ing, such as parking maneuvers, vehicle placement, backing, and turning movements. In the skill courses, students are confronted with hazards in the form of other vehicles driven by instructors who create potential accident situations. This impresses upon them the need to develop a defensive driving attitude. a The pursuit course teaches the proper braking, cornering, and acceleration techniques. This is not a high-speed course per se. Speeds do not exceed 55 miles per hour. Technique, not speed, is emphasized. During the final phase of this instruction, each student pursues vehicle driven by an instructor on a course simulating city blocks complete with one-way streets, stop signs, and numbered streets. A unique twist to this is that other vehicles are moving about the course while the pursuit is occurring. Naturally, strict rules are followed to avoid any mishaps and ensure the safety of all. To add complexity and realism, students are required to use the two-way radio during the chase. Law Technology Instruction within this area pertains to the common activities of police officers such as arrest, investigations, search and seizure, evidence collection, and report writing. The instructional goal is to reinforce previously established technique and procedures and to correct noted deficiencies. Conflict Management San Jose officers have recently completed a 40-hour inservice program in domestic crisis intervention techniques. Many of the skills learned in that course can be applied to other conflict situations confronting officers, e.g., landlord-tenant and businessmancustomer disagreements. Based upon the course's success and the enthusiasm shared by the officers, the decision was made to include this type of training in A.I.T. In A.I.T., the emphasis is placed upon two other conflict situations, public encounters, and the officers' own interpersonal conflicts created by the pressure of their work. Situational instruction is provided to show how street courtesy or manner of conduct toward other persons by officers may prevent conflicts from occurring and, in some cases, actually overcome already existing conflict. Topics covered within this area of instruction include: offi cer stress; citizen stress; attitude formation; nonverbal behavior; and stress reduction. It is the objective of this course to help the officer identify and handle stress as it affects both himself and others within the scope of the job. Emergency Care California State law requires public safety personnel to receive training in emergency medical care and life-saving techniques. The department is fully conscious of the fact that lives can be saved and severe disabilities reduced if its officers render emergency medical care promptly and efficiently. The A.I.T. emergency care training complies with State training requirements with an emphasis on those situations encountered most often by officers. Subject Category Defensive Tactics- Chemical Agents. Total Firearms The instructional objectives in firearms training is much more than target practice, an approach that is limited to training for accuracy. Officers must be able to shoot accurately, but equally important, and of major consequence, is their ability to react immediately and properly in field situations. To train officers effectively in both the use of their service weapons and shotguns, simulant techniques must be employed. During A.I.T., officers are placed in shoot-don't shoot situations in both day and night exercises, with emphasis on night training. Firing under conditions of darkness provides officers with an appreciation of the difficulties involved. Ideally, it conditions them to avoid the surprise and confusion they might experience in a night combat situation. The A.I.T. firearms course incorporates an exertion phase to simulate firing under stress. Officers must run several hundred-yard segments prior to performance in order to help them realize the decline in shooting accuracy when the body is fatigued or under stress. Chemical Agents California law requires peace officers to complete a course of instruc tion in the proper use of chemical agents. While the law does not call for periodic refresher training, the department feels that review is necessary, as various chemical agents, when improperly used, can be highly destructive and even cause death. Through A.I.T., officers are refamiliarized with use of chemical agents and their weaponry. Special attention is given to those chemical agents used in barricade, hostage, and crowd situations. Cost Early A.I.T. planning showed that a large commitment of funds would have to be appropriated for the program's establishment. In addition, even greater sums would be required to support it for the initial 18-month cycle. These expenditures basically would be for necessary equipment to run the courses and the obtainment of training aids. Initial program outlay and maintenance cost for each 2-week session are reflected in chart 3. Officers' salaries were not considered as a program cost. To counteract the department's cost, the Santa Clara Valley Regional Administration of Justice Academy, a division of a local junior college, agreed to share the expenditures, thus reducing the department's cost substantially, enabling the college to receive State funds as a reimbursement for higher average