence received and date received; d. Serial numbers. 3. Evidence marked at time removed from original position. 4. Affix property tags separately and independently from sealing operation. 5. Keep chain of evidence established. A. Each article of evidence in separate container. B. Use container which will not break, and one large enough that evidence can be removed/replaced without difficulty. C. Do not, however, use a container which is too large. D. Large objects which cannot be conveniently packaged should be: 1. Protected. 2. Covered if necessary. A. Keep chain of possession established. Whenever possible officer who collected evidence retain it until delivered to laboratory or custody /property room. B. If necessary to ship evidence: I. Include all necessary information so evidence may be processed. 2. Use safest, most practicable method of delivery. 3. When perishables involved, employ speediest method. A. Purpose: storehouse of evidence until used. B. Explain local procedures for processing evidence. A. From students. B. From the instructor: I. What is evidence? 2. Why must chain of custody be maintained? 3. Why should crime scene be photographed? 4. What is best method for "identifying" hairs as evidence? 5. What is purpose of property room? MAIN TOPIC XII. SUMMARY XIII. DISCUSS NEXT LESSON '1: .· .,·-I' TEACHING POINTS A. In this lesson: · 1. ··Importance of subject matter. • 2. What is evidence? 3. Chain of·custody .. 4. Collection. · 5. Identification. 6. Preservation. 7. Custody room. A. Copy of next IG lesson plan. 1. Give title of lesson. 2. Give objective oflesson. 3. Relevant comments. c c LESSON PLAN NO. 3 COURSE TITLE AND NuMBER: Law and Order Training for Civil Preparedness, Part B, IG-10.1 B. .. TIME: 2 hours LESSON TITLE: Detention Procedures OBJECTIVE: To give adequate understanding to the auxiliary policeman of procedu~es for the transportation and detention of prisoners. INSTRUCTIONAL AIDS: Blackboard, ~halk, and eraser. SELECTED REFERENCES: a. Instructor's: Jail Manual of the Local Jurisdiction b. Student's: Law and Order Training for Civil Defense Emergency, Part B, Student Manuai. TEACHING POINTS MAIN TOPIC REVIEW OF PREA. Copy of IG covering previous lesson. VIOUS LESSON B. Reviews salient points. II. INTRODUCTION A. Scope of subject. 1. Covers period of time following arrest torelease from custody. 2. Concerned primarily with: a. Transportation from point of arrest to place of detention. b. Detention. ' · , , · . B. Importance ofsubject. 1. Safety is paramount for a. The prisoner. b. The Officer. c. Others. 2. Security is the essence of detention. 3. Involves detention for ,several purposes. a. Persons arrested and held for bail or court. • MAIN TOPIC TEACHING POINTS II. INTRODUCTION-b. Safekeeping of Continued 1. Mentally incompetent. 2. Children. 3. Others unable to care for themselves. 4. Persons threatened by mobs. 5. Material witnesses. III. TRANSPORTATION A. Involves virtually all persons held for any purpose. 1. Restraint is seldom first imposed at a place of detention. 2. Before transport, all prisoners should be searched for dangerous weapons, meansofself-destruction, and important evidence. B. Requires security measures that fully assure maintenance of custody to avoid: 1. Loss of the prisoner. a. By his own actions. b. By actions of others. 1. Confederates. 2. Hostile crowds. 2. Injury to the prisoner. 3. Injury to the officers. 4. Injury to others including: a. Other prisoners. b. Citizens. C. Transportation will usually consist of: 1. Walking. 2. Use of regular or special police automobile. 3. Use of specially designed vehicle for prisoner transport. • D. Transport by walking: 1. Should only be considered in the absence of a proper vehicle. or for very shortdistances. 2. Number of officers required: a. One only for noncriminal nonviolent persons in protective custody. b. Two· for persons under criminal arrest with nominal possibility of escape orrescue. c. Three or more in serious criminal cases, those involving violent persons withserious threat of rescue attempts. d. The use of restraint devices, e.g., handcuffs should be used wheneverapparently necessary and always in the case of criminal arrests or custody ofviolent persons; but public display of such restraint should be avoided. E. Transport by special or regular police vehicle. 1. Two officers unless prisoner is under full restraint attached to vehicle (anuncommon circumstance). · 2. Restraint devices, e.g., handcuffs, should be used when apparently necessary {withthe same qualifications as above). 3. Vehicle doors should be locked and inside door handles removed from rear sectionof vehicle. 4. Vehicles regularly used for prisoner transport should have the driver's compartment securely screened from the prisoners. 3-2 MAIN TOPIC ~III. TRANSPORTATION Continued IV. DETENTION (All points in this section must be discussed in terms of local legal and procedural requirements.) (Note: This can be expanded to problems ofprisoner supervision, feeding, sanitation, visiting privileges, mail privileges, and other items.) TEACHING POINTS F. Transport by special prisoner vehicle (paddy-wagon or prisoner van). I. Two officers. 2. Repeat comments on use of restraint. 3. Repeat comments on locking of doors. 4. Repeat comments on screening-off driver. G. Special precautions should be used at point of detention. I. It is the last point of likely escape. 2. It is the last point of likely rescue. 3. Detention facility personnel should assist at this point to provide maximum security. A. Detention is that period of time following acceptance (of a prisoner) by the detention facility to the point in time of his release. B. Admitting the prisoner. I. The detention facility has a responsibility for accepting the prisoner under prescribed legal requirements. 2. The prisoner must be booked according to established procedures. 3. Prisoner's property must be properly identified, receipted and secured (controlled). 4. Fingerprinting and photographing should be required in all criminal cases and in disaster conditions where accurate identification is important. 5. Final and complete search. a. All weapons, means of self-destruction, and evidence must be removed, identified, and secured (controlled). b. Belts and suspenders and similar items must be considered as means of self-destruction. 6. Medical examination should be provided all incoming prisoners. If this is not possible, those falling in certain categories must be examined. a. Over 60 years of age. b. Known history of illness or disability. c. Apparent illness or injury. d. Complaint of illness or injury by prisoner. e. Prisoner is unconscious. 7. Adequate segregation should be provided and this requires separation of: a. Juveniles and adults. b. Men and women: c. Those with communicable disease. d. Perverts. e. Mentally deranged. f. Less serious from serious offenders. C. Providing security requires: I. Control of firearms. 2. Control of keys and doors. 3. Control of tools. 4. Control of medical supplies. 5. Shakedown procedures for prisoners and quarters. 6. Regular inspection of detention facilities. 7. Reb_;~.,, count of inmates. MAIN TOPIC TEACHING POINTS IV. DETENTIONContinued V. DETENTION IN FALLOUT SHELTERS VI. QUESTIONS VII. SUMMARY VIII. DISCUSS NEXT LESSON 8. Planned use of trusties. 9. Adequate emergency plans for a. Fire b. Riot c. Rescue A. Most shelters will not be designed for detention purposes. B. Improvisation will be required in use of shelter space. I. Basic security must be provided for a. Prisoners. b. Officers. c. Other occupants. 2. Separation of various categories of prisoners should be provided when possible. 3. Large rooms can be used for group detention if: a. Prisoners can be mixed. b. Adequate security can be provided. C. Improvisation will be required in applying restraints where physical facilities are inadequate. I. Individual prisoners can be handcuffed or otherwise secured to pipes, doorknobs, stanchions, or window bars. 2. Two prisoners can be secured with handcuffs passed behind a pipe set close to a wall or behind a bar of a barred window. 3. Ropes, belts and similar material may be used in lieu of handcuffs but require unusual care to avoid injury or escape. 4. Sedatives may be used under unusual circumstances if administered by a doctor or nurse under his direction. c 5. Additional guards can be used on a one-guard to one-prisoner basis when security cannot otherwise be provided. - A. From students: I. Instructor answers questions. B. From instructor: 1. Based on apparent level of student understanding and to clarify and reemphasize points. A. Transportation. B. Detention in regular facilities. C. Detention requiring improvisation of I. Qul\fters. 2. Restraints. A. Copy of IG for next lesson plan. I. Give title oflesson. 2. Give objective of lesson. 3. Relevant comments. c LESSON PLAN NO. 4 TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-IO.IB. LESSON TITLE: Field Note Taking and Report Writing TIME: 2 hours OBJECTNE: To develop a basic and general understanding of the purposes, principles, and proper·procedures of field notetaking and report writing within the expanded framework of police activity in civil defense emergencies. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. Overhead projector and screen. Copies of local departmental arrest, case complaint, personnal identification, property and other important miscellaneous records. SELECTED REFERENCES: a. Instructor's: Gammage, A.A., and Weston, Paul. Basic Police Report Writing. Springfield, Illinois. Charles C. Thomas, Publisher, 1961. Hazelet, John. Police Report Writing. Springfield, Illinois. Charles C. Thomas, Publisher, 1960. Wilson, O.W., and Roy C. McLaren. Police Administration, third edition. New York: McGraw-Hill Book Company, 1972. ·~b. Student's: ) _ _/ Law and Order Training for Civil Preparedness, Part B, Student Manual. MAIN TOPIC TEACHING POINTS I. REVIEW OF PREA. Copy of IG covering previous lesson. VIOUS LESSON B. Reviews salient points. II. INTRODUCTION A. This lesson: I. Importance of police report writing. 2. Definition, purpose, utility and types of police reports. 3. Field notetaking. 4. Writing the report. 5. Familiarization with department's records. • MAIN TOPIC TEACHING POINTS III. IMPORTANCE OF A. The administration of a police department is similar to the administration of a POLICE REPORT business. A business cannot function for long unless it has sound communicativeWRITING networks to insure that each person is aware of the goals, values, and procedures ofthe organization. The primary method within this communicative system of seeingthat all people are informed is an adequate record system. This is necessary to insurecomplete uniform productive effort, cooperation, and organization. B. To insure an adequate records system, each individual must be familiar with theformat, purpose, anfl procedure of the department's records to insure maximumresults. C. Report writing not glamorous but is the basic necessity for every form of policeactivity. 1. Assists courts and prosecution in conducting trials, both civil and criminal. 2. Tends to assure conviction of the guilty and release ofthe innocent. 3. Establishes a record for the department-either good or bad. 4. Can be used for evaluation. Officer often evaluated by ability to express himself in writing reports. They reveal capabilities and incapabilities and establish a basis forpromotion, demotion, and retention or firing. 5. Assures correct dissemination of police activity to news media and allied agencies. 6. Guides department in future policies and problems. D. Police department only as good as its record system, also good report only as good asinformation on which it is based. Information in field notes: 1. Noting/recording hazardous conditions. 2. Enforcement of traffic laws and investigating accidents. 3. Requested service. 4. Interviewing witnesses/victims/suspects 5. Investigation of crimes. Notes are basis for the written reporC IV. DEFINITION, PURA. Definition. c- POSE, UTILITY, AND 1. A report is a detailed account or statement, a format record, or a mechanical TYPES OF POLICE reproduction of what actually took place produced in writing. REPORTS 2. Police reports may be: a. Either written or oral. b. Detailed or brief. c. Simple or complex. d. Written by anyone in the department. 3. Reports result from the fact that somebody needs them for immediate or futureuse. Made to be read and used; disseminated upward and downward. 4. Reporting is really communication. 5. At whatever point work is divided and delegated, the process of reporting begins. 6. At whatever point policy is formulated or modified, the process of reporting is a"must". B. Purpose of police reporting. 1. Provides a permanent record ofinvestigation. 2. Communicates information obtained. 3. Provides other investigators with a basis for continuation ofinvestigation. 4. Enables supervisors or reviewing officers to check the work of the investigator inorder to determine whether the investigation is being properly developed. 5. Helps keep administrative officers abreast of current developments. 4-2 c MAIN TOPIC TEACHING POINTS DEFINITION, PUR6. Assists supervisors in evaluating the individual officer's performance. POSE, UTILITY, AND 7. For use in preparation of the case for prosecution. TYPES OF POLICE C. Utility of police reporting. REPORTS-Continued 1. Provides a means for interpreting facts (statistical studies) which would help: a. Determine beat work loads. b. Indicate unusual and/or periodic difficulties. c. Pinpoint crime areas. d. Show local crime trends that compare with national crime conditions. e. Assist in apprehending wanted persons and locating lost persons. f. Assist in recovering stolen property. 2. It is an excellent means of coordination between police departments and other agencies in the community;-prosecutors, justice, circuit, and probate courts, governmental units and study groups. 3. It is a good organizational tool for resource, procedure, and other matters concerning work in the area. 4. Provides a means for educating and controlling the employees by the commanding officers. 5. Aids the individual officer in: a. Preparation and evaluating of information. b. Reference material. c. Set out work completed and that yet to be done. D. Types of reports-due to the variability of various departments we can speak in only generalizations. I. In the most elementary way we can divide reports into: a. Formal-a report including cover, title page, letter of transmittal, summary sheet, text appendices, indexes, and bibliography. b. Informal-most police reports may fall in this category. It usually is a letter or memorandum or any one of the many prescribed or used in day-to-day police operations. It usually has the date submitted, subject, and person or persons to whom submitted along with the text proper. It may also contain many items of administrative importance along with the subject matter of the text. 2. In less general fashion, reports may also be classified by purpose. a. Performance report-contains information as to the status of an activity, activities or operations. b. Fact-finding report-involves the gathering and presentation of data in logical order, without an attempt to draw conclusions. c. Technical report-presents data on a specialized subject. d. Problem-determining report-attempts to find the causes underlying a problem or to find whether or not a problem really exists. e. Problem-solution report-analyzes the thought process that lies behind the soluti_on of a particular problem which may include presentation of data collected, discussion of possible solutions to the problem, and an indication of the best solution. 3. For a more specific classification suited to police functions we use: a. Operational reports-which relate to the investigating of police incidents, investigations, arrest, identification of persons and a mass of miscellaneous reports necessary to the conduct of routine police operations. • MAIN TOPIC TEACHING POINTS N. DEFINITION, PURb. Internal business reports-relate to the reporting necessary to the management POSE, UTILITY, AND of the agency and includes such things as financial, personnel, purchase, TYPES OF POLICE equipment, property, and maintenance reports along with general correREPORTS-Continued spondence. c. Technical reports-usually relate to completed staff work and add to the specific knowledge necessary for proper police functioning and management. d. Summary reports-furnish intelligence information necessary to the solution of crime, accident, and administrative problems. e. Public reports-(may be summary reports used for publication) are made in the recognition of the importance of public attitude towards police operations and serve the useful purpose of keeping executive and legislative authority and the general public informed as to problems, progress, and needs of the police agency.. 4. Another w,ay of classifying reports would be in terms of the way the report is made up. It can either be: a. Narrative or General report form. 1. This type of report depends upon the officer to write exactly what he sees. It may have a few spaces Jor general information, but by and large it is dependent on the ability of the officer to interpret the facts in an impartial manner with a chronological development of all the facts. 2. It is inexpensive because you can use the same report for all types of crimes, and it does not require much training. However, it takes training to master this form of reporting, and the chances of making errors are greater; also an officer usually has to C'!rry a report manual to make sure he does not forget anything. b, Specialized report form. 1. This ,type, of form is characterized by a large number of spaces for required c data. it is almost entirely a "check-off' form as each element or detail is noted on an indicated line. 2. This form eliminates any subjective opinions or personal prejudices of the officer; it limits the chances for mistakes and omissions and training programs are reduced. • 1 3. Ho\Vever, it is expensive; you have to have on hand as many forms as there are situations that can occur. c. A combination specialized and general form. 1. This is perhaps the best form for reporting purposes because you cover the most important points in the specialized section and use the general part of the form for the officer to enlarge upon or explain in more detail the occurrence. d. Most ,departments will use a specialized form for common occurrences (car theft, .arson, bicycle theft, and mis~ing persons); a general form for rare occurrences or to develop a general miscellaneous crime report; and a combination general and specific form for the everyday occurrences of operational units. • MAIN TOPIC TEACHING POINTS ) ~~j V. FIELD NOTEA. Why it is important. TAKING 1. The foundation of adequate operational reporting is field notetaking. Notes are the raw materials from which operational reports are made and are the chief aids in reaching the end product of police work, namely, the successful prosecution of offenders. 2. Because ·of the inability of people to remember, especially details such as measurements exact words spoken, it is the index to an officer's memory when testifying. (If the local department B. The notebook and pen-basic tools of field notetaking. furnishes or specifies the 1. Various sizes and types of pocketsize notebooks are available, both bound and type ofnotebook this looseleaf. information should be a. Some jurisdictions require use of a bound type because testimony based on substituted by the looseleaf notes might be vulnerable to~ attack by a clever lawyer. instructor) b. A looseleaf notebook has certain advantages: 1. It permits easy organization and reorganization of the notes. 2. The officer can remove just that portion of the notebook dealing with the specific .case while in court to prevent a lawyer from rambling through the notebook to castigate and embarras the officer. c. A pen is suggested for making entries because the ink will not become smudged or illegible. 2. Partitioning notebook into: a. Offense reports: 1. Should contain an officer's notes on all offense reports assigned him. 2. Should have one report to a page with the reverse side for officer's notes. 3. When the case is closed all pages referring to the case should be removed . b. Follow-up section. 1. Contains reports that require additional action or reports. 2. Notations for any. type of business to be taken care of. c. Vacation section. 1. List of premises where occupants are absent. . 2. Location of key or caretaker to premises. 3. Inspections made by officer. d. Wanted persons. 