Answer each of the following questions in your initial response:
- What is the benefit of accurate report writing in law enforcement intelligence operations insofar as having an influence in operational decisions.
- What intelligence value is gained by a police department that provides street officers with training in collecting and documenting information they receive on the streets while working their assigned sectors or beats?
- In a perfect world of information sharing, can law enforcement prevent or reduce crime using actionable intelligence? Actionable intelligence is “intelligence that can be acted upon” at the tactical level.
Sample Solution
I. METHODOLOGICAL APPROACHES CONCERNING TRANSLATION AND GRAMMAR Encouraging a subsequent language was, consistently, a steady try different things with various procedures and approaches, expediting movements and changes the entire experience. As Celce-Murcia stated, throughout the entire existence of instructing L2, there were approaches on the utilization of language (talking and understanding) and on the examination of language (here, the most significant angles were the syntactic structures). The issue was that there were no records of the techniques utilized for showing a second language until the start of the seventeenth century. In the beginnings of interpretation, old style Greek and Latin, considered linguas francas, were utilized in religion, theory or legislative issues. The Bible was made an interpretation of from Hebrew to Greek and later to Latin, and the informed tip top was competent to peruse and write in one or the two dialects. The presence of the print machine made conceivable the getting the hang of/instructing of something other than Greek and Latin, and the move from punctuation structures on investigation of the dialects. Comenius, a popular language educator and methodologist of the seventeenth century, distributed books on his training procedures and some of them were: â The utilization of impersonation to instruct language rules â Repetition â The utilization of least jargon from the outset â Helping understudies with training â The utilization of pictures for instructing Various strategies and methods of training a subsequent language demonstrated valuable for educators through time since it influences both the instructing and its result, and: “a learning of strategies extends an educator’s collection of systems. This in itself gives an expansion road to proficient development, as certain instructors discover their approach to new philosophical positions, not by first engaging new standards. but instead by evaluating new methods.” The view on interpretation approaches and systems isn’t completely expounded in light of the fact that interpretation studies explore what interpretation implies and less the manners in which interpretation could be utilized for learning purposes. Interpretation is viewed as a fairly constrained strategy because of the thin impression of what it is considered and not what it could offer. In the most recent decade, scientists moved towards subjective asks on interpretation, in the wake of going through years on experimental depictions and conduct of interpretation draws near. Basic elucidations of these methodologies look to interface the interpreter with recorded settings. Nida thought about that there are two frameworks of interpreting: one is the use of set up rules for deciphering (carefully planned), the second is progressively expounded, split in an) investigation of the message to its syntactic structures and implications of the words, b) mental exchange from one language to the next and c) rebuilding, where the moved message is rebuilt to be fathomable in the objective language. The present need is to make an obvious qualification between interpretation as a facilitator to comprehend a book in an alternate language (genuine interpretation) and interpretation as a movement in second language instructing/learning forms (educational interpretation). As Becerra-Solis and Aguado-Marques expressed , the differentiation between the two is clear in light of the fact that, while in genuine interpretation the deciphered item is the objective of the procedure, in educational interpretation, the interpreted item is the way to accomplish information of L2. The job of interpretation in training a subsequent language is stressed in a few known methodologies and systems like Grammar-Translation Method, Audio-Lingual Method or the Communicative methodology, yet not just. There are various methodologies centered around interpretation and on the aftereffect of interpretation in accomplishing capability in a second/unknown dialect, yet Nida distinguished two issues in all ways to deal with speculations of deciphering: 1) The propensity of scientists to underline the advantages of a specific approach and its relevance 2) The principle worry on denotive implications as opposed to on affiliated ones In any case, after a timeframe, these strategies and approaches’ particular markers become surely understood and a target request on them is conceivable. Likewise, the vast majority of the accompanying strategies and approaches are valuable and used to educate/learn sentence structure, regardless of whether they were later viewed as a hindrance for an effective act of a second/unknown dialect. Language TRANSLATION METHOD, FORMAL LINGUIST METHOD, CULTURAL MODEL, THE TEXT ANALYSIS METHOD, THE HERMENEUTIC METHOD The Grammar-Translation Method