daily attendance. Two additional benefits were derived from this relationship. First, the college provided classroom facilities. Secondly, due to implementation of A.I.T. through the auspices of a junior college, officers receive three college units of lower division credit. To reduce the cost of officers' salaries, the department requested the California Commission on Peace Officer Standards and Training (P.O.S.T.) to certify A.I.T. as fulfilling the State's 40-hour requirement for advanced officer training. The granted certifica Students learn high-speed cornering techniques and the effects of vehicle dynamics. tion enables the department to be reimbursed by P.O.S.T. for 60 percent of the officers' salaries. However, this applies to only 40 of the program's 80 hours. Instructional Design and In order to be effective education, police training has to be more than a presentation of researched content or assigned readings. There has to be quality instruction, followed by practice and conditioned reaction. To ensure that officers are afforded maximum benefit of the learning opportunity, they must be exposed to the most advanced principles in the educational field. Instructors. The success of a program depends upon the ability of the instructors to convey the information in a well-organized, dynamic, and meaningful manner. For this reason, considerable importance was placed upon the selection criteria and designation of A.I.T. instructors. The responsibility of presenting the pro gram's subject matter was given to officers in the department's training unit. As a part of the established standard, A.I.T. instructors are required to possess a State teaching credential and to have demonstrated in the past the ability to teach effectively. Of equal importance is a complete knowledge of the subject matter. Furthermore, they must be capable of instructing in at least two subject areas. To develop this dual expertise, officers attended various training programs throughout the State, which provided them with the knowledge and skill to be proficient in a second topic. All subjects have one primary and one secondary instructor assigned, exceptions being driver training and firearms with four and two secondary instructors respectively. This procedure allows for team teaching and more individual attention, and in the event of an instructor's absence, the course may still be presented. Behavioral Objectives. Instructors were charged with the responsibility of establishing course content and drafting behavioral objectives. Knowledge and skill objectives were required to: Presentation Methods. The traditional lecture method of presenting information was not considered satisfactory to guarantee the results desired. All possible student participatory techniques were utilized. When the lecture was used, it was heavily supplemented with training aids, both visual and audio. The training unit's instructional media section was made available to all instructors to assist in the selection of the best method of presentation, as well as the actual preparation of instructional packages. The types of media used for each training category is shown in chart 4. Cognizant that media usage can be abused, careful attention was given to avoiding oversaturation of media. presentations. Likewise, all media was closely scrutinized to determine that it was the best available method for accomplishing the intended pur pose. Quality Control. The prime objective of any training is to impart new knowledge or skills. Traditionally, learning is measured by tests, which learning is measured by tests, which are given before and after training. to determine if knowledge has been learned, but not necesarily if behavior has changed. A training program has changed. A training program must also gauge the result of the training furnished by measuring improve ments in both knowledge and skill behavior. Therefore, the department is developing and testing a comprehensive program evaluation component. This component will assess the outcome of training in terms of knowledge and skill behavior as well as attitudes. It will also provide continuous feedback between training staff and students about the effectiveness of training methods, curriculum content. and instructor-student interaction. The goal of the program evaluation is to determine the overall merits of A.I.T. and focuses on measuring the effects of training on subsequent on-duty performance of officers. In addition to providing the data about cost-effectiveness, the evaluation will provide information about immediate and long-term effects of the training. As important to having a cost-effective training program is a program that is favorably evaluated by the students and the instructor. Student eval uation takes two forms, written and verbal. At the completion of each subject area, students complete an evaluation covering relevancy of content, instructional methods, and instructor performance. These are collected and reviewed in preparation for the verbal critique at the course completion. Here students provide further evaluation, and meaningful discussion takes place on comments obtained from the written forms. Evaluation by the instructors takes the form of monitoring each other's classes to assess their counterpart's effectiveness. The emphasis is on methods of