1. Data of persons wanted in the 'city and important criminals wanted outside the jurisdiction of the department. 2. Also data for missing persons. " e. Stolen autos and bikes. f. General information section including: 1. Important state laws. 2. Important municipal laws. 3. Important department general orders. 4. Hospital and first aid stations. 5. Garages used for police towing. 6. Churches. 7. Fallout shelters. 8. Emergency operations centers. • ______/ MAIN TOPIC TEACHING POINTS V. FIELD NOTE-C. Principles of field note taking-crime data should be recorded in your notebook. T AK.ING-Continued 1. Clearly-this means they will be a. Neat, b. Legible, c. Accurate. 2. Completely-this means they will completely cover the questions of a. Who? 1. Who is the victim? 2. Who made the report? 3. Who discovered the crime? 4. Who saw or heard anything of importance? 5. Who had a motive for committing the crime? 6. Who committed the crime? 7. Who helped him? 8. Who will sign the complaint? 9. Who was talked to and questioned? 1 0. Who worked on the case? 11. Who marked the evidence? 12. Whom did you turn it over to? b. What? 1. What crime was committed? 2. What actions were taken by the suspect? 3. What happened? 4. What do the witnesses know about it? 5. What evidence was obtained? 6. Whatwas done with the evidence? 7. What tools were used? 8. What weapons were used? 9. What action did the officer take? 10. What further action needs to be taken? 11. What knowledge, skill, or strength was necessary to commit the crime? 12. What other agency was notified? 13. What was reported, but did not occur? 14. What witnesses were not contacted? 15. What time was the crime committed? 16. What time was the crime reported? 17. What time did you arrive? 18. What time did you contact witnesses? c. Where? 1. Where was the crime discovered? 2. Where was the crime committed? 3. Where were the tools or weapons obtained? 4. Where was the victim? 5. Where was the suspect seen? 6. Where was the witness? 7. Where did the criminal live? 8. Where did the criminal hang out? 9. Where is the criminal now? • MAIN TOPIC TEACHING POINTS V. FIELDNOTETAKING-Continued 10. Where is the criminal likely to go? 11. Where was the criminal apprehended? I2. Where was the evidence marked? 13. Where was it put? d. When? I. When was the crime committed? 2. When was the crime discovered? 3. When were the police notified? 4. When did the police arrive at the scene? 5. When was the criminal arrested? 6. When was the victim last seen? 7. When did help arrive? 8. When will the complaint be signed? e. Why? I. Why was the crime committed? 2. Why were the tools used? 3. Why were these weapons used? 4. Why was the crime reported? 5. Why was the witness reluctant to talk? 6. Why was the witness anxious to finger the criminal? 7. Why did so much time elapse before reporting the crime? 8. Why was the mode of entry made? f. How? I. How was the crime committed? 2. How did the criminal get to the scene? 3. How did he get away? 4. How did he secure the necessary information in order to commit the crime? 5. How was the crime discovered? 6. How did the criminal secure the tools and weapons? 7. How were the tools and weapons used? 8. How were you notified? 9. How did you make the arrest? g. With What? I. With what tools was the crime committed? 2. With what weapons? 3. With what means of transportation did he get to the scene of the crime? a. Automobile. b. Bicycle. c. Train. d. Bus. e. On foot. t Etc. 4. With what mode of transportation did he leave the scene? 5. With what were the tools used associated? (trade or professions) 6. With what other crime does this one seem to be associated? MAIN TOPIC TEACHING POINTS V. FIELDNOTE-h. With Whom? T AKING-Continued 1. With whom did the criminal associate? c 2. With whom was the victim last seen? 3. With whom was the witness connected? 4. With whom did the criminal commit the crime? 5. With whom did you talk? 6. With whom did you investigate the case? 7. With whom did you expect to locate the suspect? i. Howmuch? 1. How much damage was done? 2. How much property was stolen? 3. How much knowledge of the place attacked was necessary to commit thecrime? 4. How much strength was necessary to commit the crime? 5. How much money was taken? 6. How much was claimed to have been stolen? 7. How much property could the suspect have carried away? 8. How much information are witnesses withholding? 9. How much information is the victim withholding? 10. How much more information Do You Need to Help You Solve the Crime? 3. Concisely. a. Brief, with only the essential facts included in uncomplicated words, phrases,and abbreviations. 4. Accurately-this means they will contain: a. The correct time and date. 1. Time base on 24-hour clock from 0000-2359. c 2. Dates will include day, month, year. (Ex. 5/2/63 or 5 Feb. 63). b. The correct name and spelling of all persons present or otherwise involved __including officers, suspects, and witnesses. 1. Do not use abbreviations. c. The complete and correct residence address, business address, and telephonenumbers of all persons concerned. d. An exact description of the crime scene. 1. Include sketches or diagrams of scenes when possible. e. An accurate description of the property and motor vehicles involved. This willinclude: 1. The number of items. 2. Kind of article. 3. Trade name. 4. Physical description. 5. Composition of article. 6. Listing of one or more of the five senses that applies to the article (color,odor, taste, sound, feel). 7. Serial numbers, personal marks, damage, etc. 8. Age, appearance, and condition. 9. Original value ofarticle, (estimate). 10. Current value based on usage, condition, resale value, etc. 4-8 • MAIN TOPIC TEACHING POINTS )v. FIELDNOTE-f. An accurate description of the suspect if possible. It is recognized that much of ~--T AK.ING-Continued this information will not be received, but the more information received, in field notetaking, the easier the report will be and the chances of successful completion of the case will be greater. 1. Name and address. 2. Sex. 3. Race-white, black, oriental, Indian. 4. Age-present age and birthdate. 5. Weight-light (to 149lbs.), medium (150-179lbs.), heavy (180·). 6. Build-light (chest expansion 3640), medium (chest 4046), heavy (chest 46-60) inches. 7. Height-short (up to 5'6") medium (5'6" to 5'10") tall (5'10" to-). 8. Complexion..:..fair, ruddy, sallow, swarthy, freckled, black and chocolate (light or dark). 9. Hair color-red, brown, black, salt and pepper, grey and white. 10. Hair styles-bald, partially bald, curly, bushy, straight, kinky, parted, etc. 11. Eye (color-blue, brown, hazel, grey). 12. Eye defects-glasses (regular, horn-rimmed bifocal, trifocal, pince-nez, etc.) glass eye, one cast or cataract, crossed (both right or left), and bloodshot. 13. Teeth-protruding (lower, upper), irregular, gold, decayed, false (upper or lower or both), missing, (visible), halitosis. 14. Visible scars-face, giving exact location if possible, neck, nose (broken, bent, Roman), hands, chin (type). 15. Deformities and amputations of legs, hands, feet, arm, fingers, hunchback, use of cane, and crutches, one or two. 16. Dress-neat, well dressed, sloppy, rough or old clothes, uniform (if service, rank and branch), suit (tweed, serge, gabardine, sport clothes, color if possible, and color pattern or color most predominant. 17. Mustache or beard-clean-shaven, small mustache, bushy sideburns, and beard, or beard only. 18. Nationality, American (northerner, southerner, mid-westerner, westerner), Italian, English, etc. C. Conduct at the scene of field notetaking. 1. Greet the complainant personally and sincerely. a. This will usually get full cooperation and build good public relations. 2. Give the impression that you are genuinely interested in his problem. a. Never joke or make light of the situation. 3. Do not engage in useless conversion. Stick strictly to business. 4. Refrain from smoking or accepting alcoholic beverages. 5. Don't pull out the notebook until you have a general idea of the type of information and type of report that should be taken at the scene based on the facts or information you are receiving. a. Sometimes the sight of a notebook can infuriate or scare a person if it appears too soon. 6. Listen carefully to what the person is saying. Let him tell the story in his own words and do not use leading questions. MAIN TOPIC V. FIELD NOTETAKING-Continued VI. WRITING THE REPORT (It is suggested that this presentation be made only iftime permits. While this section is important, it is not viewed as imperative.) TEACHING POINTS 7. Check the condition of the scene yourself. a. Have complainant show what happened where possible. b. Take notes of measurements, positions, marks, and any other pertinent • information during the time. 8. Get all the facts while you are at the scene. a. Make a habit of writing a rough draft of the report at the scene. 9. Avoid personal opinions and preconceived notions, just report the facts. 10. Thank the witnesses and complainant for your information and tell them what action you plan to take. E. General Suggestions. 1. If you are going to use shorthand or some other form of speedwriting, make sure someone else in the department can read it. 2. Record only facts, not opinions. 3. Paste or glue a piece of paper on the inside of the leather binding with the words: Who, What, Where, When, Why and How. 4. Always take notes when a. Any unusual event or occurrence takes place. b. At every call or contact. 5. When possible draw sketches of scene to show relative position of the physical objects together with identifying information of articles persons, and places. 6. Develop a permanent file system for storing notes of closed cases. They should be kept until the statute of limitations runs out. The preferred way is to use the cross-file system which is a combination alphabetical system (everything filed alphabetically) and daily diary system (starting with date, listing everything important under that date). 7. Each page number should be written in ink, and should contain the date, watch, beat number, partner name and number, and car number. 8. Write your name, telephone number, and address inside the leather binding cover. 9. Only information pertaining to police should be kept in notebook. 10. Keep the notes pertaining to a specific case together, but keep the notes of each interview on separate pages. 11. Don't make erasures in notes, make a single line through it and initial the correction. 12. Try to use direct quotes. 13. Do not use scrap paper for notes. 14. Carry your notebook with you at all times making sure before each patrol you have a plentiful supply of paper and ink. c A. Mechanics of good report writing. I. Selection and use of words. a. Adju~t your words to the level of the person reading the report. b. Use words that are specific, concrete, and definte. c. Be concise. d. Avoid unnecessary legal terms. e. Avoid technical words. f. Avoid use of elaborate and bookish words. g. Avoid trite words. h. Avoid scatterbrain words. MAIN TOPIC VI. WRITING THE REPORT-Continued TEACHING POINTS i. Avoid smothered verbs. j. Use proper grammar. 2. Spelling. a. Use a dictionary when in doubt. Practice words you are weak on. b. Review spelling rules in any good English guide, but go over those words that are most common to police reports. c. Review division of words between lines of reports. 3. Capitalization and use of numbers in report writing. 4. Abbreviations. 5. Sentence structure, emphasizing simplicity, clarity, and effectiveness. 6. Paragraph construction, emphasizing proper length, and the method of tying the paragraphs together. 7. Punctuation; give a brief review of the use of the period, question mark, exclamation mark, comma, colon, semicolon, quotation marks, dash, apostrophe, parenthesis, brackets, hyphen, and italics in report writing. 8. Personal way of editing report. a. First reading, check content-rewrite. b. Second reading, check organization-rewrite. c. Third reading', check grammatical construction, paragraphing, and typographical style. d. Now write final product carefully reviewing for style and coherence. B. Principles of good report writing. The report must be: 1. Clear-as simple and direct as possible. 2. Pertinent-it should deal with the stated objectives. • 3. Brief-brief enough to be useful, but not so brief as to question its validity . 4. Complete-reporting all the facts you have learned which have a bearing on the case. 5. Current-it must be up-to-date at the time of its use. 6. Accurate-it must conform to the truth. 7. Fair-this means no bias and reporting all the facts. 8. Classified-it may be either restricted, confidential, or secret. 9. Informative-if possible always include alternative actions together with the advantages and implications of each. 10. Objective-no propaganda in the detailed parts of emphasis, and alternative recommendations. All personal opinions should be properly labeled. 11. Written with Proper Format-proper paragraphing, proper identification, underscoring capitalization, and whatever else the department requires in its form writing. 12. The report must be handed in on time, not one day, one hour, or one minute after it is due. C. Good police practices in report writing. 1. Use a typewriter. Learn to type, if possible. 2. Use "over" if report will continue on next page and "more" if report is to continue on another sheet. 3. Use the word "correct" in brackets after unusually spelled names. 4. In police reports the first or third person may be used by the reporting officer provided the department has not established a specific rule. 5. Age and sex are generally indicated by letters placed in brackets after a name, e.g.: Mr. Fred Jones [50] [M]. MAIN TOPIC TEACHING POINTS VI. WRITING THE REPORT -Continued VII. FAMILIARITY WITH DEPARTMENT RECORDS (Each department has its own peculiarities as far as its development and use ofrecords. It is suggested that the rest of the hour be spent on going over the use and proper format of the department's more important records.) 6. There is an exact word for every item. Learn to use the dictionary and fmd them. 7. Stolen property descriptions are always tabulated in a column-type format. Each article or several articles of the same kind are given a permanent item number for each report in the same case. Values of items are placed at the right, so that a total 8. Indicate doubtful information by the word "about" or(?) after the item. 9. Descriptions of persons are always tabulated in a column type format. When the names are unknown, these suspects are indicated by #1, #2, etc., usually in the order of their importance in the commission of the crime, e.g.; #1. Male #2. Male value of figures may be shown, e.g.; #1. Ring, man's 2 ct diamond, 14K gold band Val. $300.00 #2. Currency, 2-$20 Bills, U.S. Val. 40.00 $340.00 white Black 25-30 20-25 5'10" 5'8" 150 lbs. 150 lbs. A. General format of most specialized reports, (fill-in reports). 1. Print in ink or with a No. 3 lead pencil and write hard enough to penetrate all carbon copies. 2. These forms usually have blocks for a. Names 1. They should be spelled in full 2. The last name is listed first and in capital letters. 3. Women's names will be followed by Mrs. or Miss. b. Addresses 1. Should always be permanent type address. Temporary addresses will be put in summary. Try and obtain employment address and phone number. · Apartment, suite, or room number will be given along with street address. 2. Where there is no street, use distance and direction from a known geographical location. c. Telephone 1. Include extension number where applicable. 2. Abbreviation for exchange is sufficient. d. Dates 1. The number of the day will be followed by the first three letters of the month and last two digits of the year. e. Time 1. A 24-hour clock will be used. 2. A dash between digits will signify a spread of time. f. Witnesses · 1. Obtain· as complete and as accurate a description as possible. (Refer to description of persons in field note taking). Age: refers to age of individual on his last birthday, a spread of years may be used when age is estimated. ' • • /' ' TEACHING POINTSMAIN TOPIC VII. FAMILIARITY WITH g. Occupation 1. The general line of work or means by which the individual ordinarilyearns DEPARTMENT his living whether employed or unemployed. RECORDS-Continued 2. The words "retired" and "housewife" should be used where applicable. h. Summary or narrative-the officer is given the opportunity to express facts and pertinent information not included in the blocks. i. Always sign the report along with the badge number in the space provided. Always put the date and time next. 3. Blocks in general. a. Except where the nature of the report or circumstances clearly indicate all boxes must be completed with either the information or one of the following· terms: {1) none, (2) refused, (3) unknown (when this word is used the reason therefore should be explained in the body of the report). b. In instances where boxes by their very nature do not apply to the particular case being reported mark an "X" to indicate the box was considered but was not applicable. c. Where there is inadequate space in the particular case, note in the box "See Below" and record the details under the narrative.. B. General Format of Narrative of General Report. 1. It should include the following points within its make-up depending on the department's prerequisites. a. Basis for Action. 1. Nature of task. a. Complaint. b. Survey. c. Regulatory inspection. b. Facts as known-reported. 1. Facts as observed. 2. Investigation action.· a. Chronological. b. Phases-steps. 3. Related information. 4. Conclusion. a. Status of investigation.· b. Summary-resume-analysis-recommendations. C. Show proper procedure for filling out departmental records such as: 1. Case records. 2. Arrest records. 3. Identification records. 4. Complaint records. 5. Personnel records. 6. Property Records. D. Discuss 1. When a report should be made. 2. Who prepares the report. 3. How many copies are to be made. 4. To whom the copies go and the route they travel to get there. 5. The specific content desired in each report. 4-13· MAIN TOPIC VII. FAMILIARITY WITH DEPARTMENT RECORDS-Continued VIII. QUESTIONS IX. SUMMARY X. DISCUSS NEXT LESSON TEACHING POINTS 6. Any oddities or corrections that should be made on the foim. • 7. The location, function, and operation of the records division. 8. The type of flling used by the records division, whether it is centralized or decentralized, whether it has a Master-Name index or not. 9. Which reports must be accompanied by a photograph, drawing, or model. 10. Who has primary responsibility for approval or disapproval of records within each division and in the records division itself. 11. If the department has a forms control unit, discuss its function and what the procedure is for getting a record changed from the suggestion of the patrolman. A. From students. B. From instructor: 1. Why is it important to have adequate fleld notes? 2. What are the advantages and disadvantages of a. Specialized reports. b. General reports. 3. Give fl.ve principles of good report writing. 4. What is the proper way for filling out the a. Date b. Name c. Address d. Race In a specialized report? 5. Who has the fmal say so on what records will be used and how they will be used? A. Topics discussed. 1. Importance of police report writing. 2. Defmition, purpose, utility, and types of police records. 3. Field notetaking, the source of good report writing. 4. Writing the report. 5. Familiarization with the department's records. A. Copy of next IG lesson plan. 1. Give title oflesson. 2. Give objective of the lesson. 3. Relevant comments. • LESSON PLAN NO. 5 ~OURSETITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-10.18. LESSON TITLE: Interviews, Interrogation, and Rules of Evidence TIME: 2 hours OBJECTIVES: (1) To establish the fact that any person who is engaged in law enforcement should be familiar with certain basic ideas that deal with the conduct of an interview or an interrogation; and, (2) to show that a working knowledge of the rules of evidence is essential to him if he is to obtain evidence which will be admissible in court. JNSTRUCTIONAL AIDS: Blackboard, chalk, eraser. SELECTED REFERENCES: a. Instructor's: Refer to bibliography. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual. Instructor make reference to availability of bibliography in instructor's manual. MAIN TOPIC TEACHING POINTS I. REVIEW OF PREA. Copy of IG previous lesson. VIOUS LESSON B. Review salient points. II. INTRODUCTION A. This lesson: 1. The importance of the subject matter. 2. Interviews and interrogation. 3. Rules of evidence in general. 