showed up in the eighteenth century in Prussia, when a French course book and an English course book for optional schools were distributed. It was completely created in the nineteenth century and it was essentially used to show second dialects in Europe from 1840s to 1940s. Its point was to assist students with reading old style writing. L1 in showing L2 language rules was utilized, and these standards were introduced steadily. In Grammar-Translation Method, language is decreased to the syntactic development. The attention is on the sentence and there must be a sure word request as indicated by given principles. The remembrance of these principles and of jargon records is the primary way to learn. Precision in interpretation was viewed as a commitment. The primary objective of strategy was for students to be able to discover counterparts in interpreting forms. The materials utilized in study hall are the language structure book and the word reference. Celce-Murcia summarized the attributes and aftereffects of the technique: 1. The local language is utilized for guidelines 2. The subsequent language is scarcely utilized 3. The syntactic investigation is featured 4. Troublesome old style writings are utilized from the beginning 5. Interpretation of sentences from L2 into L1 is normal 6. The understudies can’t utilize L2 for correspondence thus 7. The educators are not required to communicate in the objective language themselves The primary analysis on the strategy is about its negligence for correspondence and association and its absence of inspiration. The primary method of instructing/learning-interpretation made pressure understudies. The remembrance of arrangements of words and linguistic principles was the primary key to have a triumph, the insufficiency of retaining them prompted the inadequacy to finish interpretation errands. Language structure Translation might be prevalent with tenderfoots, but since of its trait of adapting not insignificant arrangements of words and discovering reciprocals in interpretation exercises, it doesn’t enable capable students to advance. Like Grammar-Translation Method, the Formal Linguist Method, inspects formal parts of the language and doesn’t put a highlight on importance. The technique utilizes interpretation simply like GTM and the outcome is a type of strict interpretation, neglecting to give a significant interpretation of maxims, for instance. The Cultural Model uses interpretation of language as far as culture and setting. For this methodology, language is viewed as culture and interpreting is a view on the world. While some accepted that two dialects are not socially comparative enough for an interpretation to succeed, the lion’s share viewed as that interpretation ought to be between societies, not dialects. Split in Ethnographical Semantic and Dynamic Equivalence, the Cultural Model looks for an approach to utilize interpretation as a methods for educating/learning. The Ethnographical Semantic Method takes a gander at the significance of the language and it thinks about it as a major aspect of the language itself. The essential attributes of ESM is the thought of dialects totally extraordinary, with nothing in like manner and the manner in which instructors train students to differentiate various societies and to conceptualize the world. The Dynamic Equivalence Method has an absolutely differentiating conviction to ESM and thought about that various dialects are comparative on the message they transmit, and it underscored the peruser’s reaction. The end drawn is that while ESM takes a shot at langue, the DEM chips away at parole. The Text Analysis Method depends on pragmatics, semiotics, sociolinguistics, stylistics, talk and open hypothesis. One of this technique’ s supposition that will be that setting is the primary center of content understanding/interpretation and puts an accentuation on the association among content and setting. For the Hermeneutic Method, interpretation is viewed as an elucidation and abstract and educating isn’t methodical and simple. The Hermeneutic Method isn’t appropriate for tenderfoots in view of the urging to reprimand messages and reproduce them, neglecting to carry the important data to accomplish a more significant level of comprehension and learning a subsequent language. THE AUDIO-LINGUAL METHOD AND THE COMMUNICATIVE APPROACH (COMMUNICATIVE LANGUAGE TEACHING) The Audio-Lingual Method showed up when the U.S.A. entered World War II and the advancement of second language programs for military work force occurred to guarantee a L2 discussion. The fundamental parts of the technique were to acquire a local like emphasize and capability in a brief timeframe. Like the Grammar-Translation Method, the attention was on retention of arrangements of words and reiteration, yet not on syntax structures. Penetrating, fill-in the hole activities were the primary instructing gadgets. In spite of the fact that it utilized interpretation, outside the L2 study hall, it was not allowed. A portion of the Audio-Lingual Method attributes are: â Dialogs are utilized toward the start of every exercise â Due to the conviction that language is a propensity development, impersonation and retention are significant â Grammar is instructed in arrangements and inductively â Each aptitude is utilized independently â There is high accentuation on articulation â Very barely any jargon words are utilized toward the start â Correction of student mistakes happen continually â There is no respect on language importance or setting â The educator is required to have capability just on structures, jargon â Learning exercises and materials can’t be adjusted Because of an interest for usefulness and open capability of the L2, the strategy was not utilized any longer before the finish of the 1960s. Still>