presentation, instructor qualities, and whether the intended message is, in fact, being delivered. At the conclusion of each 2-week session, meetings are held to discuss all of the evaluations which have been compiled. At this time, program needs for deletions, additions, or modifications are acted upon. Conclusion A.I.T. is not a panacea for all the department's training needs. It is, however, another advancement, and a giant one at that, in the development of a total departmental training program. Through training, officers are prepared to fulfill their responsibilities, and the department is able to meet the public's expectations. While training alone cannot do the total job, it is one more building block for achieving the department's goal of providing efficient and effective service to the community. While much of the following article may seem elementary to experienced identification officers and others with a wide knowl edge of fingerprints, the some 74,000 fingerprint cards which must be returned by the FBI to contributors each month indicate training in fingerprinting techniques is still needed by many law enforcement officers and other persons responsible for submitting fingerprint impressions to the FBI. Reprints of this article may be obtained in quantity by writing to Director, Federal Bureau of Investigation, U.S. Department of Justice, Washington, D.C. 20535. The FBI maintains the largest re pository of fingerprints in the world. The Identification Division fingerprint files contain in excess of 163 million fingerprint records which include the criminal fingerprint records of over 21 million individuals. This vast reservoir of fingerprint impressions has been recorded on fingerprint cards with the use of printer's ink. In order to properly file the millions of fingerprints received each year, a complete and accurate classification formula must be obtained for each set of prints. This exact formula can only be calculated if a clear and distinct impres sion of each fingerprint is obtained. Should one or more fingerprints on a card be found too indistinct to interpret accurately, the prints must be returned to the contributor since they cannot be accurately classified and filed. Computer "FINDER" System In 1967, the FBI launched a concerted program of research and development with the purpose of advancing the state of development of computer technology to a point where automatic fingerprint identification would become a reality. It was necessary to develop automatic scanning equipment that could read and record fingerprint characteristics directly directly from standard inked fingerprint cards. This information in the form of digital data would, thereafter, be classified and stored in a computer's mass memory system according to classification. Subsequently, it would be matched with data derived from other standard inked fingerprint cards similarly processed by this automatic fingerprint reader equipment. use of fingerprint impressions in the data base which have been taken with black printer's ink. Tests performed with FINDER disclose that its technology is suited for handling fingerprints obtained by use of black printer's ink, as well as other mediums being introduced for taking fingerprint impressions. Fingerprint impressions taken by some inkless, chemical processes produce black impressions on standard white fingerprint cardstock, which can be processed by FINDER. The performance of FINDER is strongly dependent upon the quality of the fingerprint impressions themselves even though computer logic and imageprocessing techniques are used to enhance the image of the fingerprint at the time it is processed by this equip ment. FBI Policy Change The FBI Identification Divisior has historically adhered to a policy of processing any legible set of fingerprints through its fingerprint files; however, only fingerprints taken with black printer's ink would be retained in the Identification Division files. The FBI has for many years recommended all fingerprint impressions be taken with black printer's ink to insure the fingerprints are clear, legible, and of a permanent nature. The FBI continues to recommend the use of black printer's ink; however, inkless chemical processes for obtaining fingerprints have recently been developed which produce legible black fingerprint impressions on standard white fingerprint cardstock. The FBI Identification Division will now process and retain, in addition to fingerprints taken with black printer's ink, fingerprint impressions taken by inkless chemical processes provided: (1) The fingerprints are recorded with a medium which provides uniform black impressions, clear in contrast, on standard white fingerprint card The basic equipment required for taking fingerprints consists of an inking plate, a cardholder, printer's ink (heavy black paste), and a roller. This equipment is simple and inexpensive. In order to obtain clear, distinct fingerprints, it is necessary to spread the printer's ink in a thin, even coating on a small inking plate. A roller similar to that used by printers in making galley proofs is best adapted for use as a spreader. Its size is a matter determined by individual needs and preferences; however, a roller approximately 6 inches long and 2 inches in diameter has been found to be very satisfactory. These rollers may |