4. Specific rules of evidence. III. IMPORTANCE OF A. There is a relationship between the subject matter of this lesson and that covered in THE SUBJECT Lesson No. 3 which dealt with the collection, preservation, and identification of MATTER evidence. B. Law enforcement investigations often call for· many interviews. Purpose of an interview is to obtain facts-something the person has done, seen, heard, felt, tasted, smelled. • MAIN TOPIC TEACHING POINTS III. IMPORTANCE OF THE SUBJECT MATTERContinued IV. INTERVIEWS AND INTERROGATIONS C. Criminal investigations often call for interrogations concerning persons who have committed a crime or the facts indicate a probability that they committed it. • D. Most evidence (over 99%) in court is oral testimony. E. More than 85% of police investigative time is expended in talking to people. F. Cases are won or lost at the scene of a crime. G. Accurate and thorough investigation is the foundation of successful prosecution. H. Evidence must be obtained that can be used in court. I. An auxiliary police officer must understand the fundamental rules governing the admissibility of evidence in court. A. Basic definitions. I. To interview means to ask questions for the purpose of securing information. When the word "interview" is used, there is an implication that the desired information will be voluntarily given. 2. Interrogation: To interrogate also means to ask questions. When the word "interrogate" is used, there is an implication that the investigator's request for information will be met with resistance. B. The scope of an interrogation. I. As used in law enforcement, "interrogate" includes the entire contact with the subject: reactions, time lapses, attitude, emotional responses, and many other factors that may be just as important to the officer as the words with which the subject answers questions. 2. An auxiliary officer must bear in mind that No One is legally obliged to provide information, generally speaking, to the police. a. There are some few exceptions to the rule. For example, operators of automobiles may be required to furnish information and people, in general, must file income tax returns. ( C. Fundamental techniques: I. Privacy (getting the subject alone) is one of the most important factors in any · interview or interrogation situation. 2. In planning for an interview or an interrogation, it is advantageous to know as many details as possible about the matter being investigated. 3. It is helpful to know as much as possible about the person being investigated and the other principals involved in the case. 4. Never solicit or accept information without making it a matter of record. 5. Special skills must be developed in order to conduct an interview or an interrogation properly. a. This can be done through some formal training as a foundation upon which to build by experience. C. Warning or Rights. I. Since Miranda v. Arizona (1966) it is unconstitutional to question/interview/ interrogate a detained suspect without warning him of his rights. 2. If the warning is not given, any evidence obtained from or through the answers of the suspect will be excluded from evidence. 3. Warnings should be read word for word, and every department should provide a card with appropriate wording for each officer. MAIN TOPIC IV. INTERVIEWS AND INTERROGATIONSContinued •V. RULES OF EVIDENCE IN GENERAL TEACHING POINTS WARNING OF CONSTITUTIONAL RIGHTS (1) You have the right to talk to a lawyer and have him with you while you are being questioned. {2) If you want a lawyer but cannot afford one, the court will appoint one for you. {3) You have the right to remain silent. (4) Anything you say can and will be used against you in court. 4. Court's interest is protection from police actions which are inclined to compel suspects to give statements, to override their willpower. a. Does not apply to questioning by private person. b. Does not apply when suspect blurts out his story without efforts to question him. c. Does not apply to a person who is not detained or does not believe he is detained/compelled/not under pressure as suspect. d. Does not apply to general questioning such as asked of witnesses. For example, officer approaches crime scene, has no suspects in mind, and asks, "What happened?" E. Waiver of rights. 1. After giving the warnings, you must ask: (1) Do you understand each of these rights I have explained to you? {2) With these rights in mind, do you wish to talk to us now? 2. The suspect must affirmatively indicate that he waives his rights before officers may continue with questions. a. Mere silence is not enough. b. Best to obtain signed waiver. c. Waiver must be voluntary, knowing, intelligent. d. Suspect may revoke waiver at any time, and questioning must stop immediately. A. Evidence and the law of evidence distinguished. 1. Evidence, in legal meaning includes A II the Means by which any alleged matter of fact, the truth of which is submitted for investigation, is established or disproved. a. All the Means relates to how evidence is brought out in court. 1. Oral testimony. 2. Real {physical) evidence. 3. Various kinds of writings. 2. The law of evidence relates to the use of evidence before judicial tribunals and in its proper significance consists of: a. Rules which prescribe the manner of presenting evidence; and b. Rules as to the exclusion of evidence. B. Evidence and proof distinguished. 1. Although the term "evidence" is sometimes used interchangeably with the term "proof' there is a distinction between the two. a. The latter is the effect of evidence, i.e., evidence plus evidence equal proof. C. The three major classifications of evidence. 1. Direct evidence is that kind of evidence which tends to prove the fact under investigation without the necessity of proving other facts. a. If a man takes the stand and says: "I saw John Brown draw a gun and fire twice into the body of this man who fell over," that is direct evidence. MAIN TOPIC V. RULES OF EVIDENCE IN GENERALContinued VI. SPECIFIC RULES OF EVIDENCE TEACHING POINTS · 2. Circumstantial evidence is essentially, logical inference from facts established by direct evidence, or by both direct and real evidence. a. If a fingerprint expert takes the stand and says: "I compared the fingerprints found on a prybar that was left at the scene of the burglary with the fingerprints of John Smith, the accused, and they are the same," it may be reasonably inferred that Smith was in the place where the burglary was committed. 3. Real evidence is evidence that is acquired by the court and jury from observation and inspection of physical objects brought into court, or which the jury is permitted to inspect out of court. a. If an officer takes the stand and after properly identifying a gun, says: "I took the gun from the accused at the time I arrested him for carrying a concealed weapon," the gun would be real evidence. D. Admissibility of evidence. I. There are three general tests which must be applied in determining whether evidence is admissible: a. Evidence must be relevant. I. Evidence which relates to, or bears directly upon a fact in issue, and proves or has a tendency to prove the truth or untruth of such fact is relevant. b. Evidence must be material. I. Not all relevant evidence will be admitted simply because it is relevant. It must also be material. Evidence is material only when it affects a fact or issue in the case significantly. c. Evidence must be competent. I. Competent evidence is that which is legally adequate and sufficient. Before a photograph can be used in evidence, it must be shown to be an accurate (~ portrayal of the subject matter reproduced in the photograph. A witness must be competent to testify, i.e., qualified and capable to give the testimony to be brought out of him. 2. Other tests of admissibility of evidence. a. A nwnber of rules of evidence forbid the use of evidence even though the evidence would be relevant and material. For example: I. Evidence illegally obtained. 2. An involuntary confession. 3. Evidence that would be unduly prejudicial. A. Rules of evidence are technical and arbitrary restrictions. I. They are rational measures, however, to ensure safe and solid proof-sifting truth from falsehood and measuring the real value of a miscellaneous assortment of rumor, guess, and convincing inferences. 2. A police officer must be in a position to provide the attorneys with evidence which will be admissible under the rules. 3. A police officer must devote a substantial amount of time to the study of rules of evidence in order to have at least an elementary knowledge of the most important rules. 4. It will take no little effort on the part of an auxiliary police officer to become familiar even with basic rules of evidence which come into play in many investigations. • MAIN TOPIC ~ __/VI. SPECIFIC RULES OF EVIDENCEContinued VII. QUESTIONS ~VIII. SUMMARY ) -----' IX. DISCUSS THE NEXT LESSON • TEACHING POINTS B. An auxiliary police officer should become familiar with rules of evidence relating to the following subjects: 1. The hearsay rules. a. The various real exceptions to the objectionable hearsay rule like: 1. Admissions. 2. Confessions. 3. Dying declarations. 4. Spontaneous declarations. 2. Opinion evidence. A. From students. B. From the instructor: 1. What percent of courtroom evidence consists of oral testimony? 2. What is the foundation upon which a successful prosecution stands? 3. What is the difference between an interview and an interrogation? 4. How much pressure can be applied upon a person, generally, to compel him to furnish an officer information? 5. What is the most important single consideration to observe in order to obtain information from a person either by way of an interview or an interrogation? 6. How and when do you warn a suspect of his rights? 7. How must he waive his rights? 8. When must you stop questioning a suspect? 9. What is the difference between evidence and proof? 10. What are the three major classifications into which evidence is divided? 11. What are the three general tests that determine the admissibility of evidence? A. More than 99% of all evidence used in courts is word-of-mouth testimony of witnesses. B. Good investigations are of the essence in law enforcement and no other technique ever can replace them. C. Talking to people and taking statements from them are integral parts in good investigations. D. For that reason, it is important for an auxiliary police officer to learn as much as possible about the techniques used in conducting an interview or an interrogation. E. You must be extremely careful to warn suspects of their rights and obtain a waiver before questioning them; you must stop all questions when the waiver is withdrawn. F. Rules of evidence are very important in criminal cases and evidence must be obtained that can be admitted during the trial of a case. G. During this lesson, instruction about technical rules of evidence was limited largely to basic definitions and a few elementary ideas which are inherent in the rules. H. The lesson concludes with the suggestion that you try to become more familiar with some of the more important rules of evidence which are of almost daily concern in law enforcement operations. A. Copy of the next IG lesson plan. 1. Give the title of the lesson. 2. Give the objective of the lesson. 3. Relevant comments. LESSON PLAN NO. 5 Bibliography Felkenes, George T. Criminal Law and Procedure: Text and Cases. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. Weston, Paul B., and Kenneth M. Wells. Criminal Evidence for Police, second edition. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. c ( 5-6 ( LESSON PLAN NO. 6 COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-10.1B. LESSON TITLE: Firearms-Care, Maintenance, and Familiarization. TIME: 2 hours OBJECTIVE: To familiarize th~ student with the firearms arid equipment which he will utllize in the performahce of his duties. To develop the necessary skill in the care and maintenance of his firearms and equipment. To indicate local departmental policy on the discharge of weapons and/or the use of force. · INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. Sidearm and shoulder weapon approved by the department. Samples of approved ammunition. Materials for cleaning weapon. SELECTED REFERENCES: a. Instructor's: Chapel, Charles. Simplified Pistol and Revolver Shooting; New York: Coward-McCann, Inc., 1950. Grennell, Dean A.., and Mason Williams. Law Enforcement HandgUn Digest. Chicago: Follett Publishing Company, 1972. McCreedy, Keeneth R. "Administrative and Legal Aspects of a Policy to Limit the Use of Firearms by Police Officers." The Police Chief, January 1975, pages 48-51. I Weston, Paul. Target Shooting Today. New York: Greenberg Publisher, 1950. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student ManuaL Instructor make reference to availability of bibliography in instructor's manual. MAIN TOPIC TEACHING POINTS I. REVIEW OF PREA. Copy of IG covering previous lesson. · VIOUS LESSON B. Reviews salient points. II. INTRODUCTION TO A. In this lesson we will discuss: THIS LESSON 1. Why police have firearms. 2. Common types of police firearms. 3. Nomenclature. 6-1 MAIN TOPIC TEACHING POINTS II. INTRODUCTION TO THIS LESSONContinued III. WHYPOLICEHAVE FIREARMS IV. POLICE FIREARMS (Instructor should distribute appropriate student handouts depending upon local equipment.) &2 4. Care and maintenance of police revolvers. 5. Safety rules. 6. Firearms policy. • 7. Other police equipment. A. To protect life (and property, if permitted in the jurisdiction). B. Criminals use firearms. · C. We have a heterogenous society which is extremely mobile. This encourages the use of firearms in order to escape. D. The easy access of firearms to the citizens. A. Popular sidearms. 1. The .38 Special and .357 magnum. a. Effective range 75-100 yards. 2. The .45 and 9mm automatic. a. Effective range 50-100 yards. 3. Revolver v. automatic (autoloader). a. American police have tended to favor revolver over automatic. 1. Fear of Malfunction-revolver appears less susceptible to damage by dirt and jamming. Should a misfire occur pulling the trigger should bring up the next round in the cylinder. 2. Resistance to change-historically, the police started out by using their own firearms, and the revolver was the earlier appearing sidearm. Very expensive to change especially for large department. 3. Common ammunition-officers/departments can exchange ammunition. b. Advantages of the automatic: r 1. Greater firepower and faster reload. _ 2. Less bulky to carry. B. Riot Gun-12 guage, Sawed-Off Shotgun. 1. Danger range varies with load, but averages 120 yards. Maximum effective range 65-70 yards. Ammunition "00" Buckshot-.33 cal= 9 pellets to a shell. 2. Advantages. a. The best possible weapon for combat at limited range and against multiple opponents. b. Untrained officers can use it. c. Has excellent shot pattern, does not need precise aiming because of shot spread. d. Its limited range makes it ideal for city use. C. Rifles. 1. Effective range 200-300 yards, danger range 34 miles. 2. Advantages. a. Excellent for picking off barricaded criminals or for long-range firing in open rural areas. b. Dangerous for city areas, except under special circumstances, because of long range and penetrating power. 3. Variety of calibers; civilian and military models. • MAIN TOPIC TEACHING POINTS ) IV. POLICE D. Sub-Machine Gun. ~-- FIREARMS 1. Effective range 150 yards. Continued 2. Psychological value, but a. Take a lot of training. b. Expensive to operate because of training and so much ammunition (500-600 rounds per min.) without the effectiveness in pattern spread that a riot gun would give for the same number of rounds. c. Longer range than shotgun, making it unsafe for city use, and a shorter, less accurate range than a rifle negating its use for barricaded criminals. 3. Most are .45 caliber, but also .30 and .223 military. V. NOMENCLATURE A. Barrel (Revolver) 1. The cylindrical part of the revolver fitted into the frame, lines, and calibered to various sizes through which the bullet passes when discharged. It contains lands and grooves to give the bullet direction. It also contains the muzzle, breech, and front site. B. Bore. 1. Cylindrical cavity in the barrel. C. Breech. 1. The rear entrance of the barrel which is closest to the cylinder of the revolver and is usually the point that takes the hardest punishment because the bullet jumps from chamber'to the barrel at this point. -D. Butt. 1. The handle or holding part of the grip. E. The Caliber. I. The interior diameter of the gun barrel, measured between the lands. F. Chambers. 1. The bores in the cylinder into which the cartridges go. G. Cylinder. 1. Cylindrical part of the revolver situated between the breech and the barrel which contains the chambers for the cartridges. 2 . .38 S&W rotates counterclockwise, .38 Colt rotates clockwise. H. Grooves. (rifling) 1. The spiral channels along the interior of the bore cut by special tools to impart spin to the bullet. 2. Colts have 6 grooves, S&Ws have 5 grooves. I. Hammer. 1. That part of the firing mechanism which contains the firing pin that discharges the cartridge upon impact: J. Lands. 1. The surface of the bore between adjacent grooves which determine the caliber of the revolver. It is that section of the bore which has not been cut by rifling tools. K. Muzzle. 1. The forward end of the barrel from which the bullet exits. L. Revolver. 1. A small firearm having a revolving cylinder, which may be fired by single or double action. a. Single action-cocking the revolver by pulling the hammer back with thumb before firing. 6-3 J MAIN TOPIC TEACHING POINTS V. NOMENCLATUREContinued VI. CAREAND MAINTENANCE OF REVOLVERS b. Double action-cocking and firing the revolver by pulling the trigger and not the hammer. M.Round. • I. One round is one shell, or cartridge, etc. N. Twist. 1. Inclination of the grooves to a horizontal axis of the bore which can be seen through either the muzzle or breech end of the barrel. 0. Trajectory. 1. The path of the bullet through the air in relation to the projected horizontal center bore axis, which is affected by the forces of gravity, air resistance, and . propulsion. P. Trigger. 1. A small curved lever-like piece of steel projecting down through the frame within the trigger guard. Q. Velocity. 1. The initial muzzle velocity or speed at which the bullet travels in feet per second as it leaves the gun. A. Importance. 1. Insure proper functioning. 2. Insure accuracy. 3. Protect your life and lives of others. 4. Prevent rust, corrosion, and erosion. a. Rust is caused by: 1. Sudden variances in temperature causing condensation. 2. Damp climate. 3. Perspiration. 4. Accumulation of lint which collects moisture. 5. Leather holster which attracts moisture. • b. Corrosion is caused by the eating of the bore by rust and from the salts of corrosive primers (most modern primers are non-corrosive). c. Erosion is the wearing away of the bore from the friction of bullets passing through or from powder gases. B. When to clean sidearms. 1. Daily inspection. a. Dusting and oiling when necessary. 2. Preflring. a. By visual inspection of important parts for dirt accumulation and testing by dry fire for proper functioning. 3. After-Firing. a. Immediate cleaning. 4. Periodic Cleaning. a. Every 2 weeks when not firing. b. Twice a year the gun should be disassembled, thoroughly cleaned and oiled. Should be performed by an expert. • MAIN TOPIC VI. CARE AND MAINTENANCE OF REVOLVERSContinued (Instructor should display the appropriate cleaning essential as he discusses each one.) (Instructor should actually go through the proper procedure step by step.) ____, TEACHING POINTS C. Gun Cleaning Essentials-show and discuss each one. 1. A cleaning rod of either wood or nonferreous material to prevent scratching. a. Brass or aluminum rods with round heads are preferred. 2. Plentiful supply of 1~" x 1 ~" flannel cleaning patches. 3. Lubricating Oil and solvent. a. A gun oil is preferred but lightweight machine oil will suffice. 4. A large flannel wiping cloth. a. For cleaning up excess oil and dusting. 5. Wire brushes made to fit the caliber of the gun. a. Again brushes .made of nonferreous material to prevent scratching (either brass, bronze, or nylon is preferred.) 6. Screwdrivers of proper size to prevent blurring, pliers and pin punch. 7. Tooth brushes. D. Demonstrate the proper cleaning procedure using the above mentioned materials. 1. Be sure that weapon is unloaded. a. Clear and inspect gun before cleaning. b. Always inspect each and every chamber. 2. Hold weapon by opened cylinder and point muzzle towards you in a slightly downward position to keep solvent from seeping into the firing mechanism. 