I. METHODOLOGICAL APPROACHES CONCERNING TRANSLATION AND GRAMMAR Encouraging a subsequent language was, consistently, a steady try different things with various procedures and approaches, expediting movements and changes the entire experience. As Celce-Murcia stated, throughout the entire existence of instructing L2, there were approaches on the utilization of language (talking and understanding) and on the examination of language (here, the most significant angles were the syntactic structures). The issue was that there were no records of the techniques utilized for showing a second language until the start of the seventeenth century. In the beginnings of interpretation, old style Greek and Latin, considered linguas francas, were utilized in religion, theory or legislative issues. The Bible was made an interpretation of from Hebrew to Greek and later to Latin, and the informed tip top was competent to peruse and write in one or the two dialects. The presence of the print machine made conceivable the getting the hang of/instructing of something other than Greek and Latin, and the move from punctuation structures on investigation of the dialects. Comenius, a popular language educator and methodologist of the seventeenth century, distributed books on his training procedures and some of them were: â The utilization of impersonation to instruct language rules â Repetition â The utilization of least jargon from the outset â Helping understudies with training â The utilization of pictures for instructing Various strategies and methods of training a subsequent language demonstrated valuable for educators through time since it influences both the instructing and its result, and: “a learning of strategies extends an educator’s collection of systems. This in itself gives an expansion road to proficient development, as certain instructors discover their approach to new philosophical positions, not by first engaging new standards. but instead by evaluating new methods.” The view on interpretation approaches and systems isn’t completely expounded in light of the fact that interpretation studies explore what interpretation implies and less the manners in which interpretation could be utilized for learning purposes. Interpretation is viewed as a fairly constrained strategy because of the thin impression of what it is considered and not what it could offer. In the most recent decade, scientists moved towards subjective asks on interpretation, in the wake of going through years on experimental depictions and conduct of interpretation draws near. Basic elucidations of these methodologies look to interface the interpreter with recorded settings. Nida thought about that there are two frameworks of interpreting: one is the use of set up rules for deciphering (carefully planned), the second is progressively expounded, split in an) investigation of the message to its syntactic structures and implications of the words, b) mental exchange from one language to the next and c) rebuilding, where the moved message is rebuilt to be fathomable in the objective language. The present need is to make an obvious qualification between interpretation as a facilitator to comprehend a book in an alternate language (genuine interpretation) and interpretation as a movement in second language instructing/learning forms (educational interpretation). As Becerra-Solis and Aguado-Marques expressed , the differentiation between the two is clear in light of the fact that, while in genuine interpretation the deciphered item is the objective of the procedure, in educational interpretation, the interpreted item is the way to accomplish information of L2. The job of interpretation in training a subsequent language is stressed in a few known methodologies and systems like Grammar-Translation Method, Audio-Lingual Method or the Communicative methodology, yet not just. There are various methodologies centered around interpretation and on the aftereffect of interpretation in accomplishing capability in a second/unknown dialect, yet Nida distinguished two issues in all ways to deal with speculations of deciphering: 1) The propensity of scientists to underline the advantages of a specific approach and its relevance 2) The principle worry on denotive implications as opposed to on affiliated ones In any case, after a timeframe, these strategies and approaches’ particular markers become surely understood and a target request on them is conceivable. Likewise, the vast majority of the accompanying strategies and approaches are valuable and used to educate/learn sentence structure, regardless of whether they were later viewed as a hindrance for an effective act of a second/unknown dialect. Language TRANSLATION METHOD, FORMAL LINGUIST METHOD, CULTURAL MODEL, THE TEXT ANALYSIS METHOD, THE HERMENEUTIC METHOD The Grammar-Translation Method showed up in the eighteenth century in Prussia, when a French course book and an English course book for optional schools were distributed. It was completely created in the nineteenth century and it was essentially used to show second dialects in Europe from 1840s to 1940s. Its point was to assist students with reading old style