3. Dip a wire brush in solvent and work brush back and forth in the barrel until dirt has been loosened in the barrel. a. Repeat this process in each chamber of the cylinder. 4. Put cleaning patches on a cleaning rod and work back and forth until patches come out clean and dry and there is no evidence of dirt when looking through the muzzle of a barrel towards a small white card held close to the breech of the barrel. a. Repeat this process on each chamber in the cylinder. 5. Use a tooth brush saturated with solvent to clean the frame just above the cylinder at the rear of the barrel, the area around the breech, the firing pin, the firing pin channel and hammer groove in the frame, and the ejection rod. 6. Wipe up any excess solvent with wiping cloth. 7. After insuring that the above parts are clean and before oiling, check the following points: a. All the screws in the face plate and stocks to insure that they are tight. b. The ejector rod to insure that it is working properly. c. The striking power and alignment of the firing pin. d. The revolving mechanism of the cylinder for proper rotation and alignment. e. If any of these areas appear to be malfunctioning consult an expert for repairs. 8. Oiling-do not drench the gun with oil. Use only a few drops of oil spread over a large area to give a thin coat. Oil the following parts. a. The ejector rod-while working back and forth until smooth action is attained. b. The firing pin-while working it back and forth inside the hammer. c. The channel grooves for the hammer and firing pin. d. Wipe away all excess oil to prevent damage to primer when you reload. 9. Inspect each cartridge in belt and those going into the cylinder to insure dirt and moisture are removed. If any cartridges appear defective, get rid of them. a. A good rule to follow is to get rid of all cartridges in chambers after 6 months and in belts after a year. MAIN TOPIC VI. CAREAND MAINTENANCE OR REVOLVERSContinued VII. SAFETY RULES VIII. FIREARMS POLICY (When to shoot in your jurisdiction) (This is a short review ofmaterials previously presented in Force, Search and Seizure.) IX. OTHER EQUIPMENT (Instructor should display the appropriate equipment to the class and briefly demonstrate the necessary steps for proper care.) TEACHING POINTS E. Summation on Care of Hand Guns. I. After firing always clean gun thoroughly. • 2. Be sure bore is thoroughly cleaned and dry before the oil is applied. 3. Never place revolver on the ground where sand and dust can enter the firing mechanism. 4. Never let gun become gummy with oil. 5. Never keep gun in holster for too long a time (over a week is too long). 6. Never snap the hammer when the gun is partially disassembled because it may throw the firing mechanism out of line. 7. Never open the cylinder of a revolver when the hammer is cocked or partially cocked. When cocking the hammer the cylinder should always be fully closed and locked in the frame. 8. Unless you are familiar with sidearms assembly, do not try to remove sideplates; in the long run it is always better to let a gunsmith do it. A. Always assume gun is loaded until it is proven beyond a doubt to be unloaded. 1. Open cylinders, check each one. B. Keep gun out of the reach of little children. C. Keep gun clean and free of dirt particles at all times. D. When firing for help always point gun straight up in the air. 1. A whistle or some other means of communication is preferred due to the emotionalism of the moment and danger to bystanders. E. When hand carrying a loaded revolver without intention of firing it, open cylinder and keep it open until you are ready to fire. F. Never shoot at anyone while running, always stop, take aim, and fire. G. Never point gun at anyone unless you intend to kill them. H. On firing range. 1. Keep gun in holster until you step up to the firing line. 2. Never turn from the firing line with a loaded revolver, always keep gun pointed • down range. A. Discuss "Reasonable Force" policies for police officers. I. Defense of self or others-an officer may use deadly force when such aggression on the part of the person is sufficient to warrant. 2. Misdemeanant-never kill or wound any misdemeanant to effect his arrest or prevent his escape. 3. Felons-may use deadly force to effect arrest only when they have committed dangerous felonies, murder, armed robbery, etc. (Laws vary; refer only to your jurisdictions.) A. Briefly describe the specifications of other required police equipment and the means of caring for them. I. Baton. 2. Handcuffs. 3. Leather. 4. Flashlight. c MAIN TOPIC X. QUESTIONS XI. SUMMARY XII. DISCUSS THE NEXT LESSON • TEACHING POINTS A. From the students. B. From the instructor: 1. Why do most police departments utilize revolvers? 2. How do you determine a revolver's caliber? 3. What causes rust? 4. Of what material should the cleaning rod be made? 5. When is it proper to utilize your weapons? A. In this lesson: 1. Why police have firearms. 2. Common types of police firearms. 3. Nomenclature. 4. Care and maintenance of revolvers. 5. Safety rules. 6. Firearms policy. 7. Other police equipment. A. Copy of next IG lesson plan. 1. Give title of the lesson. 2. Give objective of the lesson. 3. Relevant comments. • • c LESSON PLAN NO. 6A COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-lO.lB. TIME: 8 hours LESSON TITLE: Firearms Training OBJECTIVE: To develop skill in the use of firearms. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. Firearms range, equipment and training aids necessary for local frrearms training. SELECTED REFERENCES: a. Instructor's: Refer to bibliography. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual. Instructor make reference to availability of bibliography in instructor's manual. TEACHING POINTSMAIN TOPIC ) j I. REVIEW OF PRE· A. Copy of IG covering previous lesson. VIOUS LESSON B. Reviews salient points. II. INTRODUCTION A. In this lesson: 1. Purpose of.firearms training. 2. Shooting psychology. 3. Correct range firing procedure. 4. Shooting improvement. 5. Types of firing techniques. 6. Practice firing. A. The police officer should only shoot as a last resort to save life; not like a soldier. .III. PURPOSE AND Must be able to shoot safely, hitting what he aims at and not innocent persons. OBJECTIVES OF FIREARMS B. Criminals are more cautious when they are aware that the police are well trained and TRAINING efficient in firearms. C. Training and practice essential; shooting well must be· automatic when facing an armed opponent. 6A·1 MAIN TOPIC TEACHING POINTS IV. SHOOTING A. Mental attitude is the determining factor of success or failure. PSYCHOLOGY B. Four manifestations of mental disturbances which affect shooting. 1. General nervousness. a. Tension, anxiety, fear, head or stomach-aches. b. Best remedied by rest and relaxation; joking, sitting quietly, relaxing or takingdeep breaths. 2. Freezing-in slow fire practice the inability to fire. Alignment and position arecorrect for firing. a. Try dry-firing a gun with a heavier trigger pull before shooting with regulargun. b. Determine to fire even if sight picture imperfect. 3. Flinching-a sudden, involuntary nervous reaction either prior to or during triggerpull. Caused by spasmodic movements of muscles; produces wild shots, usually tolower left of target. a. Best avoided by: 1. Concentrate on the mechanisms of firing until they become completelymechanical. 2. Fire only as many shots as the nerves can become accustomed to. Too muchshooting, at first, can produce carelessness and flinching. 3. Not trying for perfect shot or score every time. 4. Relax, squeeze trigger. 5. Know 'the trigger pull (and cocking action if a revolver). Do not experimentwith uncertain (hair or heavy) triggers and actions. 4. Never touch your guns unless you are at a sufficientlevel of personal efficiency tobe in complete self control. V. DEMONSTRATION A. Stance-divide the body weight equally between the feet. f- OF RANGE FIRING 1. Varies according to the size and shape of the individual. The important thing is to \__ PROCEDURE be relaxed with no evidence ofmuscle strain. 2. Body faced slightly to the left of the line sight. Stand flatfooted, distance betweenheels about 12-18 inches apart. 3. Extend firing arm towards target, arm pointing at center of target. Readjust feet ifmuscle strain evident. Arm fully extended, keeping the elbow inflexible. Mainsupport of arm should be by heavy shoulder muscles rather than those of the arm. 4. The non-firing arm should be put in the pocket or around the belt loop to insureits remaining in the same position throughout the firing to avoid pendulum orswaying action. 5. The legs should be straight without stiffness or locking at the knees, except whenfiring into the wind. 6. The body should be erect with the weight equally distributed on both legs. 7. The head should be erect and turned slightly to the right. Avoid inclining the headforward. 8. Close eyes for a .few seconds. If gun pointed away from target on opening eyes,change body angle to compensate. B. Grip. 1. Position of gun can be changed by moving it up or down or right or left in thehand. 2. Adjust grip to permit thumb to cock hammer without twisting gun off target (forsingle action shooting). 6A-2 • TEACHING POINTSMAIN TOPIC V. DEMONSTRATION 3. Grip with middle and ring finger, the thumb and little finger firm but not with OF RANGE FIRING pressure. .PROCEDURE4. Pressure exerted should be firm and constant and neither increase nor decrease as Continued trigger is squeezed. Grip should be as tight as possible without causing trembling from muscular tension. 5. Wrist, forearm, and elbow should be locked in position with shoulder joint used as a pivotal point. C. Sight Alignment-Point out correct sight picture and sight alignment by using visual aids. 1. Six o'clock hold-tip of front sight just touching bottom of bullseye. Most often used for best score for bullseye target. Bullet impacts target above where sight held. 2. Center hold-tip offront sight at center of target. Most often used for combat or practical pistol course shooting. Bullet impacts target where sight is held. 3. Keep both eyes open. 4. Keep eye focus on front sight. 5. Range {practice) ammunition is low powered, service ammunition is high powered. Officer must remember that if sights are set with range ammunition he will shoot higher by several inches with service ammunition. He should practice at times ~ith service ammunition to remain aware of the difference. D. Breath Control. 1. Normal breathing will cause the gun to move up and down. 2. Take deep breath, expel half to relieve tension, align sights and start trigger squeeze. 3. Do not release breath until the weapon is discharged. E. Trigger Pressure and Control.~ 1. Starts immediately after the sights are aligned.___/ 2. Finger placed on trigger between tip and first joint, and at deepest part of the trigger's curve. 3. Pressure exerted straight to the rear. · 4. Once started, pressure continued until discharge. 5. Discharge should come as surprise to prevent jerk or flinch. F. Drawing from holster. 1. The holster should rest naturally and all movements should be smooth. a. Should have correct shooting grip before the gun drawn. 2. Only practice with empty revolvers will assure fast and correct procedure. VI. SHOOTING TIPS A. Have the proper relaxation and balance. FOR IMPROVING 1. Discuss and use as summary for proper firing techniques for aimed fire. YOUR SCORE B. Secure the correct grip. C. Focus your eyes on the sights. D. Concentrate on the sight picture. E. Correct sight picture errors by arm action only. F. Use that portion of the first joint of the index finger that is most comfortable. G. Apply pressure to the trigger directly to the rear by squeezing steadily. H. If flinching continues, try turning target around and firing at center of back {blank) side for a while. SA-3 MAIN TOPIC TEACHING POINTS (~ VII. TYPES OF FIRING A. Aimed or stationary target firing is used for practicing and developing proficiency in \TECHNIQUES the basic mechanics of firing. It utilizes single-action firing. B. Hip shooting is more concerned with speed. Its effectiveness decreases in proportionto the distance of the target. Maximum effective range is I 0 yards. I. It uses double action firing methods. 2. The shooter uses a crouched position with both heels on the ground, but theweight placed on the balls of the feet. 3. His primary vision is a spot where he intends to shoot and not in the sights. 4. He draws gun from holster with one smooth motion of his hand, obtaining alocked grip with the thumb down as he draws the gun. He uses tension on thewrist to help in bringing muzzle up and toward target. C. Single-action shooting is used for greater accuracy on distance over 25 yards andnonrapid target shooting. 1. The weapon is not cocked until it is on the target. 2. The finger is not placed on the trigger until the shooter is ready to line up hissights. 3. Primary vision is in sights, and sight alignment with a fuzzy target. D. Double-action-shooting is basically for speed. I. Grip is tighter than in single action firing. 2. Trigger pressure must be greater and the greater portion of the trigger finger maybe used in applying pressure. 3. Primary emphasis is on the target instead of the sights. 4. Much greater accuracy achieved with two-hand grip. VIII. PRACTICE FIRING (Local firing programs should govern the last seven hours of instruction) 6A-4 • LESSON PLAN NO. 7 COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-lO.lB. TIME: 1 hour LESSON TITLE: Human Relations OBJECTIVE: To develop a knowledge of human relations, both interpersonal and intergroup, in order that the auxiliary policeman can best cop~ with the problem of dealing with people under conditions of stress. INSTRUCTIONAL AIDS: Sound projector and screen, available human relations film. SELECTED REFERENCES: a. Instructor's: Refer to bibliography. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual. Instructor make reference to availability of bibliography in instructor's manual. MAIN TOPIC TEACHING POINTS • I. REVIEW OF PREA. Copy of IG covering previous lesson. VIOUS LESSON B. Reviews salient points. II. INTRODUCTION A. Importance of the subject. 1. The success of any enterprise is largely determined by its people and their competence and leadership. 2. Disaster conditions complicate the effective use of personnel and control of affected population. 3. Understanding of human relations is important under normal conditions and critical under emergency conditions. MAIN TOPIC TEACHING POINTS III. FACTS ABOUT PEOPLE (An appropriate film should be shown at this point to point out problems ofpersonal conflict and interpersonal relations.) IV. FACTS ABOUT RACE ·V. POLICE COMMUNITY RELATIONS (Treat as briefreview of previous unit on policecommunity) (This implies a responsibility to precisely and unequivocally follow instructions even though not in agreement with policies.) VI. RESPONSIBILITY OF GOVERNMENT VII. HUMAN RELATIONS UNDER STRESS A. Products of heredity and environment. 1. Physical inheritance. 2. Religion. 3. Education. 4. Social conditions. 5. Parents' attitudes. B. Each is an individual. 1. Has his own set of beliefs and prejudices. 2. Each must be so recognized. A. No significant differences between races have been scientifically demonstrated. B. Differences between races are not so great as differences between members of a race. C. Racial superiority does riot exist. D. Attitudes toward people of other races reflect what we have learned to believe and are not based on fact. A. Essentially based on competence of job performance of: l. Department. 2. Each employee. 3. Two-way communication between community and police. B. Effective relations requires subordination of personal values to department policy. I A. Law must be applied equally to all. I. Color, religion, and economic and neighborhood conditions must not influence application of the law. 2. Individual beliefs and prejudices of the officer must not be displayed or influence actions. B. Protection and service must also be applied equally to all. I. No one should receive more or less than another because of such factors as race, acquaintanceship with the officer, etc. A. Reaction will be individual and normal except in isolated cases unless: I. One who panics is not immediately treated or restrained. 2. One who emotionally seeks a scapegoat and is not treated or restrained. B. Normal disaster reactions can be classified simply as: l. Increased muscular tension. 2. Increased bodily responses. 3. Psychological manifestations. TEACHING POINTS MAIN TOPIC ~ VII. HUMAN RELATIONS UNDER STRESSContinued VIII. BEHAVIOR IN DISASTER IX. EFFECTS OF CROWDED LIVING X. QUESTIONS XI. SUMMARY C. Disaster reaction becomes abnormal and may be called disaster fatigue when victims do not regain effectiveness quickly or spontaneously. D. Disaster fatigue may be classified as: 1. Mild. 2. Moderate. 3. Severe. A. Predisaster phase. B. Warning phase. C. Impact phase. D. Immediate post-impact phase. E. Late post-impact phase. A. Imposes unusual living conditions. 1. Group living contrasted to individual. 2. Broken families due to emergency. 3. Deviates-criminals, drug addicts, etc. 4. Magnification of problems of "normal people"-e.g., smokers, sexual advances, etc. 5. Heterogenous mixture. a. Race. b. Religion. c. Social status. d. Economic status. e. Age. 6. Restricted mobility. 7. Normal pursuits not available. B. Need for human and public relations. 1. Keep living conditions as nearly normal as possible. 2. Recognize that prevention is more effective than c;orrection. a. Anticipate problems of interpersonal and intergroup relations. b. Take appropriate steps to forestall tensions. 3. Exert community leadership. a. Give confidence. b. Keep informed. c. Direct activities. d. Be direct, positive, impartial, and humane. A. From students: 1. Instructor answers questions. B. From instructor: 1. Based on apparent level of student understanding and to clarify and re-emphasize points. A. Equal protection under the law. B. Avoidance of influence on actions of personal beliefs and prejudices. C. Recognition of people as individuals. D. Analysis of effect of disaster on individuals. E. Immediate treatment and necessary restraint and segregation. F. Handling the problems of close living. MAIN TOPIC TEACHING POINTS XII. DISCUSS NEXT A. Copy ofIG for next lesson plan. LESSON I. Give title of lesson. c 2. Give objective of lesson. 3. Relevant comments. 7-4 LESSON PLAN NO. 7 Bibliography Instructor's: American Psychiatric Association Committee on Civil Defense, Psychological First Aid in Community Disaster, 1954. Curry, J .E., and King, Glen D., Race Tensions and the Police, Springfield, Illinois: Charles C. Thomas, Publisher, 1962. (_~I r.. / .'j . - I' ,j LESSON PLAN NO. 8 COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-IO.IB. LESSON TITLE: Police Communications TIME: 3 hours OBJECTIVE: To develop a basic knowledge of the local communications system under both emergency and normal conditions. To familiarize the student with local communications procedures, equipment and message forms or logs. To indicate the rules and regulations of the Federal Communications Commission which govern local operations. Finally, to develop some skill in the utilization of the local phonetic alphabet, number pronunciation system, radio code, and the procedures for describing stolen or wanted automobiles and wanted subjects or suspects. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. Tape recorder and tapes of police messages utilizing local communications procedure, code, and phonetic alphabet. (Provided locally) Mock-ups of police radi'o equipment which student might be called upon to operate. SELECTED REFERENCES: a. Instructor's: Refer to bibliography. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual. Instructor make reference to availability of bibliography in instructor's manual. MAIN TOPIC TEACHING POINTS I. REVIEW OF PREA. Copy of IG covering previous lesson. VIOUS LESSON B. Reviews salient points. II. INTRODUCTION TO A. In this lesson we will discuss: THIS LESSON 1. Importance of communications to police. 2. Types of communications. 3. Local communications system under both emergency and normal conditions. 4. Local communications procedure. 5. Local required forms and records. 6. Terminology, codes and techniques, for describing vehicles and persons. 8-1 I MAIN TOPIC TEACHING POINTS III. IMPORTANCE OF COMMUNICATIONS TO THE POLICE IV. TYPES OF COMMUNICATIONS (This infonnation is general in nature and not all inclusive. If the instructor wishes to add other information which might be more pertinent to local conditions, he should do so.) V. LOCAL COMMUNI-CATIONS SYSTEM (Instructor should stress the local system during this instruction. The teaching points listed are merely suggested.) (Instructor should refer to local emergency communications plan.) transmission and processing of information. B. Needed also for administration, control and coordination. C. Under emergency conditions the communications problems will be greatly complicated. A. Definition: The transfer of thought from the mind of one person to another. B. Communication by: 1. Spoken word. 2. Written message. 3. Signal devices. 4. Electrical devices. C. Police applications: 1. Mail or messanger service. a. Used for normal correspondence with outside. b. Used for inter-departmental services. 2. Teletypes and telegraph. 3. Telephone. a. Frequently and widely used. b. Telephone procedures. 1. Importance of telephone courtesy. 4. Radio. a. Type systems (Police). 1. Mobile. a. Base to car (one-way). b. Base to car, car to base (two-way). c. Base to car, car to base car to car (three-way). 2. Stationary. b. Federal Communications Commission control. 1. F.C.C. has regulatory power over broadcast channels. 2. No transmitter can be placed in operation without a license. A. Under normal conditions: 1. Types of communication utilized (See Section IV). 2. Responsibility for operation. 3. Geographical location. 4. Network. B. Under emergency conditions: 1. Pre-and postattack and natural disaster. a. Type of communications utilized (See local emergency plan.) 1. Telephone-teletype. 2. Emergency Broadcast System (EBS). 3. Radio (two-way). a. Department. ,'l' b. RACES. c. Local government. 4. Messengers. b. Responsibility for operation. c. Geographicallocation. d. Network. A. Police activity depends upon the accurate, dependable, speedy and sometimes secret I c TEACHING POINTSMAIN TOPIC VI. LOCAL COMMUNIA. Telephone procedure. 1. Stress courtesy. CATIONS PROCEDURE 2. Making a phone call. (Instructor should utilize a. Procedure for reaching party. local procedures for 1. External call. instructional purposes. 2. Internal call. b. When you reach party, identify self and begin conversation. The teaching points listed c. Have pencil and paper available. Make notes when necessary. in this section are merely suggested. The instructor 3. Receiving a phone call. should prepare tape a. Answer promptly. recordings ofpolice b. Identify yourself and your unit. c. Have pencil and paper available. Make notes when necessary. telephone calls and radio transmissions and play B. Radio procedure. 1. To transmit a message follow this procedure: them for the students here a. Be certain the dispatcher is not busy transmitting other messages. in order to enhance b. Press button on microphone. instruction.) c. Contact dispatcher, giving your identification. d. Release the button and await for dispatcher to answer. e. Press button, repeat identification, and begin message. f. Release the button at the end of the message and wait for the dispatcher to acknowledge. 2. When transmitting messages, follow these basic rules. a. Speak distinctly and about as loud as in ordinary conversation. b. Speak slowly. c. Keep messages brief. d. Rehearse your message in your mind before transmitting. e. Never utilize vulgar language. It is not only in poor taste, but the F.C.C. prohibits such conduct. VII. LOCAL FORMS A. Internal. 1. Message forms and records. AND RECORDS 2. Radio forms and records (F.C.C.required). (Instructor should coordi nate this presentation with 3. Administrative forms and records. the lesson on Field Note4. Other. taking and Report Writing. B. External. Stress only records and 1. Letter format. forms dealing with general 2. Other. communications, not case or criminal records.) VIII. TERMINOLOGY, A. Police departments utilize a variety of procedures to bring uniformity and ease to CODES AND their radio transmission. TECHNIQUES B. These include codes, uniform pronunciations, guides and standard description (Instructor should present, formats, such as preferably in the form of 1. Phonetic Alphabet. "handouts", local depart2. Number Pronunciation Guide. ment procedures.) 3. Associated Police Communications Officers Code-10 Code. 4. Standard Description ofStolen or Wanted Vehicle. 5. Standard Personal Description. 8-3 MAIN TOPIC IX. QUESTIONS X. SUMMARY XI. DISCUSS NEXT LESSON TEACHING POINTS A. From Students.. c B. From Instructor: 1. Define communication. 2. What general controls does the F .C.C. have over police radio operations? 3. Who is responsible for communications during emergencies? 4. What is the code word for stolen and wanted automobile identification by radio transmission? 5. Have the student identify the phonetic designation for a number of letters of the alphabet. A. In this lesson: 1. Importance of communications to police. 2. Types of communications. 3. Local communications system under both emergency and normal conditions. 4. Local communications procedure. 5. Local required forms and records. 6. Terminology, codes and techniques for describing vehicles and persons. A. A Copy of the next IG lesson plan. 1. Give the title of the lesson. 2. Give objective of the lesson. 3. Relevant comments. c c LESSON PLAN NO. 8 Bibliography Instructor's: Eastman, George D. and Esther M., (eds.). Municipal Police Administration. Washington, D.C.: International City Management Association, 1969. Local communications manual • c ( • LESSON PLAN NO. 9 COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-IO.IB. LESSON TITLE: Subversion, Espionage, Sabotage, and Explosive Ordnance Reconnaissance TIME: 2 hours OBJECTIVE: To develop an appreciation of the problems of subversion and espionage. To develop a limited knowledge of procedures to be followed in cases involving sabotage and explosive ordnance reconnaissance. INSTRUCTIONAL AIDS: Blackboard, chalk eraser. Visuals or samples of various types of explosives and other materials used in sabotage, as provided by jurisdiction conducting the course. SELECTED REFERENCES: A. Instructor's: Refer to bibliography. B. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual.. Instructor make reference to availability of bibliography in instructor's manual. ~ MAINTOPIC TEACHING POINTS I. REVIEW OF PRE· A. Copy of IG covering previous lesson. VIOUS LESSON B. Reviews salient points. II. INTRODUCTION' A. This lesson: 1. Importance of subject matter. 2. Subversion. 3. Espionage. 4. Sabotage. 5. Terrorism: 6. Explosive ordnance. • MAIN TOPIC III. IMPORTANCE OF THIS SUBJECT MATTER AREA IV. SUBVERSION V. ESPIONAGE (The instructor might ask for student discussion of possible targets for espionage in their community.) VI. SABOTAGE AND TERRORISM TEACHING POINTS A. Although unlikely that the auxiliary will deal with subversion, espionage, sabotage, or explosive ordnance, the chance exists. He should be able to recognize and report these situations. I. Failure to recognize/report instances may lead to drastic consequences to persons/property/law and order. A. Review definitions "subversion." B. Si.unmary of relevant state statutes and provisions of departmental regulations, if any. C. Some methods of subversion: I. Psychological-to undermine loyalties to government and way of life. 2. Propaganda-through media, rumors, etc. A lie told sufficiently long, loud, and forceful will eventually be believed by many. 3. Minorities-promote unrest among minority groups; democratic methods too slow, etc. 4. Entertainment-Inject subversive beliefs in books, plays, movies. 5. Labor-exploit labor unrest; foment or magnify disputes; tie-up defense work. 6. Government-infiltrate. 7. Education-undermine loyalties of youth in the government and social system. 8. Armed forces-infiltrate. D. During war or international tension some people will feel that exercise of our constitutionally or legally guaranteed liberties are subversive because they are divisive-that is destroys our unity. Others contend such activities ventilate grievances and are essential democratic communication. Generally courts permit activities unless they contain a "clear and present" danger to overthrow of government. E. A radical is not necessarily a subversive. A. Review definition-spying. B. Summary of pertinent statutes and departmental regulations, if any. • C. Major espionage targets: I. Scientific research and development: atomic energy, missiles, radar defense, electronics and aeronautics. 2. Military: strength, deployment, training methods, strategy, tactics, weapons, equipment. 3. Intelligence and counterintelligence agencies. 4. Diplomatic relations. 5. Weaknesses ofleaders. 6. Refugees from foreign nations; spies who have defected to the U.S. 7. Nationality groups. A. Review definitions-"intentional destruction or disruption of productive capacity," "systematic terror to coerce." B. Review of pertinent state statutes and departmental regulations, if any. C. Typical targets: I. Military installations-air bases, naval installations and personnel manning these installations. 2. Important civil installations-water, electric and gas facilities. • • TEACHING POINTSMAIN TOPIC VI. SABOTAGE AND 3. Communications-telephone, radio, etc. TERRORISM4. Resources-fuel, crops, etc. Continued 5. Transportation-especially of essential materials and terrorist attack on commercial aircraft. 6. Industrial plants, particularly defense or key civilian items. 7. Stockpiles-warehouses, depots, etc. (Students might be asked D. Methods. " by the instructor to name 1. Arson-usually to disable a plant or destroy raw materials. and discuss some possible a. The ignition may be direct applying matches or flame) or delayed, to permit targets for sabotage in the saboteur to escape or delay ignition until property not guarded. their local community.) 1. Burning cigarette within matchbook; flash when matchheads ignited. 2. Magnifying glass with matches, paper, etc. Lens placed for ignition at particular time ·of day. 3. Mechanical/timing devices. 4. Electrical arrangements such as short circuit, flat irons against inflammable material, disconnect grounding devices of fuel storage tanks. 5. Chemical combinations for setting fires are virtually unlimited. 2. Explosives-Any chemical compound or mixture that under the influence of heat, pressure, friction, or shock, undergoes a sudden chemical change (deco~position) with the liberation of energy in the form of heat and light and accompanied by a large volume of gas. a. Explosive mixture-explosion due to combination of substances mixed together. Two substances needed, (a) one which will burn-a "combustable I substance," (carbon, sugar, sulphur, charcoal) and (b) one which will give off oxygen (potassium chlorate, potassium nitrate). Mixtures are low explosives and must be initially confined during pressure and temperature buildup. Spark or fire ignition. b. Explosive compound-the elements are chemically combined. The elements are chemically combined. The resulting compound becomes unstable when subjected to severe shock and detonates. Common explosive compounds: nitroglycerine, TNT, fulminates (mercury, silver, gold, or sodium-which are , generally used as blasting caps) and gun cotton (used in making "smokeless" powder.) (Review Student Manual 3. Bombs-explosive encased in strong case to develop high pressure until burning. discussion ofsabotage Explosive not considered a bomb unless it has some kind ofwrapping. Bombs may devices and techniques) be explosive (to shatter) or incendiary to set fire). a. Construction. 1. Simplest type made with pipe, both ends of which are capped, with fuse or detonator inserted. 2. The stronger the case the more severe the fragmentation. 3. Time bomb: time of explosion controlled. by sulfuric acid, clock, or electrical current. 4. Mechanical and Chemical-destruction of machinery or materials by other than arson or explosives. a. Putting oil, sugar, acids, or water in internal combustion engines. b. Putting oil in rubber materials or compounds. c. Using kerosene on foodstuffs. d. Using dyes on fabrics. 9-3 MAIN TOPIC TEACHING POINTS VI. SABOTAGE AND e. Introducing emory, carborundum, powdered glass and other abrasives into TERRORISMprecision fit moving parts. Continued f. Loosening mechanical parts such as flywheels, drive belts, or by improper mechanical adjustments. g. Violating specifications in the use of proper steel and concrete to cause collapses in buildings and bridges. h. Improper spacing of rivets to severely weaken any structure. 5. Labor (Psychological): Slow down production by causing unrest and dissatisfaction. a. Affecting lighting, noise, dust, etc. unfavorable. b. Using stink bombs. c. Fire scares; fake bombs. d. Use of poison and viruses to cause sickness. 6. Terrorism, in addition to above, includes plane hijacking, kidnapping, assassination by armed groups or individuals and bombing aimed at killing and injuring numbers of people. E. Preventive measures attacker may be skilled and difficult to find, especially during their preparations. 1. Measures designed to reduce the effectiveness of attackers. a. Good selection system in hiring; careful screening. b. Vital installations must be given adequate security which includes physical barriers (fencing, proper lighting, alarm systems, etc.) and guards. Each area should have an emergency plan outlining installations to be guarded, ways to be guarded, and the people responsible for security of each. c. Vital installations are given periodic inspections and surveys by security specialists. d. An identification system puts the saboteur on the defensive, and there always is the chance forged papers may be spotted. 2. Measures to prevent or minimize destruction of property and life are especially applicable to situations involving suspected bombs or explosives. a. Clearing the building or danger area. b. Establishing guard force outside the danger area. c. Obtaining services of a competent explosives expert. d. Use of portable X-ray equipment. e. Obtaining mattresses to be used as protection. f. Insuring that adequate fire extinguishing equipment is available. g. Removing inflammable materials. h. Shutting off power, gas, and fuel lines into danger area. i. Avoiding moving any article that may be connected with a bomb. j. Arranging for medical aid. 3. If time permits, the auxiliary policeman should merely report sabotage or suspected sabotage through channels for handling by expert personnel. Do not attempt to dismantle, carry, defuse, or neutralize a suspected bomb or other distinctive device. MAIN TOPIC TEACHING POINTS VII. EXPLOSIVE ORDNANCE RECONNAISSANCE (Students might be asked to identify and explain these terms based on their reading ofthe student manual.) J / A. Many unfamiliar but harmless objects will be reported as bombs. Proper reconnaissance of these situations is required. B. Defmition and Abbreviations. 1. Explosive ordnance reconnaissance consists of the detection, investigation, location, verification, identification, marking, and reporting of unexploded ordnance, including the initial evacuation of personnel. 2. Abbreviations. a. BORA-Explosive Ordnance Reconnaissance Agent. b. BOD-Explosive Ordnance Disposal. c. EOR-Explosive Ordnance Reconnaissance. d. UXO-Unidentified explosive ordnance. C. General Responsibilities. 1. Army. a. Responsible for providing planning, technical, and training assistance for civilian EORA's. b. Responsible for the establishment and operation of an incident reporting system in conjunction with military and civil defense agencies. c. Responsible for disarming all nuclear-type d~vices in all areas except those areas under the jurisdiction of the Navy or Air Force. 2. Department of Defense. a. Responsible for establishing an Explosive Ordnance Reconnaissance (EOR) training program and reporting procedures within the Civil Defense Preparedness Agency. 3. State and Local Police and Civil Defense Agencies. a. Responsible for detection and reporting of unexploded ordnance to the proper Federal authorities. b. Responsible for the initial evacuation of personnel from endangered areas. c. Responsible for the disposal of commercial type non-nuclear explosive devices found in areas under civil jurisdiction. D. Personnel Involved in explosive ordnance reconnaissance. 1. EORA's (Explosive Ordnance Reconnaissance Agents) a. At least one regular police officer should be delegated to attend the military school and become proficient in this area. b. The main source of these agents on the local and State level should be the police, since they are salaried civil servants available on a 24-hour basis. c. These agents are trained for the performance of a·n explosive ordnance . reconnaissance and should assume command .md responsibility as soon as they arrive unless replaced by EOD Personnel. Their duties include: 1. Investigating-to assure the true facts of all reports. 2. Locating-determining the approximate location of UXO's in buildings or estimating their location underground. 3. Diagnosing-the approximate size and type of unexploded ordnance (UXO). 4. Marking-to insure EOD personnel will find the UXO in minimum time. 5. Reporting-each EORA must know his correct channels of reporting to the local civil defense center, who will screen and verify the report and then forward it to the State Civil Defense EOR Controller. / MAIN TOPIC TEACHING POINTS VII. EXPLOSIVE ORD6. Protecting-the EORA must initiate and supervise any protective measures NANCE RECONwhich are essential for the protection of life and property. He will NAISSANCEdetermine if total and/or partial evacuation is required and will implement Continued the evacuation plan as necessary for safety. 7. Assisting-he will give nontechnical support to EOD personnel, as requested, to facilitate safe and prompt removal of an UXO incident. 2. EOD's (Explosive Ordnance Disposal Personnel). a. Primarily military personnel who have received special training in explosive ordnance disposal methods. Their duties include: 1. The final reconnaissance identification, rendering safe recovery, and field evaluation of all nuclear explosive ordnance in all areas, and high explosives on governmental installations or where their services are needed by State and local agencies. 3. The police (those regular and auxiliary police who are not EORA's) a. Their duties should be confined to: I. Screening and reporting facts to the proper authorities. 2. Putting into effe~t those recommendations for safety issued by the EORA (such as assisting in an evacuation directed by the EORA). 3. Guarding ordnance until its disposal has been completed. E. Helpful hints to policemen who are not EORA's in detecting and reporting UXO's. 1. Objects quite often found after an air raid and reported as unexploded pombs include: a. Incendiary Bombs-a cylindrical metal tube between one and two feet long and from two to three inches in diameter weighing from two to six pounds. b. Incendiary Bomb Containers-pieces of sheet metal about six feet long and twelve to eighteen inches in diameter weighing from two to six pounds. c. Anti-Aircraft Shells-six inches or less in diameter, these are quite sensitive and should be left alone. d. Miscellaneous objects dropped from aircraft. 1. Auxiliary fuel tanks-are usually streamlined in construction and either bend or break up upon impact. 2. Propaganda leaflet containers. 3. Flare or photo flash bomb casting. 4. Parachute bags. 5. Radio sets. e. Objects from the ~ocality thrown up by the force of an explosion and often misinterpreted as a bomb because of the thud they make when hitting the ground. These include pieces of earth, concrete, large rocks, pieces of building, cards, etc. F. Precautions which the auxiliary policeman should take when notified of an unidentified object suspected of being unexploded ordnance. 1. Call the nearest EORA. 2. Keep unauthorized people away. 3. Follow the instructions of the EORA. G. Procedure for Atomic Weapons Accidents. I. The likelihood of an explosion of a nuclear device by accident is slim. A specific sequence of positive actions is required to ready it for nuclear detonation. c c MAIN TOPIC TEACHING POINTS ~ VII. EXPLOSIVE ORDNANCE RECONNAISSANCEContinued VIII. QUESTIONS IX. SUMMARY X. DISCUSS NEXT LESSON 2. Possible hazards which are involved are: a. High explosives-which would be similar to a large conventional bomb and should be treated as such in reconnaissance and disposal. b. Radiological contamination. 3. Emergency action. a. Rescue and assist injured personnel as practicable. b. Clear area of all non-essential personnel to a distance of at least I ,500 feet or more. c. Notify police headquarters who will in turn, notify the nearest military installation or AEC office. They will dispatch a radiological team and give you some helpful advice in the meantime. d. Notify the fire department. e. After smoke and fire have subsided, and if the special team has not arrived: I. Do not attempt to clean up the scene of the accident. 