writing. L1 in showing L2 language rules was utilized, and these standards were introduced steadily. In Grammar-Translation Method, language is decreased to the syntactic development. The attention is on the sentence and there must be a sure word request as indicated by given principles. The remembrance of these principles and of jargon records is the primary way to learn. Precision in interpretation was viewed as a commitment. The primary objective of strategy was for students to be able to discover counterparts in interpreting forms. The materials utilized in study hall are the language structure book and the word reference. Celce-Murcia summarized the attributes and aftereffects of the technique: 1. The local language is utilized for guidelines 2. The subsequent language is scarcely utilized 3. The syntactic investigation is featured 4. Troublesome old style writings are utilized from the beginning 5. Interpretation of sentences from L2 into L1 is normal 6. The understudies can’t utilize L2 for correspondence thus 7. The educators are not required to communicate in the objective language themselves The primary analysis on the strategy is about its negligence for correspondence and association and its absence of inspiration. The primary method of instructing/learning-interpretation made pressure understudies. The remembrance of arrangements of words and linguistic principles was the primary key to have a triumph, the insufficiency of retaining them prompted the inadequacy to finish interpretation errands. Language structure Translation might be prevalent with tenderfoots, but since of its trait of adapting not insignificant arrangements of words and discovering reciprocals in interpretation exercises, it doesn’t enable capable students to advance. Like Grammar-Translation Method, the Formal Linguist Method, inspects formal parts of the language and doesn’t put a highlight on importance. The technique utilizes interpretation simply like GTM and the outcome is a type of strict interpretation, neglecting to give a significant interpretation of maxims, for instance. The Cultural Model uses interpretation of language as far as culture and setting. For this methodology, language is viewed as culture and interpreting is a view on the world. While some accepted that two dialects are not socially comparative enough for an interpretation to succeed, the lion’s share viewed as that interpretation ought to be between societies, not dialects. Split in Ethnographical Semantic and Dynamic Equivalence, the Cultural Model looks for an approach to utilize interpretation as a methods for educating/learning. The Ethnographical Semantic Method takes a gander at the significance of the language and it thinks about it as a major aspect of the language itself. The essential attributes of ESM is the thought of dialects totally extraordinary, with nothing in like manner and the manner in which instructors train students to differentiate various societies and to conceptualize the world. The Dynamic Equivalence Method has an absolutely differentiating conviction to ESM and thought about that various dialects are comparative on the message they transmit, and it underscored the peruser’s reaction. The end drawn is that while ESM takes a shot at langue, the DEM chips away at parole. The Text Analysis Method depends on pragmatics, semiotics, sociolinguistics, stylistics, talk and open hypothesis. One of this technique’ s supposition that will be that setting is the primary center of content understanding/interpretation and puts an accentuation on the association among content and setting. For the Hermeneutic Method, interpretation is viewed as an elucidation and abstract and educating isn’t methodical and simple. The Hermeneutic Method isn’t appropriate for tenderfoots in view of the urging to reprimand messages and reproduce them, neglecting to carry the important data to accomplish a more significant level of comprehension and learning a subsequent language. THE AUDIO-LINGUAL METHOD AND THE COMMUNICATIVE APPROACH (COMMUNICATIVE LANGUAGE TEACHING) The Audio-Lingual Method showed up when the U.S.A. entered World War II and the advancement of second language programs for military work force occurred to guarantee a L2 discussion. The fundamental parts of the technique were to acquire a local like emphasize and capability in a brief timeframe. Like the Grammar-Translation Method, the attention was on retention of arrangements of words and reiteration, yet not on syntax structures. Penetrating, fill-in the hole activities were the primary instructing gadgets. In spite of the fact that it utilized interpretation, outside the L2 study hall, it was not allowed. A portion of the Audio-Lingual Method attributes are: â Dialogs are utilized toward the start of every exercise â Due to the conviction that language is a propensity development, impersonation and retention are significant â Grammar is instructed in arrangements and inductively â Each aptitude is utilized independently â There is high accentuation on articulation â Very barely any jargon words are utilized toward the start â Correction of student mistakes happen continually â There is no respect on language importance or setting â The educator is required to have capability just on structures, jargon â Learning exercises and materials can’t be adjusted Because of an interest for usefulness and open capability of the L2, the strategy was not utilized any longer before the finish of the 1960s. Still>