2. Do not permit re-entry to scene of accident. Rope aff scene in a semi-permanent manner. 3. Organize personnel who may have been radiologically contaminated so that they can be monitored and decontaminated by the special team on arrival. f. Follow the advice of the special radiological team upon their arrival. A. From students. B. From the instructor: I. If time permits, what is the primary responsibility of the auxiliary policeman in cases of suspected subversion, espionage, sabotage, or unexploded ordnance? 2. Under what exceptional circumstances if any (in the light of local departmental regulations) might an auxiliary policeman be justified in taking action other than to report the suspected situation to his superiors? 3. Describe some of the more common sabotage devices and techniques. What physical features or other means might be used to identify them? A. The following topics were discussed in this period: I. Subversion. 2. Espionage. 3. Sabotage. 4. Explosive ordnance reconnaissance. A. Copy of the next IG lesson plan. 1. Give title of the lesson. 2. Give the objective of the lesson. 3. Relevant comments. • c c LESSON PLAN NO. 10 COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-10.1B. TIME: 1 hour LESSON TITLE: Geography of the Area OBJECTIVE: To develop a knowledge of the local, immediately surrounding, and state-wide geographic areas in order that the auxiliary policeman may carry out his emergency assignments most expeditiously and effectively. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser Map of local area, 1 inch= 1 mile scale Map of State, 1 inch= 5 miles scale Road map of in_lmediate area, 200 mile radius Local points of interest guide SELECTED REFERENCES: a. Instructor's: None. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual. ~ ) MAIN TOPIC TEACHING POINTS I. REVIEW OF PREA. Copy of IG covering previous lesson. VIOUS LESSON B. Review salient points. II. INTRODUCTION A. This lesson: I. Importance of being well acquainted with local aad area geography. 2. Map reading and interpretation. 3. Geography and points of importance in local, immediately surrounding, and State-wide areas. 4. Possible sensitive geographic areas. MAIN TOPIC III. IMPORTANCE OF BEING WELL ACQUAINTED WITH LOCAL AND AREA GEOGRAPHY IV. MAP READING AND INTERPRETATION V. LOCAL AREA STUDY (Instructor should display local area maps.) VI. IMMEDIATELY SURROUNDING AND STATE AREA STUDY (Instructor should display map ofimmediately su"ounding area, the State and indicate pertinent points.) VII. POSSIBLE SENSITIVE GEOGRAPHIC AREAS (Instructor should point out possible sensitive geographic areas on a local map. A /so he should refer to local points of interest guide.) TEACHING POINTS A. Execution of duties/responsibilities requires geographic knowledge. B. Relation to area disaster plal).ning. 1. Emergency operations centers. 2. Shelters and relocation areas. C. Assisting the public. A. Orienting the map. B. Scales and measurement of distance. C. Interpretation of map symbols. A. Indicate area characteristics: 1. Community areas. a. Business. b. Residential. c. Industrial. 2. Natural characteristics. a. Bodies of water. b. Mountains, valleys and other features. 3. Man-made characteristics. a. Dams, reservoirs, etc. B. Transportation systems. C. Prominent governmental and private structures. D. Information pertinent to area disaster plan, control centers, etc. A. Your community within overall area. B. Community's role within the area. (Industrial, business, bedroom community.) C. Community's role in area and State defense or disaster plan. 1. Shelter for persons from other communities? 2. Serve as an area control center? D. Main transportation routes leading to and from community and part they play in area and State planning. E. Natural or man-made geographic features which might cause your area to be cut off should extensive damage occur. (Waterways with dams and bridges, mountains with passes, etc.) A. Sensitive areas: 1. Protected against sabotage: a. Utilities. b. Strategic industrial plants. c. Communications centers. d. Transportation centers. e. Strategic highways and roadways. f. Military and governmental centers. g. Supply centers. 2. Protected against criminal activity. a. Places with large sums of money: banks, large stores. b. Places with valuable merchandise: jewelers. c. Other possible areas. • MAIN TOPIC TEACHING POINTS ~ • VIII. QUESTIONS IX. SUMMARY X. DISCUSS NEXT LESSON A. From students. B. From instructor: 1. Indicate meanings of map symbols. 2. Indicate locations of important utilities. 3. Point out regional control center. 4. Describe role of your community in area disaster plan. 5. Locate sensitive facilities protected against subversive attack and criminal activity. A. Discussed were: 1. Importance of material presented. 2. Map reading and interpretation. 3. Geography and points of importance in local, immediately surrounding and State-wide areas. 4. Sensitive areas. A. Copy of next IG lesson plan. 1. Give title of the lesson. 2. Give objective of the lesson. 3. Relevant comments. LESSON PLAN NO. 10 Bibliography Charles F. Hemphill, The Secure Company. Homewood, Illinois, Dow Jones-Irwin Company, 1975. RichardS. Post, Determining Security Needs, Madison Wisconsin, Oak Security Incorporated, 1973. Timothy J. Walsh, Richard J. Healy, Protection ofAssets Manual, Merritt Company, 1974. Brian Cozier, Transnational Terrorism, International Association of Chiefs of Police, Gaithersburg, Maryland, 1974. S.D. Vestermakr, Jr., Extremist Groups in the United States, International Association of Chiefs of Police, Gaithersburg, Maryland, 1974. I~ ( LESSON PLAN NO. 11 COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-lO.lB. TIME: 2 hours LESSON TITLE: Patrol OBJECTIVE: To develop knowledge of and some skill in the practice of patrol procedures in order that the auxiliary policeman may perform his assigned patrol duties with effectiveness and dispatch. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser. SELECTED REFERENCES: a. Instructor's: Refer to bibliography. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual MAIN TOPIC TEACHING POINTS I. REFERENCETO A. Copy of IG covering previous lesson. PREVIOUS LESSON B. Review salient points. II. INTRODUCTION TO A. In this lesson: THE LESSON 1. Purpose of police patrol. 2. Types of patrol. 3. Functional patrol procedures. 4. Answering calls. 5. Hazards. 6. Preventive techniques. 7. Miscellaneous services. III. PURPOSES OF A. In normal times: PATROL 1. Protection of life and property. 2. Preservation of the peace. 3. Prevention of crime. 4. Detection and apprehension of criminals. MAIN TOPIC III. PURPOSES OF PATROLCon.tinued IV. TYPESOF PATROL V. FUNCTIONAL PATROL PROCEDURES TEACHING POINTS 5. Regulation of conduct (non-criminal). 6. Perfonnance of required services; a. Giving infonnation. b. Giving aid. B. These objectives must also be met during disaster periods. C. Patrol is considered the first line of police defense and its patrolmen are known as the "eyes and ears" of the department. A. Foot. I. Moving. a. Designated area on foot. b. Confined to small area. c. Used where concentration of police hazards. d. Obvious importance in shelter or relocation area. e. Radios now available. 2. Fixed. a. Usually for traffic control. b. For protection of critical facilities and to control entrance and exit from restricted areas. B. Auto. I. Moving. a. Radio contact; computer connection; automatic car locator. b. Larger area. c. One or two officers, or more for special duties. d. Functions basically same as foot patrol; can carry more equipment. 2. Fixed. a. Limited use; block road, provide shelter, store equipment. C. Plain Clothes. I. Moving. a. Particular problem. I. Areas of crime frequency. 2. Specialized patrol. 3. Surveillance. 2. Fixed-"Stake Out." a. Specific location. I. Observation for known criminal. 2. Observation where criminal activity anticipated. A. Organization of work. I. Preparation at station. 2. Preparation on beat. a. Check with officer being relieved for pertinent information. b. Cover your beat to check for any problems. B. Covering beat. I. Foot. a. Daytime-curbline. I. More in evidence. 2. Not bothered by crowds. \ TEACHING POINTSMAIN TOPIC FUNCTIONAL b. Avoid routine. PATROL 1. Stop-retrace steps. PROCEDURES2. Cut through alleys. Continued 3. Stop-observe. c. During nighttime work near building line. 1. Opportunity to inspect interiors of closed businesses. 2. Crimes of stealth are more prevalent-be cautious. 3. Stop-observe. 4. Employ walking techniques as in daytime-retracing, cutting through alleys. d. Under emergency conditions beat may be within a shelter or relocation facility. (The instructor might call for student discussion Principles still applicable. ofthe typical situations 2. Auto. presented in the Student a. Operate in normal manner. 1. Speed with traffic flow. Manual.) 2. Do not add to congestion by moving too slowly or "race" around the beat. b. Patterns of patrol. 1. "Zig-Zag," start at one corner of beat and work to opposite, and vice-versa. 2. "Clover Leaf' or "Cross," work beat in shape as name implies. 3. "Overlapping," consists of routes and carrying over on to adjoining beat. c. General considerations. 1. Stop-observe. 2. Do not stick to main arterials. 3. If two officers in vehicle, divide areas of surveillance. C. Inspectional procedures. 1. Checking stores after hours. a. Done on foot. b. Divide area so as to cover about two blocks at a time. c. Approach. 1. Quietly-stop and listen. 2. Start with rear doors and windows. 3. Have flashlight in non-shooting hand and hold it away from body. 4. Take advantage of cover-avoid silhouetting self. 5. Vary starting point. d. Check doors. 1. Carefully test to see if left open or can be opened with reasonable force. 2. If lock secure-check edges with flashlight for signs of instrument marks. e. Check windows that are available. 1. Test to see if they can be opened. 2. If secure, check for toolmarks. f. Check skylights-if accessible. g. Check sidewalk elevators. 2. Night light-alley lights-out. a. If any doubts summon assistance. b. Carefully check out. · 3. Safe lights-out. a. If any doubts summon assistance. b. Carefully check out. 11-3 MAIN TOPIC TEACHING POINTS V. FUNCTIONAL 4. If businesses found open. PATROL a. Call for assistance to have witnesses present. PROCEDURESb. Satisfy self that store was not burglarized. Continued c. If you can lock without owner, do so-if not, call. d. Leave note of what was found wrong. e. Make record of conditions found. D. Stopping vehicles. I. Generally two situations. a. Traffic violations. b. Criminal or suspected criminal violations. 2. All vehicle stops should be handled with caution. 3. Procedures vary according to situation and whether one or two officer units. 4. General procedure to stop. a. Officer should select location which affords safety to public, person stopped,and himself.(lnstrnctor should refer b. When selected location reached, officer should direct subject to park. to local procedure in 1. Directed to extreme right of the roadway, if possible off the roadway.regard to the use of c. Police vehicle parked eight to fifteen feet behind the subject vehicle. Left sidesirens and red lights) of police car off-set two to three feet to left of subject car. 5. Approach. a. Notify dispatcher of location, situation, license number, make and model ofthe subject vehicle. b. If subject vehicle involved in serious charge, procedure governed by whetherone or two officer unit. I. If one officer subjects held under control until backup unit arrives. 2. If two officers, work as team. 3. Each officer cover one side of vehicle. 4. Officer in charge issues all orders to occupants, keep hands in sight, direct to c appropriate place for body search, etc. c. If subject vehicle involved in traffic violation. 1. Usual approach is on driver's side, but may vary to approach unexpectedlyon right. 2. Stand slightly to rear of driver to avoid attack. 3. Be courteous and polite, but firm. 6. Searching vehicle. a. Search must be lawful: reasonable cause, incidental to arrest, etc. b. Be thorough and check: 1. Immediately surrounding area. 2. Vehicle itself especially: a. Behind glove compartment and instrument panel. b. Under floor mats. c. Trunk. d. Under seats. e. In upholstery and behind partitions. f. Under hood and in motor compartments. g. Inside hub caps. h. Attached to under carriage. i. Check smooth surfaces for latent prints. 11-4 MAIN TOPIC VI. ANSWERING CALLS (Instructor should have local procedures for handling the following types of situations if felt applicable.) VII. HAZARDS \ ) VIII. PREVENTIVE TECHNIQUES AND ACTIVITIES IX. INFORMATION AND ASSISTANCE X. QUESTIONS TEACHING POINTS A. Routine-nonemergencies. B. Emergencies. 1. Guidelines. a. Treat all such calls as though an emergency actually existed. b. On hold-up, burglar, or prowler calls, go in fast but quietly. c. Avoid driving down street where the call is located-lookouts. d. Watch for persons escaping when approaching crime scene. e. Upon arriving, do not rush into any activity. Take time to size up situation. f. Have general plan beforehand. C. Fires. D. Bank alarms. E. Prowler calls. 1. Cut off escape. 2. Be systematic in search. 3. When operating door, stand out of line of possible fire from within, then slam the door back to hit anyone concealed behind door. 4. When leaving room, close door, lock if possible, and leave light 0n. 5. Look up in searches. 6. Have gun ready. 7. If necessary to have civilian guide you, keep him out of danger. A. Officer's duty to look for hazards. B. Examples: 1. Unguarded vacant buildings. 2. Attractive nuisances which might draw juveniles such as: a. Water accumulations. b. Construction machinery. 3. Street lights-out. 4. Defective streets or sidewalks. 5. Damaged utility installations. 6. Fire escapes. A. Know beat and people on it. B. Watch areas and persons with criminal histories. 1. Police records. 2. Personal contacts. C. Alert and active patrol. A. Officer must give citizen information he requires or direct to appropriate source; particularly during disasters. B. Officer must give citizen aid he requires or inform him where to obtain aid. A. From students. B. From instructor. 1. What are purposes of patrol? 2. What are the three types of patrol? 3. What is first step officer should take when going on duty. 4. Indicate how patrol techniques might be useful in shelter and relocation situations. 5. What patrol techniques and activities did we classify as preventive? MAIN TOPIC XI. SUMMARY OF THIS LESSON XII. DISCUSS THE NEXT LESSON TEACHING POINTS A. In this lesson: 1. Purposes. 2. Types of patrol. 3. Functional patrol procedures. 4. ~Answering calls. 5. Hazards. 6. Miscellaneous services. B. This information has direct bearing on performance as auxiliary offices under civil emergencies. C. What you have learned will be performed when you participate in on-the-job patrol. A. Copy of the next IG lesson plan. 1. Give title of the lesson. 2. Give objective of the lesson. 3. Relevant comments. (_ LESSON PLAN NO. llA COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-lO.lB. TIME: As many hours as possibleLESSON TITLE: On-the-Job Patrol Duty OBJECTIVE: To develop skill in the performance of patrol procedures in an on-the-job situation in order that the auxiliary policeman may execute his assigned patrol duties effectively. In order that this lesson provide a meaningful learning experience, the following procedure is recommended: 1. The auxiliary police recruit should be assigned to a knowledgeable and experienced police officer who will assume the role of coach. 2. The officer-coach should utilize the Explain, Demonstrate, and Perform teaching method, employing a "Training Guide" such as the one that follows. 3. Under this technique, the officer-coach Explains the procedure listed then Demonstrates how the procedure should be executed. Finally the recruit Performs the procedure under the critical supervision of the coach. At each phase of the process, appropriate notations are made on the "Training Guide." This is particularly important in the Performs category. When the form is completed, it should be maintained in the recruit auxiliary officer's training file. 4. It is unlikely that any department will have sufficient time to follow this process with more than a few of the listed procedures. Each department should select those that it considers particularly pertinent, or if other procedures are considered more important by the local jurisdiction, they should be added. The following "Training Guide" is merely a suggestion. Of course, time permitting it would be useful to have each recruit auxiliary policeman and officer-coach complete the entire process for all of the procedures listed. TRAINING GUIDE Field instructors shall follow this schedule in recruit training. The schedule is not intended to restrict, however. When situations arise involving knowledge of techniques not yet discussed, instructions and demonstrations may be given if such training seems timely. Each item is to be explained, demonstrated, and performed. The field instructor should indicate completion of training step by checking the proper column of the schedule, as indicated by the letters "E", "D", and "P". 11A-1 l Schedule Explanation Demonstration Performance Comments 1. Paramount Reminders a. Police and the public b. Intelligent precaution-Always use 2. A"est a. Information to be gathered at time of arrest b. How to search a person (Men only) c. How to search a woman d. Resisting arrest-book when resistance is real e. Using the pistol and shotgun 3. General Procedure a. How to check on a proprietor and store index b. How to check with a proprietor on a suspect c. How to obtain descriptions of persons d. How to obtain descriptions of property e. How to call headquarters f. How to call an ambulance and doctor g. How to handle evidence h. How to check a permit or license i. How to use first aid j. How to question a witness k. How to protect a crime scene L How to take a statement m. How to complete required department forms and reports 4. Responsibility ofBeat Officer a. Crime on beat b. Vice condition on his beat c. Patrol technique d. Traffic accidents and prevention e. Getting acquainted on beat f. Rules affecting beat officer g. Follow-up instructions given by beat officer h. Position of officer in civil matters i Relations with public j. Relations with superior officer k. Conduct and behavior L Personal appearance m. Pitfalls to be avoided n. Request of officer for assistance o. Duties in emergency situations p. Duty in doubtful cases: consult superior officer q. Civil service rules and regulations 5. Police Tactics a. Bank alarm b. General procedure when all officers are called out c. Crowds, mobs, riots, etc. d. Hold ups e. Report of burglar in house f. Trying store doors and windows g. Open doors and windows h. Finding a burglary. The arrest of the burglar is the goal i Suspicious character and prowler calls j. Searching quadrant k. Searching yards and alleys I. Participating in a raid 6. General Investigation a. Complaints: how obtained b. Preliminary investigation of a felony c. Murder, assault, rape d. Robbery e. Theft, car 11A-2 c c c Schedule Explanation Demonstration Performance Comments f. Car believed to have been stolen g. Occupied suspicious cars h. Abandoned and unoccupied suspicious cars i. Burglaries-residence j. Burglaries-non-residence k. Safe jobs l Purse snatcher or pickpocket m. Counterfeiting n. Extortion 0. Embezzlements p. Forgery q. Frauds r. Stolen property s. Larcenies-shoplifting t. Larcenies-auto accessories and from auto u. Larcenies of bikes v. Larcenies-all others w. Gambling: all prohibited forms 7. Traffic a. General b. Enforcement index c. Approach and handling of traffic violator d. Issuance of moving violation warning e. Parking violations (for beat man) f. Accidents g. Statements from drivers h. Drunk drivers i. Hit-run cases j. Evidence necessary to convict traffic case k. Checking and proving speeding violations l Bicycle violations m. Forms used in traffic activity n. When to book violators o. Impounded cars p. Release of impounded cars 8. Juveniles a. Coordination officers' functions b. Juveniles c. Gaining respect and admiration of juveniles d. Safety precautions for juveniles e. BB guns f. Throwing rocks g. Truancy 9. Suspects ofCrimes a. Investigation of suspect b. Questioning suspects c. Car prowlers d. Transients e. Prostitutes 0. Persons a. Persons wanted b. Lost persons c. Drunken persons d. Injured persons and prisoners e. Transporting persons and prisoners to headquarters 11A-3 J Schedule Explanation Demonstration Performance Comments 11. Property a. Lost property c b. Found property c. Destroying property. d. Turning in property: found, personal, evidence e. Property found in front of closed place of business 12. Legal Processes a. Warrants: search b. Warrants: arrest c. Serving subpoenas 13. Hazards a. How to detect b. How to report c. Fire hazards d. Crime hazards 14. Narcotics a. Opiates, depressants b. Cocaine, stimulants c. Marijuana, LSD, hallucinogens 15. Streets and Sidewalks a. Sidewalk regulations b. Obstruction in street c. Open manholes d. Moving buildings e. Live wires 16. Breach ofthe Peace a. Nuisances b. Neighborhood disputes c. Family quarrels d. Preserving the peace e. Simple assault f. Discovery of fire: duties at fire 17. Other Offenders a. Hawkers and peddlers b. Panhandlers c. Mental cases d. Gate crashers e. Sex perverts: exhibitions, peeping toms 18. Animals a. Found b. Wounded c. Dead d. Unlicensed, unrestrained dogs e. Dog bite cases 19. Request from Citizens a. Requests for aid in civil matters b. To watch houses and homes during vacation c. Requests for assistance, directions d. Requests for medical aid 20. Miscellaneous Duties a. Public gatherings b. Cars parked c. Cars parked without property owner's consent d. Noise making devices on cars e. Handbills, pamphlets, and samples f. Signs g. Warnings required h. Trucks, produce, etc. i Business license tax j. Taxi ordinance 11A-4 c Schedule Explanation Demonstration Performance Comments 21. Information a. General b. Information available at headquarters c. Pawn shops and secondhand stores d. Tour of government (local, State, Federal) facilities in city Name of Officer-Coach ------------------- Name of Auxiliary Police Recruit --------------- r- 11A-5 • r r LESSON PLAN NO. 12 • COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-lO.lB LESSON TITLE: Driving Police Vehicles TIME: 2 hours OBJECTIVE: To acquaint auxiliary police officers with the basic points of driving police vehicles defensively and responsibly. INSTRUCTIONAL AIDS: Blackboard, chalk, eraser, movie projector, screen and one or two appropria~e films on police vehicle operation or defensive driving as available. SELECTED REFERENCES: a. Instructor's: Refer to bibliography. b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual. Instructor make reference to availability of bibliography in instructor's manual. MAIN TOPIC TEACHING POINTS I I. REVIEW OF PREA. Copy of IG covering previous lesson. VIOUS LESSON B. Review salient points. II. INTRODUCTION A. This lesson's topics: 1. Importance of safe driving. 2. Defensive driving. 3. Pursuit/emergency driving. III. IMPORTANCE OF A. Skillful driving is essential to police; most field officers utilize motor vehicles. SUBJECT MATTER B. Safety first. Inadequate driving can result in death/injury/property damage to officer or others and even felony charge (manslaughter) against officer. C. Necessary to make conscious effort to be skillful and safe police driver. 1~-1 MAIN TOPIC TEACHING POINTS IV. TYPES OF A. Transportation. OPERATIONS B. Patrol. C. Answering emergency call for service. D. Pursuit. E. Differentiated by knowledge of route and destination, and normal driving or use of emergency warning devices. V. DEFENSIVE A. Best driver combines technical skill in physical control of vehicle and defensive DRIVING attitude, which combines knowledge of one's own limits and others' limits. B. All accidents involve interaction of: 1. Driver. 2. Vehicle. 3. Environment. a. Roadway, weather, lighting, adjacent area, etc. C. Driver is most important because he can compensate for deficiencies in vehicle or environment. D. Reaction to stimuli. I. Reaction in driving is not a simple automatic reaction like tap on knee or blinking. 2. The simple reaction time of 1/2 to 3/4 second does not apply in most driving situations; it takes much longer. 3. Driving reaction consists of 4 factors: a. Perception-actually seeing or becoming aware through senses of stimuli. b. Identification-identifying and understanding the significance of what sense~ have conveyed to brain. c. Decision making, judgment-determining proper course of action (accelerate, brake, swerve, no action required, etc.) _- d. Reaction-execution of decision, action on basis of decision (push on ( . accelerator, press brake pedal, turn wheel, etc.) \ e. Total time to action varies from 0.5 to 4.0 seconds depending on complexity of situation; likely that where 0.5 second reaction has occurred it is too late to avoid accident-should have become aware much earlier. 4. Visual acuity. a. Field of clearest vision. b. Narrow cone of 3-5 degrees with fairly clear vision in cone of 10-12 degrees. 5. Peripheral vision. a. Can see, but not clearly in detail or color. b. Angle varies between 120-180 degrees in normal vision. "Tunnel vision;" small as 40 degrees. 6. Depth perception. 7. Glare vision and recovery. a. Affected by age; marked change over 40 years. b. Older people much poorer night vision. c. Glare recovery-over six seconds going from light to dark; over three seconds going from dark to light. 8. Hearing. a. Driver can compensate for deafness, but must be alert. MAIN TOPIC TEACHING POINTS • V. DEFENSIVE E. Defensive driver qualities. DRIVING1. Technical skill. Continued a. Practice and knowledge of one's own capabilities and the vehicle capabilities; includes all that the driver can make the vehicle do-stop, accelerate, swerve, etc. b. Knowledge of the limitations of other traffic units-trucks, passenger vehicles of various types, motorcycles, bicyclists, pedestrians. c. Knowledge of where hazards or the greatest potential danger lies under all/various conditions of traffic, highway configuration, weather, lighting, neighborhood or area, etc. 2. Defensive attitude. a. Constant searching for and awareness of all potential hazards-traffic, highway, vehicle, environment factors which are or may affect one when moving, parked, or on foot. b. Check vehicle at start of shift. c. Knowledge of and attention paid to clues which indicate what others may do or are doing. Slow vehicles. Fast vehicles. Nearby children playing ball. Pedestrian likelihood-whether in crosswalk or not. Other factors which indicate what others may be expected to do. d. Emergency signals on police vehicles are no physical barrier. Others may neither hear nor see them. Discuss statutes applying to emergency vehicles. e. Officer must understand that it is foolish to expect to apprehend every driver who attempts to evade arrest ·by high speed and reckless escape attempt. f. Discuss pursuit policy and procedure of the police agency. _j---- VI. QUESTIONS A. From students. B. From instructor. 1. What are the four types of police vehicle operations-four purposes vehicles used for? a. What factors differentiate the four purposes? 2. What two factors combine to make the best possible driver? 3. What are the three factors involved in every motor vehicle traffic accident? 4. What are the four factors involved in the usual driver reaction? 5. What are some of the clues the defensive driver looks for? 6. (Questions based on agency's pursuit/emergency vehicle operation policy/ procedure). VII. SUMMARY A. Safe drivers are skillful and defensive. B. Driving is a complicated task involving constant decisions. C. Skillful, defensive driving is a must for officers. D. Safety first. . E. Officers are not free to act entirely on their own in determining emergency/pursuit measures they will take; restricted both by law and departmental orders. I c c LESSON PLAN NO. 13 ~COURSE TITLE AND NUMBER: Law and Order Training for Civil Preparedness, Part B, IG-lO.IB. TIME: 2 hours LESSON TITLE: Individual Defensive Techniques OBJECTIVE: To develop familiarity with individual defensive techniques: the use of the baton, the body search, basic "come along" holds, and handcuffing. INSTRUCTIONAL AIDS: Blackboard, eraser, chalk. Slide projector and screen. Film Strip. Policeman's nightstick. Handcuffs. Gymnasium facilities and equipment. SELECTED REFERENCES: a. Instructor's: b. Student's: Law and Order Training for Civil Preparedness, Part B, Student Manual (Appendix III). Note: It is obvious that the time available for this lesson is insufficient to develop anything but a familiarity with such a broad field. Local equipment, facilities and procedures will also govern just what material should be presented in this subject matter area. The material presented here is then simply suggested. The techniques described here should be taught only under careful supervision. Disarming methods, throws, and similar defensive techniques are not included. MAIN TOPIC TEACHING POINTS I. REVIEW OF.PREA. Copy of IG covering the previous lesson. VIOUS LESSON B. Reviews the salient points. II. INTRODUCTION A. In this lesson: TO THIS LESSON 1. Importance of physical fitness. 2. Defensive tactics. 3. Defensive maneuvers. 4. Police baton. 5. Bodily searches. 6. Handcuffing. MAIN TOPIC III. DISCUSS THE IMPORTANCE OF PHYSICAL FITNESS IV. BASIC COME ALONGS TEACHING POINTS A. Physical fitness improves: c I. Posture. 2. The efficiency and capacity of lungs, heart, and other organs. 3. Decreases the susc~ptibility andseriousness of common injuries. 4. Reduces tension. 5. It increases Muscular Power. a. Strength of muscle. b. Elasticity of muscle. c. Endurance of muscle. 6. Increases confidence of the individual. 7. Life may depend on being physically fit. B. How to attain physical fitness. I. Regular participation in a number of sports. a. Two excellent conditioners are jogging and swimming because they give every muscle some movement. 2. The trend in exercise is towards self-directed or do-it-yourself exercises to develop your own pace. 3. Important to maintain a regular schedule of doing the exercises. A. Discuss purpose I. To end resistance by prisoner. 2. To successfully conclude arrest. 3. To maintain control over prisoner. B. Basic Requirements (Stress) I. Positive, immediate action. 2. Speed in application. 3. Leverage of pressure on sensitive part of offender's body. 4. Control without injury if possible. 5. No come-along can be held indefinitely ifthe person wants to escape. 6. If prisoner has free hand, make him put it in his belt. C. Demonstrate types of come-alongs. I. Rear and front hammerlock strangles. a. For ejecting a troublemaker. 2. Goose-neck or wrist come-along. a. For catching person unaware. b. Approaching person. 3. Finger come-along. a. For short distances only. 4. The cross-arm come-along. 5. Rear clothing come-along. 6. Hair grip. D. Methods for: I. Getting people out of cars with a neck twist. a. Put one hand under the point of his chin and the other on the back of his head. b. Twist his head and lift up at the same time. 2. Getting unwilling subjects through doorways. a. Putting sharp pressure with thumbs on the sensitive nerves in the hollow of the upraised arms. c MAIN TOPIC TEACHING POINTS FAMILIARIZATION A. Point out basic parts. WITH THE BATON 1. Thong or grommet. 2. Grip. 3. Club. B. Correct grip if equipped with thong. 1. The "thong" should be the correct length suited to the hand of the individual who is to use it. 2. Hook thumb through loop of the thong. 3. Bring thong over back of the hand. 4. Then grasp the grip of baton in hand with thumb resting on the index finger. C. Demonstrate correct stance and methods for using baton. 1. Striking with baton. a. Strike backhand or forehand, but not overhand. 1. Emphasize balance, proper breathing, and the similarities the ideal stance has with a fencer's stance. Feet placed with: a. Right toes pointed at opponent. b. Left foot at right angle to the right foot, weight of body on the rear foot. b. Attempt to make contact with the tip ofthe stick for maximum effect of striking nerve-centers. .c. Strike opponent's chin, collarbones, elbow, forearm, wrist, shin, knee, and foot, but never strike on the head unless as a last resort. d. Do not swing in large arcs, use shortsnappy motion. 2. Jabbing with riot stick. a. Quickest form of attack. 3. Two-handed use. a. Right hand grips from the top, left hand from below-permits twisting it away if grabbed by opponent. b. Riot control. c. Protection of blows from bars, bats, etc. 4. For taking prisoners away. 5. For restraining holds. D. Defensive moves against baton. 1. Defense for: a. Vertical blow. b. Diagonal blow. c. Backhand blow. d. Roundhouse blow. E. Emphasize the don'ts with baton. 1. Don't strike a person in the head except as a last resort. 2. Don't swing in wide areas, use short compact swing. 3. Never probe or prod with the baton except with two-handed grip applied. a. His two arms are stronger than yours. 4. Never attempt to strike or knock a gun out. 5. Keep baton in belt, unless imminent. a. Twirling it invites risk, and provokes punitive image. 6. Use the baton for self-defense and as an aid in holding and apprehending suspects unless unusual circumstances dictate differently. 13-3 MAIN TOPIC TEACHING POINTS VI. THE SEARCH A. Purpose of the search. 1. To disarm prisoner. • 2. To obtain evidence. 3. To protect lives of the prisoners, the officers, and the general public. 4. Women should be searched only by another woman if at all possible. B. Two cardinal rules of search. 1. Never underestimate. a. Keep alert and be cautious at all times. 2. Never abuse authority. a. Brutality breeds brutality-the overbearing officer may be attacked in "self defense" or rage. b. Always remain in control, but only to extent necessary. C. Types of search demonstrated. 1. Wall search. a. Good method of searching a prisoner. b. Use a wall, stationary structures, fences, vehicles, embankment, etc. c. Procedure. 1. Prisoner ordered to face wall, palms against surface, hands widespread and above the head. 2. The legs wiuespread and as far away from wall as possible without the person falling. 3. Then and only then approach prisoner from the rear, and place your right foot inside the prisoner's right foot, so you can drop him by kicking his leg away. 4. Search from top of head to inside of right toe with gun in left hand and searching with right. c: 5. Step back, change gun hand, then same procedure on left side. ___ _ 6. Handcuff, one hand brought back at a time. - 2. Kneel Search. a. As good a method as wall search. b. Procedure. 1. Order prisoner to kneel, interlace hands behind neck, and cross ankles. 2. Approach from rear, gun in right hand, place right foot lightly on crossed ankles, handcuff-one hand brought back at a time. 3. Proceed with search. 3. Prone Search. a. Used for extremely dangerous prisoners (psychotics, and violent resistants). b. Procedure. 1. Have prisoner lie flat on his face with arms extended over head. 2. Place left knee in small of the back, gun or baton in right hand. 3. Handcuff one hand brought back at a time. 4. Proceed with search. 4. Standing Search. a. Not recommended for one officer. b. Main advantage is speed of search, but prisoner is in better position to resist because he has balance. c. Procedure. ' I. Have prisoner turn around and bend over slightly, interlace fingers around the neck and spread feet out. TEACHING POINTS MAIN TOPIC ~VI. THE SEARCH 2. Handcuff the prisoner and proceed with search. 3. With two or more officers one should cover the prisoner while the other Continued ) / VII. HANDCUFFS handcuffs and searches, being careful not to get in line of fire. D. Important areas to be searched. 1. Hats, hatbands, and hair when long. 2. Inside of the forearm. 3. Armpit. 4. Crotch. Knives and guns can be tied to a cord or taped high on thigh; make a thorough search of the crotch. a. 5. All pockets. a. Look for trick pockets. 6. Inside of coat lapels, belts, suspenders, cuffs, and shoes. a. Check soles and heels of both shoes. 7. Under, around large bandaged areas. E. The Do's and Don'ts of Searching. 1. Don't be sarcastic, argumentative, or use threats or profanity. 2. Don't just "pat," but feel by grasping until you are confident the person has no weapons. 3. Conduct the search as soon as possible at the scene of the crime. 4. Don't grant any request of prisoner prior to the search and only grant necessary requests after the search. a. No talking. b. Keep him as motionless as possible. 5. Don't permit prisoner to remove, destroy, or put away anything he may have on his person. 6. Keep your gun hand on the opposite side of your body from the searching hand, and close to the hip. 7. Don't approach prisoner until he has assumed an off-balanced position and never approach a prisoner from the front even though he has his hands raised. a. You leave yourself open for a kick in the groin, a rabbit punch to the head while searching the legs and feet. 8. When searching from the rear be careful of elbows and kicks to the groin. 9. When at the police station make a more complete search by having person undress. 10. Never be afraid to call for help when the situation warrants it. A. Purpose. 1. Restrain prisoner from escaping. 2. Protect officer and public from violence. B. Handcuffs. 1. Should be the finest quality available. 2. Should be adjustable and secure to the extent they will not cause loss of blood, circulation, a common gripe of most prisoners. 3. Should have keyholes towards the body and away from the prisoner's hands. C. Who and When to Handcuff. l. Refer to departmental policy. MAIN TOPIC VII. HANDCUFFSContinued VIII. QUESTIONS IX. SUMMARY TEACHING POINTS D. How to Handcuff. 1. Make a prisoner turn around and assume offbalance position. • 2. Hold weapon with opposite hand from handcuffing hand. 3. Have prisoner extend one arm back, secure cuff to wrist, then hold by connecting chain while you have him extend other arm then secure handcuff to both wrists. 4. Always secure handcuffs in back of person with back of hands (not the palms) facing each other. a. Palm to palm gives the person more hand freedom. b. Wrist to wrist in front gives the person more arm and hand freedom. 5. If possible avoid handcuffing person to you because: a. It gives him a free hand and restricts your movement. 6. When walking a great distance slip connecting chain through belt to make any arm movement impossible. E. Other means of securing prisoners. 1. Shoe laces. a. Put hands behind back, back of hand to back of hand. b. Loop each wrist and tie securely at wrist. c. Then tie thumbs and little fingers together. 2. Tape. a. Put hands behind back. b. Tape forefingers to forefingers. 3. Belt. a. Put hands behind back. b. Tie wrist to wrist with back of hand resting on opposite forearm. F. Demonstrate use of handcuffs for: I. Traveling by car. ( a. Arms under one leg. 1 b. Handcuffed to outside door handle. "" c. Behind back and through belt. d. Handcuffing three prisoners with two pair of handcuffs. G. Don'ts of handcuffing. 1. Don't fail to use the subject's belt to limit the freedom of his arms, if his arms are handcuffed in front of him; for walking long distances and for traveling by car. 2. Don't forget to double·lock handcuffs. 3. Don't neglect to secure a prisoner properly, when transporting him by train or car. A. From students. B. From instructor: I. Ask students to demonstrate at least three come-along holds. 2. Ask students to demonstrate at least three defensive uses of the baton. 3. What are some "don'ts" in the use of the baton? 4. What are the two cardinal rules of search? A. In this lesson: I. Importance of physical fitness. 2 .. Defensive tactics. 3. Defensive maneuvers. 4. Police baton. 5. Body searches. 6. Handcuffing. ~ • ) BIBLIOGRAPHY • • c Auxiliary Police-Reserves l ) Books International Association-of Chiefs of Police. Police Legal Center. United States Police Law Instructor's Manual. Gaithersburg, Maryland. 1971. King, Everett M. The Auxiliary Police Unit. Springfield, Illinois. Charles C. Thomas. 1960. Miscellaneous Arlington, Virginia Police Department. Reserve Police Survey. 1969. Florida Police Standards Council. Survey ofPart-Time Peace Officers in Florida. December 1969. New York State Police. Auxiliary Police Manual. 1969. Reserve Law Officers Association of America. How To Organize and Operate a Law Enforcement Reserve Force. n.d. Shelby, Tennessee County Sheriffs Department. Reserve Division. Reserve Officer's Operational and General Information Manual. Revised 1971. Articles Lamb, Ralph. "Emergency Auxiliary Units." F.B.L Law Enforcement Bulletin, May 1974. pp. 11-13. "The New York City Auxiliary Police." Law and Order. August 1973. pp. 95-97. Russell, Norman H. "One Way to Develop a Department's Resources." Police Chief. November 1974. p. 66. Ryan, James E. "Auxiliary Police: Precinct Commanders Use Volunteers to Help Curb Street Crime." Spring 3100. July-August 1972. p. 20. Shidel, Terrence J. and Donald F. Komara. "Orientation and Training Programs for Auxiliary Police." Police Chief. November 1974. Skousen, W. Cleon. "What About a Civilian Police Corps?" Law and Order, March 1973. pp. 8, 10-15. Civil Disorder and Riot Control Basslouni, M. Cherif. The Law ofDissent and Riots. Springfield, Illinois: Charles C. Thomas, 1971. Berson, Lenora. Case Study ofa Riot: the Philadelphia Story. New York: Institute of Human Relations Press, 1966. Clor, Harry M., ed. avil Disorder and Violence. New York: Rand McNally and Co., 1972. Cohen, Nathan, ed. The Los Angeles Riots; A Socio-Psychological Study. New York: Praeger Pubs., 1970. Farmer, David J. avil Disorder Control: A Planning Program of Municipal Coordination and Cooperation. Chicago: Public Administration Service, 1968. Hibbs, Douglas A., Jr. Mass Political Violence: A Cross-National Causal Analysis. New York: Wiley, 1973. Hormachea, C.R., ed. Confrontation: Violence and the Police. Boston: Holbrook Press, 1971. Janowitz, Morris. Social Control of Escalated Riots. Chicago: University of Illinois, Center for Policy Study, 1968. Jones, Eugene S. Law Enforcement Chemical Agents and Related Equipment. Santa Cruz, California: Davis Publishing Co., 1970. Kapsis, Robert. The Reconstruction of a Riot; A Case Study of Community Tensions and avil Disorder. Waltham, Massachusetts: Brandeis Univ., 1970. Katz, Arnold. Firearms, Violence, and Civil Disorders. Menlo Park, California: Stanford Research Institute, 1968. Lachman, Sheldon J. The Detroit Riot of July 196 7: A Psychological, Social and Economic Profile of 500 Arrestees. Detroit: Behavior Research Institute, 1968. Methvin, Eugene H. The Riot Makers. New York: Arlington House Pubs., 1970. Platt, Anthony M., ed. Politics ofRiot Commissions. New York: Macmillan Pub. Co., 1971. Rae, R. William. Civil-Disorder-Indicator Studies: Some Aspects of Riot Susceptibility. McLean, Virginia: Research Analysis Corp., 1969. Skolnick, Jerome H. The Police and the Urban Ghetto. Chicago: American Bar Foundation, 1968. Smith, R. Dean, and Kobetz, Richard W. Guidelines for Civil Disorder and Mobilization Planning. Washington, D.C.: International Association of Chiefs of Police, 1968. Sterling James W.; Bostick, Ronald J.; and Dilworth, Donald C. Protecting Dissent, Policing Disorder. Gaithersburg, Maryland: International Association of Chiefs of Police, 1974. Whittaker, Charles E., and Coffin, William Sloane, Jr. Law, Order, and avil Disobedience. Washington, D.C.: American Enterprise Institute for Public Policy Research, 1967. Criminal Investigation and Evidence Cuthbert, Cyril R. Science and the Detection of Crime. New York: Philosophical Library, 195 8. Diensteiri, William. Technics for the Crime Investigator. 2nd ed. Springfield, Illinois: Charles C. Thomas, 1974. r_~ .. Donigan, Robert L., et al. The Evidence Handbook. Evanston, Illinois: Northwestern Univ., Traffic Institute, 1975. \ Felkenes, George T. Rules of Evidence. Albany, New York: Delmar, 1974. Ferguson, Robert J., and Miller, Allan L. The Polygraph in Court. Springfield, Illinois: Charles C. Thomas, 1973. Hall, Jay Cameron. Inside the Crime Lab. Englewood Cliffs, New Jersey: Prentice-Hall, 1974. Horgan, John J. Criminal Investigation. New York: McGraw-Hill, 1974. Hormachea, Carroll R. Sourcebook in Criminalistics. Reston, Virginia: Reston Pub. Co., 1974. lnbau, Fred Edward, et al. Evidence Law for Police. Philadelphia: Chilton Book Co., 1972. Inbau, Fred Edward. Scientific Police Investigation. Philadelphia: Chilton Book Co., 1972. Leonard, Vivian A. Criminal Investigation and Identification. Springfield, Illinois: Charles C. Thomas, 1971. Leonard, Vivian A. The Police Detective Function. Springfield, Illinois: Charles C. Thomas, 1970. Markle, Arnold. The {aw of Arrest and Search and Seizure: A State's Attorney's Guide for the Prosecution and/or the Law Enforcement Officer. Springfield, Illinois: Charles C. Thomas, 1974. Moessens, Andre A. Fingerprint Techniques. Philadelphia: Chilton Book Co., 1971. Moessens, Andre A. Fingerprints and the Law. Philadelphia: Chilton Book Co., 1971. Motto, Carmine. Undercover. Springfield, Illinois: Charles C. Thomas, 1970. Myre, Daniel C. Death Investigation, Gaithersburg, Maryland: International Association of Chiefs of Police, 1974. O'Brien, Kevin P. Criminalistics: Theory and Practice. Boston: Holbrook Press, 1972. O'Hara, Charles E. Fundamentals of Criminal Investigation. 3rd ed., Englewood Cliffs, New Jersey: Prentice-Hall, 1971. Osterburg, James W. The Crime Laboratory. Bloomington, Indiana: Indiana Univ. Press, 1968. Peterson, Joseph L. Forensic Science: Scientific Investigation in Criminal Justice. New York: AMS Press, Inc., 1975. Richardson, James R. Scientific Evidence for Police Officers; Scientific Tests and Experiments; Specific Methods ofProof Cincinnati: W.H. Anderson Co., 1963. Ringel, William E., and Justin D. Franklin. Searches and Seizures, Arrests and Confessions. New York: Clark Boardman Company, Ltd., 1972 (and supplements of 1973, 1974 and 1975). Stuckey, Gilbert B. Evidence for the Law Enforcement Officer. 2nd ed. New York: McGraw-Hill, 1974. Ward, Richard H. Introduction to Criminal Investigation. Reading, Massachusetts: Addison-Wesley Pub. Co., 1975. Weston, Paul B. Criminal Evidence for Police. 2nd ed. Englewood Cliffs, New Jersey: Prentice-Hall, 1975. Weston, Paul B. Criminal Investigation: Basic Perspectives. 2nd ed. Englewood Cliffs, New Jersey: Prentice-Hall, 1971. Weston, Paul B., and Wells, Kenneth M. Fundamentals ofEvidence. 2nd ed. Englewood Cliffs, New Jersey: Prentice-Hall, 1976. Criminal Justice System Adams, Thomas Francis. Introduction to the Administration of Justice; An Overview of the Justice System and Its Components. Englewood Cliffs, New Jersey: Prentice-Hall, 1974. Adams, Thomas Francis. Law Enforcement; An Introduction to the Police Role in the Criminal Justice System. 2nd ed. Englewood Cliffs, New Jersey: Prentice-Hall, 1973. Chamelin, Neil C. Introduction to Criminal Justice. Englewood Cliffs, New Jersey: Prentice-Hall, 1975. Clark, Ramsey. Crime in America; Observations on Its Nature, Causes, Prevention and Control. New York: Simon and Schuster, 1970. Coffey, Alan. Administration of Criminal Justice: A Management Systems Approach. Englewood Cliffs, New Jersey: Prentice-Hall, 1974. Coffey, Alan. Introduction to the Criminal Justice System and Process. Englewood Cliffs, New Jersey: Prentice-Hall, 1974. Cole, George F. Politics and the Administration of Justice. Beverly Hills, California: Sage Pubs., 1973. Felkenes, George T. The Criminal Justice System. Englewood Cliffs, New Jersey: Prentice-Hall, 1973. Fleming, Macklin. The P;ice of Perfect Justice; The Adverse Consequences of Current Legal Doctrine on the American Courtroom New York: Basic Books, 197 4. Germann, A.C. Introduction to Law Enforcement and Criminal Justice. Rev. 25th Printing. Springfield, Illinois: Charles C. Thomas, 1976. Harries, Keith D. The Geography of Crime and Justice. New York: McGraw-Hill, 1974. Jacob, Herbert. The Potential for Reform of Criminal Justice. Beverly Hills, California: Sage Pubs., 197 4. Kerper, Hazel B. Introduction to the Criminal Justice System St. Paul, Minnesota: West Pub. Co., 1972. Lopez-Rey, Manuel. Crime: An Analytical Appraisal. New York: Praeger, 1970. More, Harry W., ed. Contemporary Criminal Justice. San Jose, California: Justice Systems Development, Inc., 1974. Newman, Donald J. Introduction to Criminal Justice. Philadelphia: J.B. Lippincott, 1975. Prassel, Frank. Introduction to American Criminal Justice. New York: Harper and Row, 197 5. Schultz, Donald 0. Criminal Issues in Criminal Justice. Springfield, Illinois: Charles C. Thomas, 1975. Sikes, Melvon P. The Administration of Injustice. New York: Harper and Row, 1975. ( Trojanowicz, Robert C. Criminal Justice and the Community. Englewood Cliffs, New Jersey: Prentice-Hall, 1974. Weston, Paul B. Criminal Justice and Law Enforcement: Cases. Englewood Cliffs, New Jersey: Prentice-Hall, 1972. Weston, Paul B., and Wells, Kenneth M. Law Enforcement and Criminal Justice: An Introduction. Pacific Palisades, California: Goodyear Pub. Co., 1972. Wilson, James Q. Thinking About Crime. New York: Basic Books, 1975. Criminology Biderman, Albert D. An Inventory of Surveys of the Public on Crime, Justice imd Related Topics. Washington, D.C.: Government Printing Office, 1972. Denfeld, Duane. Street-Wise Criminology. Cambridge, Massachusetts: Schenkman Pub. Co., 1974. Drabek, Thomas E., and Sykes, Gresham. Law and Lawless: A Reader in Criminology. New York: Random House, 1969. Fox, Vernon. Introduction to Criminology. Englewood Cliffs, New Jersey: Prentice-Hall, 1975. Gibbons, Don C. Society, Crime and Criminal Careers; An Introduction to Criminology. Englewood Cliffs, New Jersey: Prentice-Hall, 1968. Glaser, Daniel. Handbook of Criminology. Chicago: Rand McNally College Pub. Co., 1974. Hartjen, Clayton. Crime and Criminalization. New York: Praeger Pubs., 197 4. Haskell, Martin, and Yablonsky, Lewis. Criminology: Crime and Criminology. New York: Rand McNally, 1974. Henshel, Richard L., and Silverman, Robert A. Perception in Criminology. New York: Columbia Univ. Press, 1975. Krisberg, Barry. Crime and Privilege: Toward A New Criminology. Englewood Cliffs, New Jersey: Prentice-Hall, 1975. Krisberg, Barry. The Promise of the New Criminology. Englewood Cliffs, New Jersey: Prentice-Hall, 1975. Marland, Nigel, ed. The Criminologist. New York: Open Court Pub. Co., 1972. Nettler, Gwynn. Explaining Crime. New York: McGraw-Hill, 1974. Reckless, Walter. American Criminology: New Directions. New York: Random House, 1973. Schaefer, Stephen. Theories in Criminology. New York: Random House, 1969.. Sutherland, Edwin H. Criminology. 8th ed. Philadelphia: J.B. Lippincott, 1970. Taft, Donald Reed. Criminology. 4th ed. New York: Macmillan, 1964. Vetter, Harold J. Introduction to Criminology. Springfield, Illinois, Illinois: Charles C. Thomas, 1974. Education and Training Auten, James H. Training in a Small Department. Springfield, Illinois: Charles C. Thomas, 1973. Baker, Bruce R., et al. Police Personnel Administration. Washington, D.C.: Police Foundation, 1974. Clark, Donald E. A Forward Step: Educational Backgrounds for Police. Springfield, Illinois: Charles C. Thomas, 1966. Earle, Howard. Police Recruit Training: Stress vs. Non-Stress; A Revolution in Law Enforcement Career Programs. Springfield, Illinois: Charles C. Thomas, 1973. Gammage, Allen Z. Police Training in the United States. Springfield, Illinois: Charles C. Thomas, 1963. Harris, Richard N. The Police Academy: An Inside View. New York: Wiley, 1973. Klotter, J.C. Techniques for Police Instructors. Springfield, Illinois: Charles C. Thomas, 1974. National Advisory Commission on Criminal Justice Standards anj Goals. A Comparative Analysis of the ABA Standards Relating to the Urban Police Function with the Report on the Police. Gaithersburg, Maryland: International Association of Chiefs of Police, 1974. National Advisory Commission on Criminal Justice Standards and Goals. Police. Washington, D.C.: Government Printing Office, 1973. Otto, Calvin P. The Management of Training. Reading, Massachusetts: Addison-Wesley, 1970. Peel, John Donald. The Training, Licensing and Guidance of Private Security Officers: A PractiL.;l Handbook for Community Security Planning. Springfield, Illinois: Charles C. Thomas, 1973. Piven, Herman. Education, Training and Manpower in Corrections and Law Enforcement. Washington, D.C.: Government Printing Office, 1966. Saunders, Charles B., Jr. Upgrading the American Police. Washington, D.C.: The Brookings Institution, 1970. Sheppard, David I., and Glickman, AlbertS. Police Careers; Constructing Career Paths for Tomorrow's Police Force. Springfield, Illinois: Charles C. Thomas, 1973. Steinberg, Jan Leonard. The Police and the Behavioral Sciences. Springfield, Illinois: Charles C. Thomas, 1974. Tenney, Charles W. Higher Education Programs in Law Enforcement and Criminal Justice. Washington, D.C.: Government Printing Office, 1971. U.S. Department of Justice. Law Enforcement Assistance Administration. Police Training and Performance Study. Washington, D.C.: Government Printing Office, 1970. ) --~ Human, Community, and Public Relations Bent, Alan E. The Politics of Law Enforcement; Conflict and Power in Urban Communities. Lexington, Massachusetts: Lexington r"Books, 1974. Bopp, William J. Police-Community Relations; An Introductory Undergraduate Reader. Springfield, Illinois: Charles C. Thomas, I 972. Coffey, Alan, and Hartinger, Walter. Human Relations: Law Enforcement in a Changing Community. Englewood Cliffs, New Jersey: Prentice-Hall, 1971. ~romwell, Paul F. Police-Community Relations. St. Paul, Minnesota: West Pub. Co., 1973. Earle, Howard H. Police-Community Relations; Crisis in Our Time. 2nd ed. Springfield, Illinois: Charles C. Thomas, 1970. Eisenberg, Terry. Police-Community Action: A Program for Change in Police-Community Behavior Patterns. New York: Praeger Pubs., 1973. Fink, Joseph. The Community and the Police-Conflict or Cooperation? New York: Wiley, 1974. Hale, Charles D. Police-Community Relations. Albany, New York: Delmar, 1974. Hansen, David A. An Analysis ofPolice Concepts and Programs. Springfield, Illinois: Charles C. Thomas, 1972. Hewitt, William H., and Newman, Charles L. Police-Community Relations: An Anthology and Bibliography. New York: Foundation Press, I970. Olmos, Ralph A. An Introduction to Police-Community Relations. Springfield, Illinois: Charles C. Thomas, 1974. Ostrom, Elinor, eta!. Community Organization and the Provision ofPolice Services. Beverly Hills, California: Sage Pubs., 1973. Radelet, Louis H. The Police and the Community. Beverly Hills, California: Glencoe Press, 1973. Reiss, Albert J. The Police and the Public. New Haven, Connecticut: Yale University Press, 1971. Strecher, Victor G. The Environment of Law Enforcement; A Community Relations Guide. Englewood Cliffs, New Jersey. Prentice-Hall, 1974. Toch, Hans. Agents of Change; A Study in Police Reform. New York: Wiley, 1975. Patrol Operations Adams, Thomas F. Police Patrol: Tactics and Techniques. Englewood Cliffs, New Jersey: Prentice-Hall, 1971. Boydstun, John F. San Diego Field Interrogation: Final Report. Washington, D.C.: Police Foundation, 1975. Bristow, Allen. Effective Police Manpower Utilization. Springfield, Illinois: Charles C. Thomas, 1969. Chaiken, Jan M. Methods for Allocating Urban Emergency Units. New York: New York City Rand Institute, 1971. Chapman, Samuel G., ed. Police Patrol Readings. 2nd ed. Springfield, Illinois: Charles C. Thomas, 1970. Elliott, J.F. Crime Control Team: An Experiment in Municipal Police Department Management and Operations. Springfield, Illinois: Charles C. Thomas, 1971. Felkenes, George T. Police Patrol Operations: Purpose, Plans, Programs and Technology. Berkeley, California: McCuthan Pub. Co., 1972. Fisk, Donald M. The Indianapolis Police Fleet Plan Washington, D.C.: The Urban Institute, 1970. Gourley, Gerald Douglas. Patrol Administration. 2nd ed. Springfield, lllinois: Charles C. Thomas, 1974. c Iannone, N.F. Principles ofPolice Patrol. New York: McGraw-Hill, 1975. International Association of Chiefs of Police. Professional Standards Division. The Patrol Operation. 2nd ed. Washington, D.C.: International Association of Chiefs of Police, 1970. Kakalik, James S., and Wildhorn, Sorrel. Aids to Decision-Making in Police Patrol. Santa Monica, California: Rand Corp., 1971. Kelling, Goerge L., eta!. The Kansas Gty Preventive Patrol Experiment: Technical Report. Washington, D.C.: Police Foundation, 1974. Kolesar, Peter, and Walker, Warren E. A Simulation Model ofPolice Patrol Operations: Program Description. New York: New York CityRand Institute, 197 5. · Leonard, Vivian A. Police Patrol Organization. Springfield, lllinois: Charles C. Thomas; 1970. McCreedy, Kenneth R. Theory and Methods of Police Patrol. Albany, New York: Delmar, 1974. Shanahan, Donald T. Patrol Administration; Management by Objectives. Boston: Holbrook Press, 1975. Sweeney, Thomas J., ed. Issues in Police Patrol; A Book ofReadings. Washington, D.C.: Police Foundation, 1973. Whisenand, Paul M. Patrol Operations. Englewood Cliffs, New Jersey: Prentice-Hall, 1971. Police Administration and Management Bopp, William J.Police Administration. Boston: Holbrook Press, 1975. Bristow, Allen P. Decision Making in Police Administration. Springfield, lllinois: Charles C. Thomas, 1961. Dimock, M.E., and Dimock, G.O. Police Administration. 4th ed. New York: Holt, Rinehart and Winston, 1969. Eastman, George D., and Eastman, Esther M., eds. Municipal Police Administration. Washington, D.C.: International City Management Association, 1971. Hanna, Donald G., and Gentel, William D. A Guide to Primary Police Management Concepts. Springfield, Illinois: Charles C. Thomas, 1971. Iannone, N.F. Supervision ofPolice Personnel. Englewood Cliffs, New Jersey: Prentice-Hall, 1970. International Association of Chiefs of Police. Professional Standards Division. Police Reference Notebook. 2nd ed. Gaithersburg, Maryland: International Association of Chiefs of Police, 1975. Kenney, John Paul. Police Administration. 2nd ed. Springfield, Illinois: Charles C. Thomas, 1975. Kenney, John Paul, and Williams, John B. Police Operations: Policies and Procedures. 2nd ed. Springfield, Illinois: Charles C. Thomas, 1968. Kirkpatrick, Donald L. A Practical Guide for Supervisory Training and Development. Reading, Massachusetts: Addison-Wesley Pub. Co., 1971. Koontz, Harold D., and O'Donnel, C.J. Principles of Management: An Analysis of Managerial Functions. 4th ed. New York: McGraw-Hill, 1968. -Kuykendall, Jack L. Communit)"Police Administration. Chicago: Nelson-Hall Co., 1975. Leonard, Vivian A., eta!. Police Organization and Management. 4th ed. Mineola, New York: Foundation Press, 1974. Maher, John R., ed. New Perspectives on Job Enrichment. New York: Van Nostrand, 1971. Marvin, Philip R. Management Goals: Guidelines and Accountability. Homewood, Illinois: Dow-Jones-Irwin, Inc., 1968. Melnicoe, William, and Mennig, Jan. Elements ofPolice Supervision. Riverside, New Jersey: Glencoe Press, 1969. More, Harry W., Jr., ed. Effective Police Administration: A Behavioral Approach. San Jose, California: Justi-ce Systems Development, 1975. Munro, Jim L. Administrative Behavior and Police Organization. Cincinnati: W.H. Anderson Co., 1974. Simon, Herbert A. Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations. New York: The Free Piess, 1966. Simon, Herbert A.; Smithburg, Donald W.; and Thompson, Victor A. Public Administration. New York: Alfred A. Knopf, 1966. Whisenand, Paul M. Police Supervision: Theory and Practice. Englewood Cliffs, New Jersey: Prentice-Hall, 1971. Whisenand, Paul M., and Ferguson, R. Fred. The Managing of Police Organizations. Englewood Cliffs, New Jersey: Prentice-Hall, 1973. Wilson, Orlando Winfield, and McLaren, Roy Clinton. Police Administration. 3rd ed. New York: McGraw-Hill, 1972. Traffic Operations and Traffic Safety Baker, J. Stannard. Traffic Accident Investigation Manual. Evanston, Illinois: Northwestern University, Traffic Institute, 1975. Baker, Robert F. Highway Risk Problem: Policy Issues in Highway Safety. New York: Wiley, 1971. Fisher, Edward C. Legal Aspects ofSpeed Measurement Devices. Evanston, Illinois: Northwestern University, Traffic Institute, 1967. Fisher, Edward C., and Reeder, Robert H. Vehicle Trqffic Law. Evanston, Illinois: Northwestern University, Traffic Institute, 197 4. Gardiner, John A. Traffic and the Police: Variations in Law Enforcement Policy. Washington, D.C.: Howard University Press, 1969. Heimstra, Norman W. Injury Control in Traffic Safety. Springfield, Illinois: Charles C. Thomas, 1970. Khanna, T.S. Administration ofTraffic Enforcement. New York: International Publications Service, 1960. McClellan, GrantS., ed. Safety on the Road. New York: Wilson, 1966. Pignataro, Louis J. Traffic Engineering: Theory and Practices. Englewood Cliffs, New Jersey: Prentice-Hall, 1973. International Association of Chiefs of Police. Highway Safety Division. Selective Traffic Enforcement ManuaL Gaithersburg, Maoyland: International Association of Chiefs of Police, 1972. Schultz, Donald 0. Police Traffic Enforcement. Dubuque, Iowa: William C. Brown, 1975. Southwestern Law Enforcement Institute. Traffic Law Enforcement: A Guide for Patrolmen. Springfield, Illinois; Charles C ,. ,. '· 1971. Traffic Engineers Institute. Transportation and Traffic Engineering Handbook. Englewood Cliffs, New Jersey: Prentice-Hall, 1974. Weston, Paul B. The Police Traffic Control Function. 3rd ed., Springfield, Illinois: Charles C. Thomas, 1975. Radiological Radiological Defense Text Book, SM-11. 22-2, June 1974, Defense Civil Preparedness Agency. In Time ofEmergency, H-14, March 1968, Defense Civil Preparedness Agency. 5